The Effect of Using Metacognitive Feedback Through Video-based Learning for Teaching Turn-Taking and Conversational Management

Abstract

This study aims at determining the effectiveness of using metacognitive feedback through video-based learning for teaching turn taking and conversation management for second grade university students . In order to achieve this aim three hypotheses are formulated : 1-The university students have a higher level of metacognitive feedback awareness. 2-There is no significant difference in the metacognitive feedback awareness of second-grade university students based on their locality. 3-There is no statistically significant difference of video-based learning on teaching Turn-taking for university student .        An achievement test is constructed and exposed to a jury of specialist for the purpose of ascertaining its face validity and coefficient formula is applied to calculate the inter scorer reliability . The sample of the study consist of one hundred student selected from second grade from educational for humanities sciences during the academic year 2022-2023 . The sample is divided into two groups A and B . Both groups are equalized in the variables of parents ' academic level and mid-year exam. The experimental design of the study involves two groups ; the control group and the experiment group. The experiment started on . Both groups are taught from unit 7 to unit 13 by the researcher herself  The collected data have been analyzed by using t-test formula. Result show the following : There are no significance differences between the achievement of the control group in the pre-test and that of the post-test. There is significance differences between the achievement of the experimental group in pre-test and that of the post–test. There is significance differences between the post –test scores of the experimental group and those of the control group  , and in the favour of the experimental one . Hence, the first hypothesis is accepted, whereas the second and third ones are rejected. This indicates that metacognitive feedback through video–based learning has an effective role in students' achievement in teaching turn–taking and conversation management. In light of the study findings , a number of recommendations and suggestions are put forward.