Metacognition as scaffolding for the development of listening comprehension in a social mall app Report as inadecuate




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Elena Barcena ;RIED. Revista Iberoamericana de Educación a Distancia 2016, 19 1

Author: Timothy Read

Source: http://www.redalyc.org/articulo.oa?id=331443195006


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RIED.
Revista Iberoamericana de Educación a Distancia ISSN: 1138-2783 ried@edu.uned.es Asociación Iberoamericana de Educación Superior a Distancia Organismo Internacional Read, Timothy; Barcena, Elena Metacognition as scaffolding for the development of listening comprehension in a social MALL App RIED.
Revista Iberoamericana de Educación a Distancia, vol.
19, núm.
1, 2016, pp.
103120 Asociación Iberoamericana de Educación Superior a Distancia Madrid, Organismo Internacional Available in: http:--www.redalyc.org-articulo.oa?id=331443195006 How to cite Complete issue More information about this article Journals homepage in redalyc.org Scientific Information System Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Non-profit academic project, developed under the open access initiative I.S.S.N.: 1138-2783 Metacognition as scaffolding for the development of listening comprehension in a social MALL App La metacognición como andamiaje para el desarrollo de la comprensión oral en una App de MALL social Timothy Read Elena Barcena Universidad Nacional de Educación a Distancia, UNED (Spain) Abstract This article focuses on the role that metacognition can effectively play in the development of second language listening comprehension, and specifically, how a mobile app can be specified to this end.
A social mobile assisted listening app, ANT (Audio News Trainer), is presented as a prototype for exploring the way in which students can be helped to use metacognition to improve relevant linguistic communicative competences.
A study has been undertaken with students using ANT to explore the intricate nature of the listening comprehension development process and the main metacognitive strategies that can be successfully applied. Special attention is paid to the implicitly and explicitly applied metacognitive strategies within the app, and related social network, where follow-on activities were undertaken, the strategies in question b...





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