Investigating the Relationship between Metacognitive Strategies and Receptive Skills in English of Non-English-Major University Students
Project/Area Number |
22520639
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Research Category |
Grant-in-Aid for Scientific Research (C)
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Allocation Type | Single-year Grants |
Section | 一般 |
Research Field |
Foreign language education
|
Research Institution | Notre Dame Seishin University |
Principal Investigator |
|
Project Period (FY) |
2010 – 2012
|
Project Status |
Completed (Fiscal Year 2012)
|
Budget Amount *help |
¥2,730,000 (Direct Cost: ¥2,100,000、Indirect Cost: ¥630,000)
Fiscal Year 2012: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2011: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2010: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
|
Keywords | 英語教育 / 受動的能力 / メタ認知ストラテジー / よい学習者 / リーディング / リスニング / 授業外活動 / 学習者ビリーフ / メタ認知モニタリング / 英語の受動的能力 / 英語リーディング / 英語リスニング / 日本人大学生 / 英語 / 授業内活動 / モチベーション / 自立した学習者 / メタ認知方略 |
Research Abstract |
The goal of this study was to investigate the relationship between metacognitive strategies and receptive skills in English of non-English-major university students. The main results show that submitting assignments every week (accumulating small goals) and conducting mini-tests every week (self-monitoring) were activities which can increase students’ receptive skills.
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Report
(4 results)
Research Products
(16 results)