Examining the Relationship Between Metacogntion and English Grammar Achievement in a Peer Instruction-based Classroom
- Issued Date
- 2016
- Abstract
- ABSTRACT
Examining the Relationship Between
Metacogntion and English Grammar Achievement
in a Peer Instruction-based Classroom
Min-ji Na
Advisor: Kyung Ja Kim Ph.D.
Major in English Language Education
Graduate School of Education, Chosun University
In the field of language education, students’ characteristics have been considered as a significant element which affects a students’ proficiency. Among the characteristics, metacognition has been verified as a characteristic of high proficiency learners. However, there have been a few teaching methods investigated for developing language learners’ metacognition in the language classroom. Hence, this research examined the Peer Instruction (PI) as a metacognitive strategies training tool. The purpose of this study was to investigate middle school students’ use of metacognitive strategies in a PI-based classroom and the relationship between metacognitive strategies and grammar achievement. The researcher proceeded PI class with eight male students for four weeks (8 sessions). The participants were all 9th grade students. This research collected data from pre- and post-metacognitive questionnaires and grammar achievement tests. Also, the researcher interviewed three participants for further insight on PI and metacogntive strategies. The collected data were analyzed with a reliability test, descriptive statistics, t-tests, correlations, and content analysis. First, what kinds of metacognitive strategies were used before and after PI was analyzed with a metacognitive questionnaire. The metacognitive questionnaire was consisted of 35 items, which are categorized into 6 different types of metacognitive strategies: planning, comprehension monitoring, information management, debugging, evaluation, and socioaffective strategies. The results indicated that the overall the students’ use of metacognitive strategies was enhanced through PI. Especially, evaluation strategies showed statistically significant difference. Additionally, the relationship between metacognitive strategies and grammar achievement was verified with a grammar achievement test and the metacognitive questionnaire results. It reveals that metacognitive strategies had low correlation with grammar achievement. Based on the study findings, pedagogical suggestions are provided.
- Alternative Title
- 또래교수법을 통한 메타인지와 영어문법 성취도의 상관관계
- Alternative Author(s)
- Min-ji Na
- Affiliation
- 조선대학교 교육대학원
- Department
- 교육대학원 교육학과
- Advisor
- 김경자
- Awarded Date
- 2017-02
- Table Of Contents
- LIST OF CONTENTS
Page
ACKNOWLEDGEMENT ............................................................................iv
LIST OF CONTENTS .................................................................................v
LIST OF TABLES .....................................................................................vii
ABSTRACT ...............................................................................................viii
I. INTRODUCTION .....................................................................................1
1.1 Statement of the Problem ...............................................................................1
1.2 Purpose of the Study ......................................................................................2
1.3 Research Question ............................................................................................2
II. LITERATURE REVIEW ........................................................................3
2.1 Definition of Metacogntion .............................................................................3
2.2 Components of Metacognition ........................................................................3
2.3 Use of Metacognition in L2 Classroom .......................................................6
2.4 Charateristics of Peer Instruction ...................................................................7
2.5 Relationship Between PI and L2 Achievement ...........................................8
2.6 Use of Metacognition during Peer Instruction .............................................8
III. METHODOLOGY .................................................................................9
3.1 Participants and Educational Background ...................................................9
3.2 Instrument ......................................................................................................9
3.2.1 Metacognitive Strategies Questionnaire ...................................................9
3.2.2 Grammar Achievement Test ...................................................................10
3.2.3 Interview ...................................................................................................11
3.3 Procedures ....................................................................................................11
3.4 Data Collection ...........................................................................................13
3.5 Data Analysis ..............................................................................................13
IV. RESULT AND DISCUSSION ...........................................................15
4.1 Use of Metacognitive Strategies in the PI-based Classroom ...................15
4.2 Relationship Between Metacognition and English Grammar
Achievement .................................................................................................. 22
V. CONCLUSION ......................................................................................24
5.1 Summary ......................................................................................................24
5.2 Pedagogical Implications .............................................................................24
5.3 Limitations ...................................................................................................25
5.4 Further Research Suggestions ....................................................................26
REFERENCES ............................................................................................27
APPENDIXES .............................................................................................31
- Degree
- Master
- Publisher
- 조선대학교 교육대학원
- Citation
- 나민지. (2016). Examining the Relationship Between Metacogntion and English Grammar Achievement in a Peer Instruction-based Classroom.
- Type
- Dissertation
- URI
- https://oak.chosun.ac.kr/handle/2020.oak/16042
http://chosun.dcollection.net/common/orgView/200000265874
- Appears in Collections:
- Education > 3. Theses(Master)
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