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首页> 外文期刊>Computer assisted language learning >College students' metacognitive strategy use in an EFL flipped classroom
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College students' metacognitive strategy use in an EFL flipped classroom

机译：大学生的元认知策略在EFL翻转教室中使用

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摘要

This study examines EFL students' metacognitive strategy use in a university flipped classroom and the underlying factors of metacognitive strategy use. The participants in our study were students enrolled in an elective English course at a university in Taiwan, where they had to watch online course videos outside of class and participate in activities that required knowledge application. Students' metacognitive strategy use and factors affecting their use were elicited through written accounts, class observations, and semi-structured interviews. Findings show that factors affecting their metacognitive strategy use include students' expected learning outcome and peer learning. Students' greater control over learning in a flipped classroom context further facilitates their metacognitive strategies. Finally, possible directions for metacognitive instruction are discussed.
机译：本研究审查了EFL学生的元认知策略在大学翻转课堂和元认知策略使用的潜在因素。我们研究中的参与者是在台湾大学的选修英语课程中注册的学生，他们不得不在课外观看在线课程视频，并参加所需知识应用的活动。通过书面账户，课程观察和半结构化访谈引发了学生的元认知策略使用和影响其使用的因素。调查结果表明，影响其元认知策略使用的因素包括学生的预期学习结果和同行学习。学生在翻转教室背景下的学习更大控制进一步促进了他们的元认知策略。最后，讨论了元认知指令的可能方向。

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