Examining the effects of metacognitive strategy instruction on ESL group discussions: A synthesis of approaches

Yuen Kwan Wendy LAM

Research output: Contribution to journalArticles

14 Citations (Scopus)

Abstract

This article presents the findings of an intervention study designed to examine the effects of metacognitive strategy instruction (MCSI) on learners' performance and on strategy use. Two classes in the secondary English oral classroom in Hong Kong participated in the study; one class received eight sessions of MCSI and the other served as a comparison group. In weeks 1, 10 and 20, data were collected from the learners' performance in group-work discussions, from the self-report questionnaires, from the observations of learners' strategy use, and from the stimulated recall interviews. The findings indicated that the treatment class generally outperformed the comparison class in the group discussion task. In addition, there was corroborating evidence from the multi-method approach to support the view that the learners tended to deploy `problem identification' as a global planning strategy to cope with an upcoming prioritization group discussion task. The findings are discussed with respect to awareness-raising value of the MCSI, the interaction effect between strategy instruction and research method, explicit and implicit learning, and a match of task type and strategy choice. Finally, the distinct advantages of using a multi-method approach to gauging the effects of MCSI are appraised. Copyright © 2009 The Author(s).
Original languageEnglish
Pages (from-to)129-150
JournalLanguage Teaching Research
Volume13
Issue number2
DOIs
Publication statusPublished - Apr 2009

Citation

Lam, W. Y. K. (2009). Examining the effects of metacognitive strategy instruction on ESL group discussions: A synthesis of approaches. Language Teaching Research, 13(2), 129-150.

Keywords

  • Metacognitive strategies
  • Strategy instruction
  • Second language planning
  • Group work discussion
  • Multi-method approach

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