خلاصه کتاب و اطلاعات بیشتر
In this action research study, the researcher designed and implemented a strategy-trainingprogram that focused on the development of cognitive and metacognitive strategies topromote listening comprehension ability among second year non-English majors. Learnerswere studying English as a foreign language (EFL) at a university language center in TaipeiCity. 56 Taiwanese non-English major undergraduate EFL learners participated in the training.Participants were second-year students who attended mandatory English laboratory classesonce a week for one hour and fifty minutes in addition to other courses they were taking inorder to satisfy their academic major requirements (e.g., Economics, Communications,International Trade, Education, Law, Psychology, and Computer Science). Participatingstudents were tested by the university language department and assigned to thepre-intermediate level. The class that received the cognitive and metacognitive strategiestraining comprised 37 males and 19 females, whose ages ranged from 18 to 23 years old.Findings revealed that metacognitive strategy of using a notebook and cognitive strategy ofT-list notetaking, followed by semantic mapping of listening texts were the most helpfullistening strategies as perceived by learners who indicated their attitudes towards the trainingon Strategy Learning Logs (SLL).