多模态教学环境下元认知策略在初中英语听力教学中的实证探讨

revisions, he designed a listening questionnaire for metacognitive awareness that is both concise and practical. The purpose of this questionnaire is to help students focus more on how they comprehend the listening content and how their personal awareness shifts as they listen. The development of a metacognitive instructional sequence for listening training was pursued by Vandergrift (2007). After that, Vandergrift and Tafaghodtari (2010) implemented metacognitive listening instruction in an experimental class, with French learners as the subjects of the study, and implemented metacognitive listening instruction in the experimental class. After one semester of comparison, it was found that the learners in the experimental class had significantly higher levels of listening comprehension than those in the control class. This result fully proved that students’ listening comprehension was significantly improved. In addition, Thompson also pointed out in 2012 that in order to improve students’ motivation and self-confidence, it can be achieved by developing learners’ metacognitive awareness.

Chapter 3 Methodology ................................ 29

3.1 Research Questions ............................. 29

3.2 Research Design ...................................... 30

Chapter 4 Results and Discussion ........................ 45

4.1 Results and Discussions of Questionnaires ................... 45

4.1.1 Reliability Analysis of the Questionnaire ................... 45

4.1.2 Analysis of the Results of the Metacognitive Strategies Questionnaire ..................... 49

Chapter 5 Conclusion ............................ 67

5.1 Major Findings .............................. 67

5.2 Implications of the Study ............................ 70

Chapter 4 Results and Discussion

4.1 Results and Discussions of Questionnaires

4.1.1 Reliability Analysis of the Questionnaire

4.1.1.1 Reliability Analysis

To ensure that the reliability of the questionnaire is effectively assessed, the widely used Cronbach’s alpha value was used as a measure in this study. The value of this indicator ranges from 0 to 1. When the Cronbach α value is lower than 0.6, it means that the questionnaire may have some problems and cannot fully meet the needs of the subsequent research, so it is necessary to optimize the survey questions to improve its quality. In this process, this study analyzed the internal reliability of the questionnaire with the help of SPSS27.0 software to strengthen its internal consistency and ensure that the data of the questionnaire can truly and accurately reflect the actual situation of the research subjects. As shown in Table 4.1, this study comprehensively assessed the reliability of the questionnaire through detailed data analysis, laying a solid foundation for the in-depth development of the subsequent study. 

questionnaire with the help of SPSS27.0 software to strengthen its internal consistency and ensure that the data of the questionnaire can truly and accurately reflect the actual situation of the research subjects. As shown in Table 4.1, this study comprehensively assessed the reliability of the questionnaire through detailed data analysis, laying a solid foundation for the in-depth development of the subsequent study. 

Chapter 5 Conclusion

5.1 Major Findings

Prior to the experiment, a questionnaire survey and data collecting were carried out, and the teaching practice ran for three months. Data was gathered while the experiment was running. Following the experiment, teachers and students were interviewed, a second questionnaire survey was administered, and the students’ listening scores were evaluated. Analyses pertinent to metacognitive techniques and listening scores were also carried out. The key conclusions that have been reached are as follows: 

Firstly, the current study used a questionnaire survey to collect data from students enrolled in two middle school classrooms in the third grade in order to evaluate the situation of middle school stu