Effects of Mobile-Assisted Language Learning (MALL)-Delivered Explicit Metacognitive Intervention on Chinese EFL Students' Receptive Skills and Metacognitive Awareness

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2025-09-09 DOI:10.1111/jcal.70125

Changhong Peng, Weixing Gu, Liping Jiang

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引用次数: 0

Abstract

Background Study

In the field of English as a foreign language education, receptive skills such as listening and reading play a vital role in learners' academic success and professional development. These skills not only improve language comprehension but also facilitate language production.

Objectives

Therefore, the primary objective of this study was to investigate the general and specific effects of Mobile-Assisted Language Learning (MALL)-delivered explicit Metacognitive Intervention (MI) on Chinese undergraduate students' receptive skills in listening and reading, as well as their metacognitive awareness of this intervention.

Methods

A semester-long quasi-experimental research design was employed. Sixty-two out of the 75 intermediate-level Chinese college students majoring in International Business, who studied English as one of their university courses, participated in the study. They were from two intact classes with relatively homogeneous English proficiency at the intermediate level, as determined by a CET-4 pre-test and aligned with the Common European Framework of Reference (CEFR B1). The experimental group (n = 30) received MALL-delivered explicit MI, while the control group (n = 32) was taught using the MALL-delivered conventional instructional approach. Instruments used for data collection included the CET-4, the Metacognitive Awareness Listening Questionnaire (MALQ), and the Metacognitive Awareness Reading Strategies Inventory (MARSI).

Results

After applying the Holm-Bonferroni correction for multiple comparisons, the experimental group demonstrated statistically significant improvements in overall listening and reading performance, including the Short News and Passage sections in listening, as well as all major dimensions of metacognitive awareness except Mental Translation. Furthermore, the group significantly outperformed the control group in overall reading post-test scores.

Conclusions

MALL-delivered explicit MI demonstrates potential as an effective approach for enhancing students' receptive skills, particularly in reading, and for significantly improving their metacognitive awareness of listening and reading strategies. The statistically post-intervention gains, observed even after applying Holm–Bonferroni correction, underscore the pedagogical potential of integrating mobile technologies with strategy-based instruction. These findings suggest that educators should adopt MALL-delivered explicit MI to empower students to actively shape their learning experiences.

查看原文本刊更多论文

移动辅助语言学习（MALL）提供的外显元认知干预对中国英语学生接受技能和元认知意识的影响

在英语作为外语教育领域，听力和阅读等接受能力对学习者的学业成功和专业发展起着至关重要的作用。这些技能不仅能提高语言理解能力，还能促进语言的产生。因此，本研究的主要目的是探讨移动辅助语言学习（Mobile-Assisted Language Learning， MALL）提供的外显元认知干预（explicit metcognitive Intervention， MI）对中国大学生听力和阅读接受能力的一般和特定影响，以及他们对这种干预的元认知意识。方法采用准实验研究设计。在75名将英语作为大学课程之一的中国国际商务专业中级水平大学生中，有62人参与了这项研究。他们来自两个完整的班级，英语水平相对均匀，处于中等水平，由大学英语四级预考确定，并与欧洲共同参考框架（CEFR B1）保持一致。实验组（n = 30）采用mall提供的显式MI，对照组（n = 32）采用mall提供的常规教学方法进行教学。数据收集工具包括大学英语四级、元认知意识听力问卷（MALQ）和元认知意识阅读策略量表（MARSI）。结果采用Holm-Bonferroni校正进行多组比较后，实验组在听力的短新闻和短文部分以及除心理翻译外的元认知意识的所有主要维度上均有统计学上的显著提高。此外，在整体阅读测试后得分上，实验组明显优于对照组。结论：mall提供的外显式MI是提高学生接受能力的有效方法，特别是在阅读方面，并显著提高他们对听力和阅读策略的元认知意识。即使在应用Holm-Bonferroni校正后，统计上的干预后收益也强调了将移动技术与基于策略的教学相结合的教学潜力。这些发现表明，教育工作者应该采用mall提供的明确MI，使学生能够积极塑造他们的学习经历。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope