元认知意识工具在第二语言听力中的可靠性荟萃分析

IF 3.9 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Jiayu Zhai, Vahid Aryadoust
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引用次数: 0

摘要

元认知意识对调节第二语言(L2)听力至关重要,主要通过名为 "元认知意识听力问卷"(MALQ)的多维工具进行评估。由于之前的研究在 MALQ 的普遍性方面没有得出结论,因此从元分析的角度研究 MALQ 测量的整体可靠性非常重要。本研究旨在考察 MALQ 测量在 L2 听力领域的信度变化。研究人员对 45 项使用 MALQ 的研究中得出的 Cronbach's α 系数进行了元分析信度归纳(RG)。结果显示,MALQ 测量的综合信度估计值为 0.80,五个分量表中有四个分量表的综合信度系数大于 0.7,即心理翻译为 0.73,计划和评估为 0.74,人物知识为 0.71,解决问题为 0.79。另一方面,定向注意的信度为 0.68,没有达到 0.70 的最低要求。此外,由于所纳入的研究存在高度异质性,我们进行了混合效应元回归,确定了影响 MALQ 测量信度的四个调节因素:发表年份、教育环境、参与者的 L1 和 L2 熟练程度。我们还发现了在所纳入的出版物中存在出版偏差的证据。我们对未来的研究提出了建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

A meta-analysis of the reliability of a metacognitive awareness instrument in second language listening

A meta-analysis of the reliability of a metacognitive awareness instrument in second language listening

Metacognitive awareness is essential in regulating second language (L2) listening and has been predominantly assessed by a multidimensional instrument named the Metacognitive Awareness Listening Questionnaire (MALQ). Since previous studies have yielded inconclusive evidence concerning the generalization of MALQ, it is important to examine the overall reliability of the MALQ measures from a meta-analytical perspective. The purpose of the study was to examine variability in the reliability of MALQ measures in the field of L2 listening. A meta-analytic reliability generalization (RG) was conducted to synthesize Cronbach’s alpha coefficients derived from 45 studies that used MALQ. The results showed that the aggregated reliability estimate was 0.80 for MALQ measures, with four out of the five subscales having an aggregate reliability coefficient larger than 0.7, i.e., 0.73 for mental translation, 0.74 for planning and evaluating, 0.71 for person knowledge, and 0.79 for problem-solving. On the other hand, the reliability of directed attention was 0.68, falling short of meeting the minimum requirement of 0.70. In addition, as a high degree of heterogeneity was found in the studies included, a mixed effect meta-regression was performed, identifying four moderators affecting the reliability of MALQ measures: publication year, educational setting, participants’ L1, and L2 proficiency level. We further found evidence for publication bias in the included publications. Suggestions for future research are provided.

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来源期刊
CiteScore
6.20
自引率
15.20%
发文量
39
期刊介绍: The journal "Metacognition and Learning" addresses various components of metacognition, such as metacognitive awareness, experiences, knowledge, and executive skills. Both general metacognition as well as domain-specific metacognitions in various task domains (mathematics, physics, reading, writing etc.) are considered. Papers may address fundamental theoretical issues, measurement issues regarding both quantitative and qualitative methods, as well as empirical studies about individual differences in metacognition, relations with other learner characteristics and learning strategies, developmental issues, the training of metacognition components in learning, and the teacher’s role in metacognition training. Studies highlighting the role of metacognition in self- or co-regulated learning as well as its relations with motivation and affect are also welcomed. Submitted papers are judged on theoretical relevance, methodological thoroughness, and appeal to an international audience. The journal aims for a high academic standard with relevance to the field of educational practices. One restriction is that papers should pertain to the role of metacognition in learning situations. Self-regulation in clinical settings, such as coping with phobia or anxiety outside learning situations, is beyond the scope of the journal.
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