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dc.contributor.authorLiyanage, Indikaen_US
dc.contributor.authorBartlett, Brendanen_US
dc.contributor.authorBirch, Garyen_US
dc.contributor.authorTao, Thomasen_US
dc.contributor.editorChan, Wai Mengen_US
dc.date.accessioned2017-04-24T08:49:33Z
dc.date.available2017-04-24T08:49:33Z
dc.date.issued2012en_US
dc.date.modified2013-06-03T00:21:06Z
dc.identifier.issn02199874en_US
dc.identifier.urihttp://hdl.handle.net/10072/47087
dc.description.abstractThe present study is an off-shoot of a larger project, in which a significant statistical relationship was observed between learner variables of a large sample (n=1440) of Chinese Learners of English as a Foreign Language and their reported use of Language Learning Strategies. In this article, we report the use of a combination of metacognitive strategies, namely selective attention, organisational planning and self-management in two different learning contexts (in-class and out-of-class) as an investigation of the perceived usefulness of this combination in these contexts. An analysis of the listening and speaking tasks that students face both in and outside the classroom revealed considerable variation, notably with more use of the metacognitive strategies reported for speaking and listening when both were undertaken out-of-class. In addition, variation was reported along gender lines. These outcomes are elaborated with implications for the teaching and learning of speaking and listening of English in China.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent431501 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherCentre for Language Studies, National University of Singaporeen_US
dc.publisher.placeSingaporeen_US
dc.publisher.urihttp://e-flt.nus.edu.sg/v9n12012/liyanage.pdfen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom5en_US
dc.relation.ispartofpageto25en_US
dc.relation.ispartofissue1en_US
dc.relation.ispartofjournalElectronic Journal of Foreign Language Teachingen_US
dc.relation.ispartofvolume9en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchLOTE, ESL and TESOL Curriculum and Pedagogy (excl. Maori)en_US
dc.subject.fieldofresearchcode130207en_US
dc.title“To Be or Not To Be” Metacognitive: Learning EFL Strategicallyen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightCopyright 2012 National University of Singapore. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.en_US
gro.date.issued2012
gro.hasfulltextFull Text


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