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Fifteen-session topic-based metacognitive awareness listening and speaking course

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 1 claim rests on one study

Description

The treatment was a fifteen-week topic-based listening and speaking course "based on Cotterall's (2000) principles of autonomous learning". Six metacognitive strategies drawn from Oxford (1990) were taught at three levels: centering learning (overviewing, focusing attention), arranging and planning learning (identifying task purpose and planning), and evaluating learning (self-editing, self-evaluation). Tasks were linked to the recognition-to-production (PPP) model from Communicative Language Teaching and practiced under the study's three planning conditions.

Design Implications

Context

Requirements

  • Tasks and strategies congruent with course objectives and linked to a model of language teaching
  • Opportunities to discuss and practice strategies known to facilitate task performance

Constraints

  • The tasks were not authentic and focused on a limited set of grammatical structures (simple past and past continuous)

Target Learners

  • Iranian TEFL university sophomores

Learning Goals

  • metacognitive awareness
  • oral fluency
  • strategic self-planning of speech

Claims

Examples

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Key Sources

  • Seifoori, Z. (2016). Metacognitive awareness and the fluency of task-based oral output across planning conditions: The case of Iranian TEFL students. Iranian Journal of Language Teaching Research, 4(1), 11-26. https://www.urmia.ac.ir/ijltr
Page metadata
Field Value
type design
id fifteen-session-metacognitive-awareness-course
title Fifteen-session topic-based metacognitive awareness listening and speaking course
description The treatment was a fifteen-week topic-based listening and speaking course "based on Cotterall's (2000) principles of autonomous learning".
status review
generated by process:settle-candidates on 2026-11-03
trust unverified — no one has confirmed this page's content
sources 1 — seifoori-2016

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