ผลของการสอนความตระหนักในกลวิธีอภิปัญญาโดยใช้หนังสือนิทานที่มีต่อความสามารถในการฟังของนักเรียนชั้นประถมศึกษา
DOI:
https://doi.org/10.14456/nrru-rdi.2023.30Keywords:
Metacognitive awareness teaching strategy, Storybooks, English listening, Young learnersAbstract
A metacognitive strategy is one of an important approach that can enhance learners' thinking and listening processes. A storybook can makes classroom learning more meaningful in language teaching and be used as a part of the metacognitive strategy teaching well. Storybooks promote a fun language learning process for learners. Therefore, the objectives of this research were: 1) to examine the effect of metacognitive awareness teaching strategies through storybooks on the listening ability of the third graders, and 2) to compare learners’ English listening ability posttest with the criterion score of 60%. The study was a quantitative and qualitative research. A group random sampling included 22 third graders. Research instruments including pre-tests, post-tests, and lesson plans approved by the advisor. The data were collected by means of pre-tests and post-tests according to the lesson plan. The data were analyzed using mean statistics, standard deviation, and t-test for one sample. The research results showed that the mean scores of the learners' English listening ability after learning by using metacognitive awareness teaching strategies through the storybooks were higher than before, and the average score of the learners' English listening ability after learning was higher than 60%. It was demonstrated that the use of a metacognitive strategy could create metacognitive awareness learning for learners and using metacognitive awareness teaching strategies through storybooks was able to enhance learners' English listening abilities.
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