The effect of metacognitive instruction on Singapore secondary students' Chinese listening performance and metacognitive awareness.

This article reports on a study of metacognitive instruction for Chinese learners in Singapore secondary classrooms. Participants were 262 students in a Singapore secondary school who learn Chinese as their mother tongue language. They were instructed with an adapted version of the Metacognitive Awareness of Listening Questionnaire (Vandergrift, Goh, Mareschal & Tafaghodtari, 2006) on the use of metacognitive strategies while doing Chinese listening exercises. It was found that students' performance in listening comprehension was improved significantly. Their Planning & Evaluation and Directed Attention gained significant improvement as well. Findings from this study will provide verification for previous research results. More importantly, they are expected to give implications for the teaching and learning of listening comprehension in Chinese as a second language. [ABSTRACT FROM AUTHOR]