Listen to the Voices of Neglected Autonomous Learners: A Japanese Version of the Group Metacognition Scale Special for eTandem Learning

Autor/in	Tam, Chui Ling
Titel	Listen to the Voices of Neglected Autonomous Learners: A Japanese Version of the Group Metacognition Scale Special for eTandem Learning
Quelle	In: LEARN Journal: Language Education and Acquisition Research Network, 16 (2023) 2, S.25-39 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2630-0672
Schlagwörter	Metacognition; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Cooperative Learning; Measures (Individuals); Teaching Methods; Independent Study; Comparative Analysis; Student Attitudes; Japanese; Native Language; Age Groups; Language Proficiency + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Kooperatives Lernen; Messdaten; Teaching method; Lehrmethode; Unterrichtsmethode; Selbststudium; Schülerverhalten; Japaner; Japanisch; Age grop; Altersgruppe; Language skill; Language skills; Sprachkompetenz
Abstract	Group-level self-regulation significantly impacts online collaborative learning performance (Panadero & Järvelä, 2015). Recently, online collaborative learning has been actively implemented in English language education in Japan, and group-level self-regulation, closely related to online collaborative learning, attracts the attention of Japanese researchers. However, no instrument has been developed to measure group-level self-regulation. Therefore, this study aims to adapt the Group Metacognition Scale (GMS) developed by Biasutti and Frate (2018) to Japanese and test it with a sample of eTandem English learners in Japan. Then, a comparison of self-directed and teacher-directed learning was made using GMS to determine whether they differ in their three metacognitive processes: planning, monitoring, and evaluating. The results showed that the Japanese version of the GMS comprised 18 items consistent with the four factors of the original version and had good internal consistency. This suggests that the Japanese version of the GMS is a valid and reliable tool for research and practice with Japanese-speaking populations. In addition, a comparison of mean scores for metacognitive processes revealed that the group metacognitive skills required for self-directed learning could be improved. (As Provided).
Anmerkungen	Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01