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〈Articles〉 The Validation of a Metacognitive Awareness Listening Questionnaire
https://kindai.repo.nii.ac.jp/records/22308
https://kindai.repo.nii.ac.jp/records/22308cacc05e7-297a-401a-90a5-5d6290e0f6c0
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
AA12515036-20211130-0001.pdf (1.3 MB)
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| Item type | ☆紀要論文 / Departmental Bulletin Paper(1) | |||||||||
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| 公開日 | 2022-02-02 | |||||||||
| タイトル | ||||||||||
| タイトル | 〈Articles〉 The Validation of a Metacognitive Awareness Listening Questionnaire | |||||||||
| 言語 | en | |||||||||
| その他（別言語等）のタイトル | ||||||||||
| その他のタイトル | 〈論文〉リスニングに関するメタ認知アンケート「MALQ」の検証 | |||||||||
| 著者 |
JOYCE, Paul
× JOYCE, Paul
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| 言語 | ||||||||||
| 言語 | eng | |||||||||
| キーワード | ||||||||||
| 主題 | listening, metacognitive strategies, MALQ, validation | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||
| 資源タイプ | departmental bulletin paper | |||||||||
| 著者 所属 | ||||||||||
| 値 | 近畿大学法学部; 准教授 | |||||||||
| 著者所属(翻訳) | ||||||||||
| 値 | Kindai University | |||||||||
| 版 | ||||||||||
| 出版タイプ | NA | |||||||||
| 出版タイプResource | http://purl.org/coar/version/c_be7fb7dd8ff6fe43 | |||||||||
| 出版者 名前 | ||||||||||
| 出版者 | 近畿大学全学共通教育機構教養・外国語教育センター | |||||||||
| 書誌情報 |
近畿大学教養・外国語教育センター紀要. 外国語編 en : Kindai university center for liberal arts and foreign language education journal. Foreign Language edition 巻 12, 号 2, p. 1-19, 発行日 2021-11-30 |
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| ISSN | ||||||||||
| 収録物識別子タイプ | ISSN | |||||||||
| 収録物識別子 | 2432454X | |||||||||
| 抄録 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | ［Abstract］This article reports on the validation of the Metacognitive Awareness Listening Questionnaire（MALQ)（Vandergrift, 2005). The data for this study was collected over two test administrations. The first involved 97 participants and was used to verify the suitability of the MALQ for the target population: Japanese L2 learners of English. The second stage of data collection involved 575 participants. The data was analyzed using both classical testing theory and item response theory. Principal components analysis (PCA) was used to explore the responses from the second stage. Three components emerged: directed attention, planning-evaluation, and problem solving. Overall, the results showed the questionnaire to have many robust psychometric qualities. However, shortcomings in the survey were also detected. These included a misfitting item, a need for items that were more challenging, a relatively modest amount of the total variance in the results explained by the PCA solution, and the underrepresentation of an important part of the target construct within the survey. As such, it is concluded that while the questionnaire can be a useful source of information on learners’ listening cognition, there are limitations to its capacity to accurately measure the target construct. | |||||||||
| 内容記述 | ||||||||||
| 内容記述タイプ | Other | |||||||||
| 内容記述 | 専攻:応用言語学 | |||||||||
| フォーマット | ||||||||||
| 内容記述タイプ | Other | |||||||||
| 内容記述 | application/pdf | |||||||||
