Perceptions and practices of L2 teachers in metacognitive oracy instruction: A longitudinal case study

[en] This embedded single-case study investigates four secondary school L2 teachers’ perceptions of metacognitive oracy instruction (MOI) over a two-year Design-Based Research (DBR) project and examines the effects of the project on their declared practices almost a year after its completion. Questionnaires, learner notes, and interviews to the double were used to collect data. Data analysis included descriptive statistics, content analysis, and thematic analysis. The results indicate that the DBR project had an overall positive effect on three of the four teachers’ perceptions of MOI. The study also found a link between the teachers’ perceptions of MOI and their self-reported implementation in practice. The findings highlight difficulties teachers face in developing metacognitive practices, even when they believe in their efficacy and intend to implement them. The study offers insights into language teachers’ adoption of metacognitive practices through DBR and can serve to inform teacher educators and researchers.

Disciplines :

Education & instruction

Author, co-author :

Decorte, Remy

Colognesi

Dachet, Dylan ; Université de Liège - ULiège > Département des Sciences de l'éducation > Gestion de la diversité et lutte contre le décrochage et l'exclusion dans les systèmes d'enseignement et de formation

Meunier Fanny

Language :

English

Title :

Perceptions and practices of L2 teachers in metacognitive oracy instruction: A longitudinal case study

Publication date :

15 October 2024

Journal title :

Australian Journal of Applied Linguistics

eISSN :

2209-0959

Publisher :

Castledown Publishers, Australia

Volume :

Issue :

Pages :

1-36

Peer reviewed :

Peer Reviewed verified by ORBi

Additional URL :

https://www.castledown.com/journals/ajal/article/view/ajal.v7n3.1531

Available on ORBi :

since 15 October 2024

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