Metacognitive instruction with young learners: A case of willingness to communicate, L2 use, and metacognition of oral communication
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DOI: 10.1177/13621688211004639
Abstract: This classroom-based, quasi-experimental study explored the impact of metacognitive instruction designed to promote young learners’ (1) willingness to communicate (WTC), (2) participation in communicative activities, and (3) metacognitive knowledge of oral communication. Forty-four Grade 3… read more here.
Keywords: young learners; metacognitive instruction; communication; oral communication ... See more keywords