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From self-regulated learning to computer-delivered integrated speaking testing: Does monitoring always monitor?
Despite the salience of monitoring in self-regulated learning (SRL) and foreign and/or second language (L2) speech production in non-testing conditions, little is known about the metacognitive construct in testing contexts and its effects on learner performance. Given the reciprocal effects between...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2023
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9928721/ https://www.ncbi.nlm.nih.gov/pubmed/36818077 http://dx.doi.org/10.3389/fpsyg.2023.1028754 |
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author | Zhang, Weiwei Wilson, Aaron |
author_facet | Zhang, Weiwei Wilson, Aaron |
author_sort | Zhang, Weiwei |
collection | PubMed |
description | Despite the salience of monitoring in self-regulated learning (SRL) and foreign and/or second language (L2) speech production in non-testing conditions, little is known about the metacognitive construct in testing contexts and its effects on learner performance. Given the reciprocal effects between L2 testing and L2 learning, a research effort in monitoring working in speaking tests, in particular computer-delivered integrated speaking tests, a testing format that has been advocated as an internal part of L2 classroom instruction and represents the future direction of L2 testing, is warranted. This study, therefore, serves as such an effort through investigating the use of monitoring by 95 Chinese English as foreign language (EFL) learners on a self-reported questionnaire after they performed three computer-delivered integrated speaking test tasks. Descriptive analysis followed by Hierarchical Linear Modelling (HLM) testing reveals that monitoring was used in a high-frequency manner, but it exerted no substantial effects on learner performance. Primarily, the results are expected to provide pedagogical implications for SRL: while fostering self-regulating learners, especially self-monitoring L2 speakers, it is necessary for L2 teachers to purposefully reduplicate testing conditions in their classroom instructions for helping the self-regulating learners be equally self-regulating test-takers. Moreover, the results are hoped to offer some insights into L2 testing through the perspective of self-monitoring, one proposed component of strategic competence, a construct that has been extensively acknowledged to reflect the essence of L2 testing. |
format | Online Article Text |
id | pubmed-9928721 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-99287212023-02-16 From self-regulated learning to computer-delivered integrated speaking testing: Does monitoring always monitor? Zhang, Weiwei Wilson, Aaron Front Psychol Psychology Despite the salience of monitoring in self-regulated learning (SRL) and foreign and/or second language (L2) speech production in non-testing conditions, little is known about the metacognitive construct in testing contexts and its effects on learner performance. Given the reciprocal effects between L2 testing and L2 learning, a research effort in monitoring working in speaking tests, in particular computer-delivered integrated speaking tests, a testing format that has been advocated as an internal part of L2 classroom instruction and represents the future direction of L2 testing, is warranted. This study, therefore, serves as such an effort through investigating the use of monitoring by 95 Chinese English as foreign language (EFL) learners on a self-reported questionnaire after they performed three computer-delivered integrated speaking test tasks. Descriptive analysis followed by Hierarchical Linear Modelling (HLM) testing reveals that monitoring was used in a high-frequency manner, but it exerted no substantial effects on learner performance. Primarily, the results are expected to provide pedagogical implications for SRL: while fostering self-regulating learners, especially self-monitoring L2 speakers, it is necessary for L2 teachers to purposefully reduplicate testing conditions in their classroom instructions for helping the self-regulating learners be equally self-regulating test-takers. Moreover, the results are hoped to offer some insights into L2 testing through the perspective of self-monitoring, one proposed component of strategic competence, a construct that has been extensively acknowledged to reflect the essence of L2 testing. Frontiers Media S.A. 2023-02-01 /pmc/articles/PMC9928721/ /pubmed/36818077 http://dx.doi.org/10.3389/fpsyg.2023.1028754 Text en Copyright © 2023 Zhang and Wilson. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Zhang, Weiwei Wilson, Aaron From self-regulated learning to computer-delivered integrated speaking testing: Does monitoring always monitor? |
title | From self-regulated learning to computer-delivered integrated speaking testing: Does monitoring always monitor? |
title_full | From self-regulated learning to computer-delivered integrated speaking testing: Does monitoring always monitor? |
title_fullStr | From self-regulated learning to computer-delivered integrated speaking testing: Does monitoring always monitor? |
title_full_unstemmed | From self-regulated learning to computer-delivered integrated speaking testing: Does monitoring always monitor? |
title_short | From self-regulated learning to computer-delivered integrated speaking testing: Does monitoring always monitor? |
title_sort | from self-regulated learning to computer-delivered integrated speaking testing: does monitoring always monitor? |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9928721/ https://www.ncbi.nlm.nih.gov/pubmed/36818077 http://dx.doi.org/10.3389/fpsyg.2023.1028754 |
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