Metacognitive Strategies to Develop Chinese Speaking Skills for Junior School Students Learning Chinese as a Foreign Language
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Abstract
This research is a case study with an intervention process, that aims to identify the use of metacognitive strategies in developing junior students’ Chinese speaking skills. A total of 36 junior school sample students who learning Chinese as a foreign language (CFL) participates in this study. The teaching intervention mainly focuses on the student’s metacognitive reflection on oral Chinese activities, the pre-test and post-test are carried out for testing and comparing their learning oral performance. The scores of pre-test to post-test oral Chinese activities improved significantly, which indicates that the metacognitive strategies have a positive impact on the students’ development of Chinese language speaking skills. Meanwhile, results show that the use of self-assessment and teacher comments during the intervention process has a positive impact on the improvement in Chinese language speaking skills. Furthermore, it is found that the students can apply the MLC model to reflection including self-diagnosis, planning, monitoring, evaluation, regulation and reflection, in which a stronger emphasis is placed on the monitoring strategy. This study offers a new perspective for metacognitive teaching strategies on teaching CFL, especially in promoting students’ speaking skills, which contributes to the development of teaching CFL in the education industry. However, evidence also reveals that self-diagnosis, regulation and reflection were neglected by analyzing students' self-assessments. Therefore, it is suggested that teachers who lecturing CFL could further develop teaching strategies to concentrate the student’s attention on self-diagnosis, regulation and reflection strategies, which will continue to facilitate student reflection on metacognitive strategies, in order to continuously promote the development of teaching quality on cultivating students' Chinese speaking skills.
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