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Meihua Liu
Department of Foreign Languages Tsinghua University, Beijing
Languange, Linguistic, Communication & Media

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AN INVESTIGATION OF COGNITIVE AND METACOGNITIVE STRATEGY USE: CHANGES AND DIFFERENCES Meihua Liu
Indonesian JELT Vol 5, No 2 (2009): Indonesian Journal of English Language Teaching Vol. 5 no. 2 October 2009
Publisher : Universitas Katolik Indonesia Atma Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (181.58 KB) | DOI: 10.25170/ijelt.v5i2.157

Abstract

This paper reports on the results of a study of the use of cognitive and metacognitive strategies in English learning in terms of changes and differences during a term at the tertiary level in Chinese EFL contexts. A 35-item survey involving 934 undergraduate non-English majors revealed that: (1) the whole participant sample, as well as males and females, reported a low use of the cognitive strategies of practicing and creating structure for input and output but generally a medium use of the other cognitive and metacognitive strategies both at the beginning and toward the end of the term; (2) towards the end of the term, the whole sample, as well as males and females and the three university samples, tended to utilize significantly more frequently most of the cognitive and mecognitive strategies but less frequently the strategies of centering one’s learning; (3) significant differences occurred in the strategies of creating structure for input and output, centering one’s learning, and evaluating one’s learning between male and female students at the beginning and/or toward the end of the term, and in almost all the categories of cognitive and metacognitive strategies among the three university samples both at the beginning and toward the end of term; (4) the three university samples demonstrated differing patterns in using the cognitive and metacognitive strategies both at the beginning and toward the end of term. Based on the results, some implications and suggestions for future research are discussed.Keywords:    Strategy use, cognitive, metacognitive, change, gender; context.
ANXIETY IN ORAL ENGLISH CLASSROOMS: A CASE STUDY IN CHINA Meihua Liu
Indonesian JELT Vol 3, No 1 (2007): Indonesian Journal of English Language Teaching Vol. 3 no. 1 May 2007
Publisher : Universitas Katolik Indonesia Atma Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (127.811 KB) | DOI: 10.25170/ijelt.v3i1.132

Abstract

This paper reports the result of a case study on anxiety in oral English classrooms in a Chinese university. By way of survey and reflective journals, the study revealed that (1) anxiety was experienced by a considerable number of students when speaking English in class, (2) the students reported to be the most anxious when singled out to speak English in class or giving presentations at the front while the least during pair work, (3) a multitude of variables such as lack of vocabulary, low English proficiency and memory disassociation contributed to student anxiety in class, and (4) most students felt helpless about being anxious when speaking English in class. Finally, some suggestions were discussed in order to help students reduce anxiety and become more confident to speak English in oral language classrooms, thus ultimately enhance their learning of oral English. Keywords: anxiety, oral English classroom, Chinese University 
LANGUAGE ANXIETY IN CHINESE UNIVERSITY EFL LEARNERS IN VARYING LEARNING CONTEXTS Meihua Liu
Indonesian JELT Vol 8, No 1 (2012): Indonesian Journal of English Language Teaching Vol. 8 no. 1 May 2012
Publisher : Universitas Katolik Indonesia Atma Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (365.034 KB) | DOI: 10.25170/ijelt.v8i1.88

Abstract

The present study examined Chinese university EFL learners’ anxiety in English classrooms in varying learning contexts, and causes for and impact of anxiety on their performance in English. Analyses of 215 journals and 1203 questionnaires revealed the following conclusions: (1) around a third of the whole participant sample and each university sample experienced anxiety in English class, (2) various reasons such as low proficiency in the target language, lack of vocabulary, lack of practice, lack of preparation, and poor pronunciation were responsible for anxiety in the participants, and (3) anxiety mainly debilitated the students’ performance in English and the majority of the participants felt helpless about feeling anxious when using the language in English class.
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