Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/101446
Type of publication: Straipsnis konferencijos medžiagoje kitose duomenų bazėse / Article in conference proceedings in other databases (P1c)
Field of Science: Edukologija / Education (S007)
Author(s): Mačianskienė, Nemira;Bijeikienė, Vilma
Title: Metacognitive awareness as the basis of learner formative assessment in developing plurilingual competence in higher education
Is part of: EDULEARN 19 [electronic resource]: 11th international conference on Education and New Learning Technologies, Palma, Spain, 1-3 July, 2019: conference proceedings. Palma : International association of technology, education and development, 2019
Extent: p. 5686-5695
Date: 2019
Note: ISSN: 2340-1117; Book doi: 10.21125/edulearn.2019
Keywords: Formative assessment;Metacognitive awareness;Plurilingual competence development;Language learning;Higher education
ISBN: 9788409120314
Abstract: The importance of the use of formative assessment which creates opportunities for students to participate in a coherent and balanced process of self-development is increasing in the academic world, but there is still lack of research on the use of formative assessment in the field of plurilingual competence development in higher education and on the relationship between metacognitive awareness and student achievement as well as the differences in the use of metacognitive awareness strategies in learning English and subsequent languages in higher education. The purpose of the study is to identify the application of metacognitive awareness strategies and its efficiency integrating the elements of formative assessment into formal, non-formal and informal plurilingual competence development. The empirical part of the study used quantitative (adapted Metacognitive Awareness Inventory (MAI)) and qualitative research (semi-structured interviews) methods to determine the efficiency of the application of metacognitive awareness strategies as the foundation for students’ formative assessment in the process of plurilingual competence development in higher education institution and was based on the outcomes of theoretical analysis of the research on the use of metacognitive awareness in plurilingual education. The research respondents were 87 plurilingual students (having competence of 3 and more languages) who were studying English, Spanish, Italian, French, German and Turkish as foreign languages as a compulsory or optional subject at a higher education institution. The online survey aimed at identifying students’ knowledge about cognition and strategies to regulate cognition, such as planning, information management, comprehension monitoring and evaluation. Ten students were then interviewed seeking to obtain more comprehensive and precise information on the analyzed issues
Internet: https://library.iated.org/view/MACIANSKIENE2019MET
Affiliation(s): Anglų kalbos skyrius
Užsienio kalbų institutas
Vytauto Didžiojo universitetas
Appears in Collections:Universiteto mokslo publikacijos / University Research Publications

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