日本の英語教育におけるメタ認知指導の現状を探る : 自律した学習者の育成に向けて

抄録

This study aims to investigate how frequently English teachers conduct metacognitive instruction techniques in Japanese university EFL classrooms and to reveal how important they consider them. The study was composed of two studies: The preliminary study explored metacognitive instruction techniques for the construction of the questionnaire used in the current study. The participants in the preliminary study and the present study were 20 and 37 English teachers who teach/have taught oral communication in Japanese universities, respectively. Results of the questionnaire indicate that the metacognitive instruction techniques are not considered to be very important and are rather underutilised. Explanations for the results are drawn from interview data and are discussed by describing key issues. Some suggestions for further studies and pedagogical implications for metacognitive instruction are provided.