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ossibly at two levels—object level and meta-level, according to a adoptedconceptual framework proposed by Nelson and Naren in 1990. Basic informationprocessing operations like encoding, rehearsing, retrieving, and so on are included atthe object level. Those operations, such as planning, monitoring, regulating,etc.,belong to meta-level.
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Chapter Three Research Design..........18
3.1 Questions of the Study ....18
3.2 Hypothesis of the Study .........19
3.3 Subject of the Study ........19
3.4 Research Instruments ......20
3.5 The Procedures of the Experiment.......22
3.6 A Sample Teaching Plan ........31
Chapter Four Data Collection and Analysis......34
4.1 Quantitative Analysis to Research Question One .....34
4.2 Quantitative Analysis to Research Question Two.....35
4.3 Quantitative Analysis to Research Question Three..........37
4.4 Qualitative Data Report and Analysis.........38
Chapter Five Conclusion.......40
5.1 Major Findings..........40
5.2 Pedagogical Implications .......42
5.3 Limitations and Suggestions. ........47

Chapter Four Data Collection and Analysis

Chapter three has introduced the way this study is conducted, including researchquestions, subjects, research instruments, and experimental procedures in detail. Inthis chapter, the results of the study are reported and analyzed, which are presented inthe sequence of research questions mentioned in Chapter three. All the data collectedare analyzed by using SPSS13.0 and Microsoft Office Excel XP.The data collected from the questionnaire used before and after trainingrespectively. The statistics from Table1 show that students’ meta-cognitive awarenessto use meta-cognitive strategies of planning, monitoring and evaluation in theirlistening is significantly improved after the training (respectively 63.22%, 53.4%,41.21%) compared with the previous results (respectively 10.69%, 6.43%, 5.12%).The data show clearly that instruction of meta-cognitive strategy helps improve seniorhigh school students’ meta-cognitive ability to plan, evaluate and monitor theirlistening. In other words, the training has increased the frequency use ofmeta-cognitive strategy that result in the raising of meta-cognitive awareness inlistening process．As we can see from the table, planning strategy improved most. Most studentsrealize that make plans before listening is very important and they also have a goodknowledge of making plans. The item 3.4.6.8 in planning strategy show high scores.That is to say, students can make their short goals and long goals reasonably with thehelp of teacher. Students are able to seize the pause or interval time between sentencesor paragraphs to read questions of the material in order to predict more information. Inaddition, they make use of the background information to assist understanding whenencounter indigestible things.

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Conclusion

This chapter makes a conclusion of the thesis, which composes major findings,pedagogical implications and limitations and suggestions.The thesis studies the application of meta-cognitive strategies in listeningcomprehension in senior high school students. The data analysis in chapter four showsstudents undergo changes in listening comprehension.Meta-cognitive strategy training can improve studen本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。