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Learning Styles and Metacognitive Awareness: How They Affect the L2 Listening Process of At-Risk Students in a Modified Foreign Language Program (MFLP)

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Corbitt, William Keith – Dimension, 2017

Research on the acquisition of foreign languages by at-risk students has primarily focused on the Linguistic Coding Deficit Hypothesis (Horwitz, 2000). Recently, there has been a growing discussion regarding the effects of learning style rigidity (Castro, 2006; Castro and Peck, 2005; Corbitt, 2011; Sparks, 2006) and metacognitive awareness…

Descriptors: Metacognition, At Risk Students, Cognitive Style, Linguistic Theory