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Eighteen participants were grouped by English proficiency, duration of English study, and job responsibility level. Data were gathered via a metacognitive strategy questionnaire, strategy coding scheme, lesson materials, and an English speaking test. Chi-square, one-way ANOVA, descriptive statistics, and qualitative content analysis were applied. Results showed no significant differences across lessons, but significant relationships appeared between proficiency and goal setting/control, and between study duration and 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are the main objectives of the study?","Question",{"text":112,"@type":113},"To investigate and compare total and individual metacognitive strategies used in English for Domestic Tourism lessons, and to explore relationships between strategy use and trainees’ characteristics.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the participants grouped for analysis?",{"text":117,"@type":113},"The eighteen trainees were classified by English proficiency level, duration of English language study, and the level of responsibility in their current jobs.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the results indicate about metacognitive strategy use across the four lessons?",{"text":121,"@type":113},"The findings show no significant differences in the use of both total and individual metacognitive strategies across the four lessons.",{"name":123,"@type":110,"acceptedAnswer":124},"Which trainee characteristics showed significant relationships with specific metacognitive strategy components?",{"text":125,"@type":113},"Proficiency level was significantly related to goal setting and control of linguistic execution strategies, while the duration of English study was significantly related to planning strategies and control of linguistic 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Strategies and Characteristics of Professional Tour Guide Trainees in English for Tourism\u003Cbr>Malinee Phaiboonnugulkij*\u003Cbr>English Curriculum, Faculty of Humanities and Social Sciences, Nakhon Ratchasima Rajabhat University, Thailand Corresponding Author: Malinee Phaiboonnugulkij, [E-mail: malineerabbbit@hotmail](E-mail: malineerabbbit@hotmail.com)[.](E-mail: malineerabbbit@hotmail.com)[com](E-mail: malineerabbbit@hotmail.com) |  |\n| --- | --- |\n| ARTICLE INFO\u003Cbr>Article history\u003Cbr>Received: February 16, 2018\u003Cbr>Accepted: April 26, 2018\u003Cbr>Published: June 30, 2018\u003Cbr>Volume: 9 Issue: 3\u003Cbr>Advance access: May 2018\u003Cbr>Conflicts of interest: None Funding: YES\u003Cbr>The research is financed by Faculty of Humanities and Social Sciences Nakhon Ratchasima Rajabhat University | ABSTRACT\u003Cbr>The objectives ofthis study are to investigate and compare the total and individual metacognitive strategies used by professional tour guides in four English for Domestic Tourism lessons, and to explore the relationships between the use of metacognitive strategies in these lessons and characteristics of professional tour guide trainees. A total of eighteen professional tour guide trainees participated in this study and they were classified into groups from their proficiency levels in English, duration in English language study and the level of responsibility of their current jobs. The research instruments were a metacognitive strategy questionnaire, strategy coding scheme, English for Domestic Tourism lessons and English for Domestic speaking test and rating scale. Chi-square, One-way Analysis of Variance (ANOVA), frequency, means, standard deviations and the qualitative content analysis from the questionnaires and coding scheme were used in the data analysis. The results show no significant differences in the use of both the total and individual metacognitive strategies in four lessons. However, there are significant relationships at the.05 level between proficiency level and goal setting and control of linguistic execution strategies. There are also significant relationships between duration of English language study and planning strategies and control of linguistic execution. The substantive insights from a qualitative content analysis show the prominent ways of how characteristics affect the strategy use of particular groups which should be included in both teacher and students’ training on how to make use of these higher order thinking to effectively teach and learn English language. |\n| Key words: Characteristics, Metacognitive Strategies, Speaking Ability, English for Tourism, Tour Guides, English proficiency Levels, English Language Studies, English for Specific Purposes |  |\n\nINTRODUCTION  \nMetacognitive strategies are significant in English language learning since they enable the learners to control, regulate, monitor and evaluate their learning effectively (Oxford 2003). Metacognitive strategies are an essential part of strategic competence in a study of Douglas (2000) Language for Specific Purposes’ ability (LSP) . In this LSP’s ability, strategic competent acts as the mediator that relates language specific background knowledge and the language knowledge which results in LSP ability. Metacognitive strategies in LSP context assist the learners to self- assess their learning, set their goal, plan their performance and control the linguistic execution. These strategies are hierarchically employed by the learners to formulate and produce the language. In this study English for Tourism is part ofLSP that poses specific features of language use in Tourism with precise technical terms and specific background knowledge in the field (Douglas, 2000) .  \nFrom the integral and significant role of metacognitive strategies in English language learning, they are widely in-  \nvestigated in a vast number of issue","cbCaivFBldDsaYj6","https://ap.wps.com/l/cbCaivFBldDsaYj6","pdf",281187,11,"English","# Abstract\n# Introduction\n## Metacognitive strategies in English language learning\n## Influencing factors and learner characteristics","[{\"question\":\"What are the main objectives of the study?\",\"answer\":\"To investigate and compare total and individual metacognitive strategies used in English for Domestic Tourism lessons, and to explore relationships between strategy use and trainees’ characteristics.\"},{\"question\":\"How were the participants grouped for analysis?\",\"answer\":\"The eighteen trainees were classified by English proficiency level, duration of English language study, and the level of responsibility in their current jobs.\"},{\"question\":\"What did the results indicate about metacognitive strategy use across the four lessons?\",\"answer\":\"The findings show no significant differences in the use of both total and individual metacognitive strategies across the four lessons.\"},{\"question\":\"Which trainee characteristics showed significant relationships with specific metacognitive strategy components?\",\"answer\":\"Proficiency level was significantly related to goal setting and control of linguistic execution strategies, while the duration of English study was significantly related to planning strategies and control of linguistic execution.\"}]","Relationships Between Metacognitive Strategies and Characteristics of Professional Tour Guide Trainees in English for Tourism - A Comparative Study | PDF",1792068130,28]