{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,2,19]],"date-time":"2026-02-19T22:00:29Z","timestamp":1771538429391,"version":"3.50.1"},"reference-count":60,"publisher":"Wiley","issue":"5","license":[{"start":{"date-parts":[[2025,9,9]],"date-time":"2025-09-09T00:00:00Z","timestamp":1757376000000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Computer Assisted Learning"],"published-print":{"date-parts":[[2025,10]]},"abstract":"<jats:title>ABSTRACT<\/jats:title><jats:sec><jats:title>Background Study<\/jats:title><jats:p>In the field of English as a foreign language education, receptive skills such as listening and reading play a vital role in learners' academic success and professional development. These skills not only improve language comprehension but also facilitate language production.<\/jats:p><\/jats:sec><jats:sec><jats:title>Objectives<\/jats:title><jats:p>Therefore, the primary objective of this study was to investigate the general and specific effects of Mobile\u2010Assisted Language Learning (MALL)\u2010delivered explicit Metacognitive Intervention (MI) on Chinese undergraduate students' receptive skills in listening and reading, as well as their metacognitive awareness of this intervention.<\/jats:p><\/jats:sec><jats:sec><jats:title>Methods<\/jats:title><jats:p>A semester\u2010long quasi\u2010experimental research design was employed. Sixty\u2010two out of the 75 intermediate\u2010level Chinese college students majoring in International Business, who studied English as one of their university courses, participated in the study. They were from two intact classes with relatively homogeneous English proficiency at the intermediate level, as determined by a CET\u20104 pre\u2010test and aligned with the Common European Framework of Reference (CEFR B1). The experimental group (<jats:italic>n<\/jats:italic>\u2009=\u200930) received MALL\u2010delivered explicit MI, while the control group (<jats:italic>n<\/jats:italic>\u2009=\u200932) was taught using the MALL\u2010delivered conventional instructional approach. Instruments used for data collection included the CET\u20104, the Metacognitive Awareness Listening Questionnaire (MALQ), and the Metacognitive Awareness Reading Strategies Inventory (MARSI).<\/jats:p><\/jats:sec><jats:sec><jats:title>Results<\/jats:title><jats:p>After applying the Holm\u2010Bonferroni correction for multiple comparisons, the experimental group demonstrated statistically significant improvements in overall listening and reading performance, including the Short News and Passage sections in listening, as well as all major dimensions of metacognitive awareness except Mental Translation. Furthermore, the group significantly outperformed the control group in overall reading post\u2010test scores.<\/jats:p><\/jats:sec><jats:sec><jats:title>Conclusions<\/jats:title><jats:p>MALL\u2010delivered explicit MI demonstrates potential as an effective approach for enhancing students' receptive skills, particularly in reading, and for significantly improving their metacognitive awareness of listening and reading strategies. The statistically post\u2010intervention gains, observed even after applying Holm\u2013Bonferroni correction, underscore the pedagogical potential of integrating mobile technologies with strategy\u2010based instruction. These findings suggest that educators should adopt MALL\u2010delivered explicit MI to empower students to actively shape their learning experiences.<\/jats:p><\/jats:sec>","DOI":"10.1111\/jcal.70125","type":"journal-article","created":{"date-parts":[[2025,9,9]],"date-time":"2025-09-09T22:44:12Z","timestamp":1757457852000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":2,"title":["Effects of Mobile\u2010Assisted Language Learning (<scp>MALL<\/scp>)\u2010Delivered Explicit Metacognitive Intervention on Chinese <scp>EFL<\/scp> Students' Receptive Skills and Metacognitive Awareness"],"prefix":"10.1111","volume":"41","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-3963-5906","authenticated-orcid":false,"given":"Changhong","family":"Peng","sequence":"first","affiliation":[{"name":"Department of Foreign Languages Shanghai University of Finance and Economics Zhejiang College  Jinhua Zhejiang China"},{"name":"Faculty of Social Sciences &amp; Liberal Arts UCSI University  Kuala Lumpur Malaysia"}]},{"given":"Weixing","family":"Gu","sequence":"additional","affiliation":[{"name":"Department of Foreign Languages Shanghai University of Finance and Economics Zhejiang College  Jinhua Zhejiang China"},{"name":"School of Foreign Languages Soochow University  Suzhou Jiangsu China"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-1785-7225","authenticated-orcid":false,"given":"Liping","family":"Jiang","sequence":"additional","affiliation":[{"name":"School of Foreign Languages &amp; International Business Guangdong Mechanical &amp; Electrical Polytechnic  Guangzhou Guangdong China"}]}],"member":"311","published-online":{"date-parts":[[2025,9,9]]},"reference":[{"key":"e_1_2_12_2_1","doi-asserted-by":"publisher","DOI":"10.58223\/alirfan.v6i1.6617"},{"key":"e_1_2_12_3_1","doi-asserted-by":"publisher","DOI":"10.1177\/2158244021999062"},{"key":"e_1_2_12_4_1","doi-asserted-by":"publisher","DOI":"10.33902\/JPR.202321535"},{"key":"e_1_2_12_5_1","unstructured":"Almofadi N.2021.\u201cInvestigating the Experiences of Lecturers Using Mobile Technology to Teach English at Saudi Universities.\u201d Doctoral diss. 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