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ERIC Number: EJ1071083
Record Type: Journal
Publication Date: 2011
Pages: 11
Abstractor: As Provided
ISSN: ISSN-2231-3338
Learners' Metacognitive Strategy Use and Reading Comprehension: Insights from a Vietnamese Context
Nguyen, Thao M. T.; Trinh, Lap Q.
Journal on English Language Teaching, v1 n1 p9-19 Jan-Mar 2011
The effects of meta-cognitive strategy use on learning reading comprehension have gained much interest of researchers and educators (Chumpavan, 2000; Shmais, 2002; Phakiti, 2003; Aegpongpaow 2008; Subasi, 2009; Zhang and Wu, 2009). Available literature indicated a positive correlation between learners' meta-cognitive strategy use and their achievement in reading comprehension. This paper reports results of an investigation into which meta-cognitive reading strategies used by Vietnamese learners of English as a foreign language (EFL) and the interaction between learners' meta-cognitive strategy use and their reading achievement. The paper also focuses on problems hindering learners' use of meta-cognitive strategies. Both qualitative and quantitative methods were used in this study. Data was collected from questionnaires, reading comprehension tests and interviews. Eighty-four students at grade 11 of an upper secondary school in a remote area of the Mekong Delta in Vietnam participated in this study. Results showed that participants used problem-solving strategies most often and support strategies, least often. The study found a rather strong interaction between participants' use of these strategies and their achievement in reading comprehension. Problems hindering participants' use of meta-cognitive strategies in their reading are also reported in this study.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Grade 11; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Vietnam
Grant or Contract Numbers: N/A