ERIC Number: EJ1071083
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 30
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.
Descriptors: Metacognition, Second Language Learning, Second Language Instruction, Vietnamese People, Problem Solving, Reading Comprehension, Reading Achievement, Correlation, English (Second Language), Qualitative Research, Statistical Analysis, Reading Tests, Foreign Countries, Questionnaires, Interviews, Secondary School Students, Grade 11, Reading Strategies
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Grade 11; High Schools
Authoring Institution: N/A
Identifiers - Location: Vietnam