Learners' Metacognitive Strategy Use And Reading Comprehension: Insights From A Vietnamese Context

Thao M. T. Nguyen*, Trinh Quoc Lap**
* English Teacher, Long An High School for the Gifted Students, Vietnam.
** Language Teacher, Educator and Researcher, Can Tho University, Vietnam.
Periodicity:January - March'2011
DOI : https://doi.org/10.26634/jelt.1.1.1348

Abstract

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.

Keywords

Meta-Cognitive Strategies, Reading Comprehension, Reading Achievement.

How to Cite this Article?

Nguyen, M. T. T., and Trinh, Q. L. (2011). Learners' Metacognitive Strategy Use And Reading Comprehension: Insights From A Vietnamese Context. i-manager’s Journal on English Language Teaching, 1(1), 9-19. https://doi.org/10.26634/jelt.1.1.1348

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