Metacognitive awareness is considered a crucial factor in reading comprehension. In the present study, the quantitative research method was applied using descriptive statistics, T-test, and ANOVA to identify: (1) What is second language (L2) Vietnamese students’ metacognitive awareness of reading strategies? (2) Are there any significant differences between male and female L2 Vietnamese students in metacognitive awareness of reading strategies? (3) Are there any significant differences between good, medium, and poor L2 Vietnamese readers in metacognitive awareness of reading strategies? One hundred and twenty-three English-majored undergraduates of Hong Bang International University completed an online survey which discovers their frequencies of using problem-solving, global, and support reading strategies. They next took a comprehension test on the TOEIC format test, whose results were adopted to classify students into three levels, namely good, medium, and poor readers. Reading strategies usage mean scores were compared across three strategy types and these scores were collated between groups. Results showed; first, reading strategies were used in academic texts at medium frequency level with the high usage of problem-solving strategies, followed by medium usage of support and global reading strategies. Second, female readers showed a higher frequency of using support strategies than males did. Third, learners’ proficiency levels were found to predict the levels of metacognitive awareness in reading with high-reading-ability students applying reading strategies more frequently than poor-reading-ability ones. This is significant to indicate that instructors should integrate all three reading strategies in their teaching, especially, raising awareness of global and support reading strategies among Vietnamese learners.
Collaborative prewriting discussion (CPD) is one of the most popular activities in L2 writing classes. With the CPD task, students can discuss their writing plan with each other before they start to write. As a language teacher, however, I ask myself: does CPD always help? In fact, without providing instructions, EFL students typically talk about their ideas when they are asked to discuss, and they seldom provide feedback and discuss the organization of ideas on one another, which results in a meaningless discussion (
This study aims to find out the frequency word lists in the TED talks in the education field as well as the comparison of the language used by native speakers (NS) and non-native speakers (NNS). The researcher collected four transcripts (two from NS and the others two from NNS) from the TED talks. AntConc is the main software that would be used to investigate the frequency word lists. Data collection includes two steps: (1) collecting the four transcripts of TED talks and (2) listing top 10, 20, and 100 frequency word lists of TED talks corpus of NS and NNS, separately. The findings found that both speakers usually use functional words more than content words. However, content words play a pivotal role in making a full meaning sentence. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0787/a.php" alt="Hit counter" /></p>
Metacognitive awareness is considered a crucial factor in reading comprehension. In the present study, the quantitative research method was applied using descriptive statistics, T-test, and ANOVA to identify: (1) What is second language (L2) Vietnamese students’ metacognitive awareness of reading strategies? (2) Are there any significant differences between male and female L2 Vietnamese students in metacognitive awareness of reading strategies? (3) Are there any significant differences between good, medium, and poor L2 Vietnamese readers in metacognitive awareness of reading strategies? One hundred and twenty-three English-majored undergraduates of Hong Bang International University completed an online survey which discovers their frequencies of using problem-solving, global, and support reading strategies. They next took a comprehension test on the TOEIC format test, whose results were adopted to classify students into three levels, namely good, medium, and poor readers. Reading strategies usage mean scores were compared across three strategy types and these scores were collated between groups. Results showed; first, reading strategies were used in academic texts at medium frequency level with the high usage of problem-solving strategies, followed by medium usage of support and global reading strategies. Second, female readers showed a higher frequency of using support strategies than males did. Third, learners’ proficiency levels were found to predict the levels of metacognitive awareness in reading with high-reading-ability students applying reading strategies more frequently than poor-reading-ability ones. This is significant to indicate that instructors should integrate all three reading strategies in their teaching, especially, raising awareness of global and support reading strategies among Vietnamese learners.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.