An investigation into the second-year english majors’ use of metacognitive awareness of reading strategies in their reading comprehension At tra vinh university
This study is conducted in order to analyze the second-year English majors’ use of metacognitive awareness of reading strategies in their reading comprehension at Tra Vinh University. Ten second-year English majors participated who helped the researcher collected the data by completing the questionn...
Đã lưu trong:
| Tác giả chính: | |
|---|---|
| Tác giả khác: | |
| Ngôn ngữ: | eng |
| Được phát hành: |
Trường Đại học Trà Vinh
2018
|
| Truy cập trực tuyến: | https://opac.tvu.edu.vn/pages/opac/wpid-detailbib-id-27059.html |
| Các nhãn: |
Thêm thẻ
Không có thẻ, Là người đầu tiên thẻ bản ghi này!
|
| Thư viện lưu trữ: | Trung tâm Học liệu – Phát triển Dạy và Học, Trường Đại học Trà Vinh |
|---|
| Tóm tắt: | This study is conducted in order to analyze the second-year English majors’ use of metacognitive awareness of reading strategies in their reading comprehension at Tra Vinh University. Ten second-year English majors participated who helped the researcher collected the data by completing the questionnaire in the study. After this research study, the researcher had findings that most students have metacognitve awareness in reading process. However, students were evaluated in moderate level in their use of three subscales including Global reading strategies, Problem-solving reading strategies and Support reading strategies. The most used subscale is Problem – solving reading strategies, but the subscale of Support reading strategies is the least used. Students seem to use most about references, academic materials such as dictionaries (item 15) and think about whether the content of the text fits their reading purpose (item 7). In contrast, they rarely restate ideas (item 20), use typographical aids like bold face and italics (item 22), go back and forth in the text (24) or ask themselves questions (item 28). The researcher considers students should develop metacogition to help them enhance their reading comprehension. Therefore, the researcher brings out some recommendations from the findings and suggests further research about metacognitive awareness of reading strategies |
|---|