scholarly journals The Relationships between Metacognition and Reading Strategies: The Case of English-Majored Students at a Private University in Vietnam

2021 ◽  
Vol 10 (3) ◽  
pp. 1561-1578
Author(s):  
Chi Hong ◽  
Vy Trieu
Keyword(s):  
Foreign Language ◽  
Reading Strategies ◽  
Private University ◽  
Metacognitive Awareness ◽  
English As Foreign Language ◽  
Regulation Of Cognition ◽  
Language Students ◽  
Metacognitive Awareness Inventory ◽  
Shed Light ◽  
Foreign Language Students

<p style="text-align: justify;">Many studies have pointed out a proportionate relation between metacognition and reading strategies. This study advances such an understanding by arguing that this relation is comprised of several sub-relations. Metacognitive Awareness Inventory and Reading Strategies Inventory were conducted among 92 English as Foreign Language students at a Vietnamese university. This study highlights 3 major findings. First, metacognition processes do not merely mean “cognition about cognition”. Second, while previous studies tended to portray metacognition as a whole, it is argued in this study that it is constituted by two main clusters (knowledge of cognition and regulation of cognition) which can be further specified into eight sub-components. Third, there seem to be some sub-linearities that underpin students’ metacognition and that influence their uses of reading strategies. These findings are hoped to shed light on preserving spaces and autonomy in curriculum/syllabus development for students to exercise their own metacognition.</p>

scholarly journals Reading Ability, Reading Fluency and Orthographic Skills: The Case of L1 Slovene English as a Foreign Language Students

2012 ◽  
Vol 2 (3) ◽  
pp. 119-139
Author(s):  
Florina Erbeli ◽  
Karmen Pižorn
Keyword(s):  
Foreign Language ◽  
Reading Fluency ◽  
Reading Ability ◽  
Skilled Readers ◽  
English As Foreign Language ◽  
L2 Learning ◽  
Efl Students ◽  
Language Students ◽  
The Difference ◽  
Foreign Language Students

This study examined the difference between less-skilled and skilled L1 Slovene English as foreign language (EFL) students in foreign language (L2) fluency and L2 orthographic skills; 93 less-skilled Grade 7 L1 Slovene students and 102 skilled Grade 7 L1 Slovene students participated in the study. The results showed that skilled readers performed better in all fluency and orthographic skills tasks, as the differences between groups were statistically significant. The correlations among all variables showed that L2 fluency and L2 orthographic skills are positively interrelated among both groups, suggesting that higher L2 fluency scores are associated with higher L2 orthography scores. This outcome implies that less-skilled readers need to be greatly exposed to L2 language and be ensured necessaryopportunities in- or outside the classroom in L2 learning.

Greek teachers’ metacognitive awareness on reading strategies

2018 ◽  
Vol 5 (1) ◽  
pp. 68-74
Author(s):  
Maria Koulianou ◽  
Stavroula Samartzi
Keyword(s):  
High School ◽  
Problem Solving ◽  
High School Teachers ◽  
Reading Strategies ◽  
Metacognitive Awareness ◽  
School Teachers ◽  
Regulation Of Cognition ◽  
Metacognitive Reading Strategies ◽  
Metacognitive Awareness Inventory ◽  
Of Greece

The purpose of the present study was to enlighten teachers’ metacognitive awareness of reading strategies. Several inventories concerning students’ metacognitive reading strategies have been developed but none of them refers to teachers’ metacognitive awareness. Teachers’ metacognition is the least explored area in education. The scope was to investigate teachers’ metacognitive awareness of their reading strategies via Metacognitive Awareness Inventory and Metacognitive Awareness Inventory for Teachers tools. During the study, 290 high school teachers from different regions of Greece participated in questionnaire procedure. The analysis of the results showed that teachers more often use problem-solving and global than support-type strategies. The analysis of both inventories revealed a higher significant correlation between regulation of cognition and metacognitive reading strategies. The findings of this study showed that teachers’ metacognitive reading strategies remain implicit. Furthermore, investigation is recommended. Keywords: Metacognitive awareness, metacognitive reading strategies, MARSI, MAIT, teachers.

scholarly journals Using VoiceThread to Aid Teaching Speaking Skills

2018 ◽  
Vol 5 (1) ◽  
pp. 21-22
Author(s):  
Hung Thi Hong Nguyen
Keyword(s):  
Foreign Language ◽  
Academic Tasks ◽  
English As Foreign Language ◽  
Language Students ◽  
Foreign Language Students ◽  
Speaking Skills

Speaking skills are essential for English as foreign language students in everyday and academic tasks. However, it is an arduous and challenging task for teachers to teach speaking skills. This session will discuss one of the effective approaches to aid teachers in their teaching by using VoiceThread.

scholarly journals Using VoiceThread to Aid Teaching Speaking Skills

2018 ◽  
Vol 5 ◽  
pp. 21
Author(s):  
Hung Thi Hong Nguyen
Keyword(s):  
Foreign Language ◽  
Academic Tasks ◽  
English As Foreign Language ◽  
Language Students ◽  
Foreign Language Students ◽  
Speaking Skills

Speaking skills are essential for English as foreign language students in everyday and academic tasks. However, it is an arduous and challenging task for teachers to teach speaking skills. This session will discuss one of the effective approaches to aid teachers in their teaching by using VoiceThread.

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