AN INVESTIGATION INTO LEARNERS’ ATTITUDES TOWARDS TRAINING METACOGNITIVE STRATEGIES IN READING COMPREHENSION
Main Article Content
Abstract
Training metacognitive strategies to enhance English reading comprehension have been conducted around the world since 1990s. However, in Vietnam, there is a lack of research investigating learners’ attitudes towards applying a specific model of metacognitive strategy instructions in reading, which contributes clearly to the success of teaching metacognitive strategies. This work aims to investigate learners’ attitudes towards explicit integration of metacognitive strategies in reading. To this aim, a descriptive inquiry method was employed with 102 non-English major participants at the University of People’s Security. The main research tool used was an attitudinal questionnaire. The findings of this study indicated that the employment of an explicit strategy training model in teaching metacognitive strategies received positive attitudes from most of the participants. In addition, there was a statistical difference between the attitudes of learners with high-level and those with low-level reading proficiency.
Keywords
metacognitive strategies, reading comprehension, explicit training, attitudes, learners
Article Details
References
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