Metacognitive Awareness of Using Reading Strategies by TESOL Postgraduates Intakes 11 and 12 at Ho Chi Minh City Open University
Metacognitive Awareness of Using Reading Strategies by TESOL Postgraduates Intakes 11 and 12 at Ho Chi Minh City Open University
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胡志明市开放大学 11 年级和 12 年级 TESOL 研究生使用阅读策略的元认知意识
DOI：
10.17507/tpls.1002.03
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
N. Thuy
中科院分区：
文献类型：
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作者：
N. Thuy
阅读策略的元认知意识对包括TESOL研究生在内的各个层次的语言学习者都具有重要意义，它可以帮助他们提高阅读理解能力。然而，如果有任何一个策略被忽略或不常使用，阅读理解肯定会减弱。因此，本研究旨在调查越南胡志明城市开放大学第11和12届TESOL研究生使用阅读策略的元认知意识。本研究采用混合方法研究设计的特点，收集数据的深度和广度。目前的研究招募了81 TESOL研究生入学11和12的样本。通过38个项目的问卷调查和5个问题的半结构式访谈两种工具，考察了他们在阅读过程中使用元认知策略的意识和真实性。然后对问卷数据进行定量分析，对访谈数据进行定性分析。研究结果表明，在阅读过程中使用元认知策略的风险似乎大于其优点。此外，部分TESOL研究生忽视了元认知阅读策略，即利用语境线索、猜测文本内容、批判性地分析和评价文本信息（整体组）、与他人讨论、自我质疑和释义（支持组）。研究结束时，简要总结了主要调查结果。
Metacognitive awareness of reading strategies is significantly important for language learners at all levels, including TESOL postgraduates, as it can help them enhance their reading comprehension ability. However, if there is any one ignored or less frequently used strategy, reading comprehension definitely weakens. This study, therefore, aimed at investigating metacognitive awareness of using reading strategies by the TESOL postgraduates Intakes 11 and 12 at Ho Chi Minh City Open University, Vietnam. The current study adopted features of a mixed-methods research design to collect data in depth and breadth. A sample of eighty-one TESOL postgraduates Intakes 11 and 12 was recruited for the current study. Their awareness and factuality of using metacognitive strategies in reading process was elucidated through two instruments of a thirty-eight-item questionnaire and a five-question semi-structured interview. Then the questionnaire data were quantitatively analyzed and the interview data were qualitatively analyzed. The results of this study indicated that perils of using metacognitive strategies in reading process seemed to outweigh merits of this implementation. In addition, some metacognitive reading strategies were neglected by some TESOL postgraduates, that is, using context clues, guessing the text content, and critically analyzing and evaluating the text information (global group), discussing with others, self-questioning, and paraphrasing (support group). The study was closed by a brief conclusion of key findings.
DOI：
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发表时间：
2007
期刊：
影响因子：
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作者：
稲葉実香;齊藤笑美子;長谷川憲;HASEGAWA Ken;HASEGAWA KEN;HASEGAWA KEN;長谷川 憲;HASEGAWA Ken;HASEGAWA ken;HASEGAWA Ken;HASEGAWA KEN;長谷川憲;長谷川憲;HASEGAWA Ken;HASEGAWA Ken;長谷川 憲;HASEGAWA KEN;長谷川憲他;HASEGAWA KEN et.al.
通讯作者：
HASEGAWA KEN et.al.