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Can Tho University ، lctuan@ctu.edu.vn
چکیده: (519 مشاهده)
While cognitive and social-affective strategies have straightforward impacts on learners’ academic performance attached to specific tasks in a communicative and student-centered language classroom, metacognitive strategies with their vigorous power are arguably worth more attention. It is this group of strategies that plays a vital role in making students become more self-directed and autonomous learners. This paper reported on a study investigating Vietnamese university students’ perception of using metacognitive strategies in their listening activities. Specifically, 140 English majors at the foreign language department of a university in Vietnam were involved in the study. Based on quantitative data from a questionnaire slightly adapted from Vandergrift et al. (2006), it was found that students in the study had a relatively high awareness of metacognitive strategies generally, with varying levels across the five subcategories of specific strategies. In addition, a comparison between the two groups (first-year and third-year students) showed minor differences regarding their listening strategy awareness. The findings suggested that metacognitive strategies should be encouraged and listening strategies should be instructed early in English education programs.
واژه‌های کلیدی: Listening skills، listening strategies، metacognitive awareness، Vietnamese EFL learners
نوع مقاله: مقاله تحقیق |
موضوع مقاله:
هنر و علوم انسانی (عمومی)
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