Volume 16, Issue 3 (2026)
LRR 2026, 16(3): 179-204 |
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Tuan L C, Le C. Q L, Nguyen D K, Trang V T T, Trinh V T K, Vy L T et al . Learner’s Awareness of Metacognitive Strategies in Listening: A Case of English Majors at a University in the Mekong Delta of Vietnam. LRR 2026; 16 (3) :179-204
URL: http://lrr.modares.ac.ir/article-14-73885-en.html
URL: http://lrr.modares.ac.ir/article-14-73885-en.html
Le C. Tuan * 
1, Q. Lap Le C.2 , Dang K. Nguyen3 , Vo T. T. Trang3 , Van T. K. Trinh3 , Le T. Vy3 , Trieu T. H. Tuoi3
1, Q. Lap Le C.2 , Dang K. Nguyen3 , Vo T. T. Trang3 , Van T. K. Trinh3 , Le T. Vy3 , Trieu T. H. Tuoi3
1- Lecturer, Can Tho University, Can Tho, Vietnam , lctuan@ctu.edu.vn
2- Dean, Can Tho University, Can Tho, Vietnam
3- Undergraduate Students, Can Tho University, Can Tho, Vietnam
2- Dean, Can Tho University, Can Tho, Vietnam
3- Undergraduate Students, Can Tho University, Can Tho, Vietnam
Abstract: (983 Views)
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. This group of strategies 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 generally had a relatively high awareness of metacognitive strategies, 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.
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