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Pre-recorded Session Oral Presentations (30 minutes)
Oct 16, 2020 12:00 Noon - Aug 31, 2021 01:45 PM(Asia/Ho_Chi_Minh)
20201016T1200 20201016T1345 Asia/Ho_Chi_Minh Learners’ attitudes towards teaching metacognitive strategies in reading comprehension through Cognitive Academic Language Learning Approach

Various studies on training metacognitive strategies to enhance reading comprehension have been conducted around the world since the 2000s. However, learners' attitudes towards applying a specific model of metacognitive strategy instruction in reading, which contributes clearly to the success of teaching metacognitive strategies, have not been paid enough attention, especially in Vietnam. This study is an attempt to fulfill this gap. This work aims to investigate the learners' attitudes towards training metacognitive strategies through Cognitive Academic Language Learning (CALLA) in reading. To this aim, a mixed-methods design study was carried out on 52 English non-majored participants at the University of People's Security. The research tools employed involve a reading comprehension test, an attitudinal questionnaire, and interviews. The findings of this study reveal that The employment of the CALLA model in teaching metacognitive strategies received positive attitudes from most students, though the instruction itself exposed some shortcomings that need to be dealt with. In addition, there was a statistically difference in cognition between high-reading and low-reading proficiency groups.

Pre-recorded Session VietTESOL International Convention 2021 convention@viettesol.org

Various studies on training metacognitive strategies to enhance reading comprehension have been conducted around the world since the 2000s. However, learners' attitudes towards applying a specific model of metacognitive strategy instruction in reading, which contributes clearly to the success of teaching metacognitive strategies, have not been paid enough attention, especially in Vietnam. This study is an attempt to fulfill this gap. This work aims to investigate the learners' attitudes towards training metacognitive strategies through Cognitive Academic Language Learning (CALLA) in reading. To this aim, a mixed-methods design study was carried out on 52 English non-majored participants at the University of People's Security. The research tools employed involve a reading comprehension test, an attitudinal questionnaire, and interviews. The findings of this study reveal that The employment of the CALLA model in teaching metacognitive strategies received positive attitudes from most students, though the instruction itself exposed some shortcomings that need to be dealt with. In addition, there was a statistically difference in cognition between high-reading and low-reading proficiency groups.

Lecturer
,
University of People's Security
No moderator for this session!
Mr. Vantha Phally
Center Manager
,
UCMAS Cambodia
Ms. Ha Nguyen
Lecturer
,
Sai Gon University
Schools Division Superintendent
,
Department of Education, Schools Division of Bacoor City
Ms. Trang Ly
English Lecturer
,
An Giang University, Vietnam National University - Ho Chi Minh City
Mrs. Thuy Pham Thi Thanh
Lecturer of English
,
Hanoi National University of Education
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