Learner’s Awareness of Metacognitive Strategies in Listening: A Case of English Majors at a University in the Mekong Delta of Vietnam | ||
| جستارهای زبانی | ||
| Article 8, Volume 16, Issue 3 - Serial Number 87, 1404, Pages 179-204 PDF (656.75 K) | ||
| Document Type: مقاله تحقیق | ||
| DOI: 10.48311/LRR/lrr.2025.1637 | ||
| Authors | ||
| Le C. Tuan* 1; Q. Lap Trinh2; Dang K. Nguyen3; Vo T. T. Trang3; Van T. K. Trinh3; Le T. Vy3; Trieu T. H. Tuoi3 | ||
| 1Lecturer, Can Tho University, Can Tho, Vietnam | ||
| 2Dean, Can Tho University, Can Tho, Vietnam | ||
| 3Undergraduate Students, Can Tho University, Can Tho, Vietnam | ||
| Abstract | ||
| 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. | ||
| Keywords | ||
| listening skills; listening strategies; metacognitive awareness; Vietnamese EFL learners | ||
| References | ||
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