INTRODUCTION
Rationale for the study
Reading is an interactive process that involves learners utilizing various sources, including background knowledge, text schema, and language awareness, to improve their understanding of written material (Karbalaei, 2010) This complexity arises from the influence of multiple factors, such as background knowledge, language proficiency, and metacognitive knowledge, which affect readers' comprehension and reading processes (Ismail and Tawalbeh, 2015) Additionally, Tierney (2005) acknowledges the intricacies involved in effective reading.
“learning to read is not only learning to recognize words; it is also learning to make sense of texts” (p 51) According to Pressley (2002), reading involves much cognitive capacity for comprehension
According to Anderson (2003), reading involves the interplay of four elements: the reader, the text, the ability to read at an appropriate rate with sufficient comprehension, and strategic reading Ad-Heisat et al (2009) emphasize that being aware of reading strategies enables readers to recognize their reading objectives and the steps needed to achieve them Similarly, Cadena (2006) highlights the importance of these strategies in enhancing reading effectiveness.
Students who understand effective strategies to tackle reading challenges can significantly enhance their second language learning This awareness not only streamlines the reading process but also supports their overall learning across different subjects, fostering essential skills that contribute to their success as readers, writers, and problem solvers.
Research in reading strategies aims to identify the most effective techniques that learners utilize to understand written texts Recent studies have increasingly concentrated on the conscious awareness of these strategies, as well as the training and application of reading strategies to enhance comprehension.
Metacognitive reading strategies are essential for enhancing reading comprehension in foreign language education Early research, such as that by Oxford (1994), focused on identifying necessary strategies for language learners Karbalaei (2010) emphasizes that students who utilize diverse strategies develop a self-regulated attitude that fosters academic success Effective second language readers engage in high levels of metacognition, actively controlling their thinking while reading by making predictions, verifying guesses, and monitoring their comprehension In summary, successful language readers are adept at employing these strategies effectively.
Statement of the problem
Cabaroglu and Yurdaisik (2008) identify key factors hindering reading comprehension, including unfamiliar texts, limited vocabulary, inadequate grammar knowledge, and inappropriate text levels Reading is a multifaceted process that integrates various strategies, linguistic skills, and background knowledge In academic programs like TESOL (Teaching English to Speakers of Other Languages), effective reading is vital for academic success, necessitating postgraduates to employ advanced cognitive and metacognitive strategies in their reading practices.
Utilizing metacognitive strategies significantly enhances student achievement and learning, particularly for TESOL students who have foundational knowledge of various reading approaches such as top-down and bottom-up processing, scanning, and skimming (Imani et al., 2013) Despite their training, TESOL students often encounter lengthy and complex English reference materials that necessitate the use of effective reading strategies Research by Cohen (1998) indicates that the learning environment can greatly impact students' choice of language learning strategies A pertinent question arises regarding whether all TESOL postgraduates effectively employ reading strategies for course assignments and theses While some students excel in reading English, others struggle to reach proficiency, highlighting a disparity in the application and awareness of reading strategies among high and low proficiency learners Moreover, numerous reading strategies have been identified, as noted by O’Malley and Chamot, underscoring the importance of teaching comprehension skills.
In 1990, learning strategies were categorized into three subtypes: Metacognitive, Cognitive, and Socioaffective strategies, which continue to be recognized in contemporary research The researcher emphasizes the importance of employing metacognitive reading strategies, as they are considered highly effective and frequently highlighted in various studies.
Given the limited research on the metacognitive reading strategies of TESOL postgraduates, the researcher has decided to conduct an investigation into their usage.
4 of metacognitive reading strategies by TESOL postgraduates Intakes 9 and 10 at Ho Chi Minh City Open University.
Research aims
This study aims to explore the metacognitive reading strategies employed by TESOL postgraduates from Intakes 9 and 10 at Ho Chi Minh City Open University It seeks to identify differences in the use of these strategies between high proficient students, holding a C1 certificate or its equivalent, and less proficient students without such qualifications Additionally, the research investigates the challenges faced by these postgraduates in their academic reading endeavors, ultimately providing recommendations to assist them in overcoming their difficulties.
Research questions
To obtain the established aims above, this study is processed in order to answer the three research questions as follows:
Research question 1: What types of metacognitive reading strategies are frequently employed by TESOL postgraduates Intakes 9 and 10 at Ho Chi Minh City Open University?
Research question 2: Is there any difference in the use of metacognitive strategies in reading between TESOL postgraduates within and without C1 level (CEFR)?
Research question 3: What perceptions do TESOL postgraduates Intakes 9 and 10 have in terms of their reading problems and the effects of employing metacognitive reading strategies?
Importance of the study
This study aims to assist TESOL postgraduates at Ho Chi Minh City Open University in identifying challenges faced during their reading process and enhancing their reading strategies The findings are expected to offer valuable insights into the application of metacognitive reading strategies, enabling students to recognize their strengths and weaknesses Consequently, they can adapt their reading approaches to achieve their academic goals and excel in their TESOL program.
Scope of the study
This study focuses exclusively on TESOL students from Intakes 9 and 10 at Ho Chi Minh City Open University, aiming to provide insights specifically relevant to this group The findings may not be applicable to TESOL students at other universities in Vietnam or worldwide due to differing learning environments and levels While various learning strategies have been explored by other researchers, this study specifically examines the use of metacognitive reading strategies among TESOL postgraduates at the university.
Organization of the thesis
This study is divided into five chapters, including
Chapter 1 is the Introduction part which consists of rationale of the study, problem statement, research aims and questions, significance and scope of the study
Chapter 2 presents a review of literature and studies relevant to this study It is used to examine the theoretical and practical information related to theories of reading process and strategies Most importantly, the chapter continues to summarize some
6 related empirical studies From these studies, some research gaps are provided to situate the study itself
Chapter 3 presents the context and participants, data collection instruments and in which ways these instruments were designed and developed Also, it presents the procedure of collecting and analyzing the collected information
Chapter 4 presents findings from questionnaires and interviews, and an extensive discussion is also included
Chapter 5 summarizes the main findings of the study, reveals the limitations and gives suggestions for further research
LITERATURE REVIEW
Background of reading
Reading is a crucial receptive skill essential for academic success in language learning and teaching This section offers a comprehensive overview of reading skills and comprehension through various definitions and approaches.
Reading is a receptive skill that requires readers to decode meaning from text (Harmer, 2001) Goodman (1994) describes reading as a complex process where readers interact with the text to construct meaning Researchers like Anastasiou and Griva (2009) emphasize that reading involves various abilities, including perceptual, psycholinguistic, and cognitive skills The reading process is universally recognized to encompass three key elements: accuracy, which involves phonological and orthographic processing; fluency, which relates to the speed of reading; and comprehension, which is the understanding of the text.
Reading comprehension involves both word reading and language comprehension, as highlighted by Gough and Tunmer (1986) Word reading refers to the ability to decode words independently, while language comprehension focuses on understanding words and sentences within the context of the text These two components are interdependent; students need a strong vocabulary to grasp the meaning of a text Conversely, being able to read words in isolation does not guarantee that students can interpret those words meaningfully within a specific context.
Reading is a multifaceted cognitive skill that involves merging textual information with the reader's existing knowledge, leading to the development of mental representations This interactive process between the reader and the text relies on various competencies, including language proficiency, cognitive abilities, and general world knowledge.
Researchers have explored the definitions of speaking skill and comprehension by analyzing reading processes through three primary models: bottom-up, top-down, and interactive approaches These models illustrate how readers engage with text, highlighting both unconscious and conscious processing methods Understanding these approaches is crucial for grasping the complexities of reading and comprehension.
Bottom-up processing focuses on the fundamental elements of language, such as individual words, phrases, and cohesive devices This approach emphasizes understanding by connecting these detailed components to form a coherent overall meaning.
According to Adams (1990), readers identify words in a text and immediately recognize their associated meanings, allowing them to understand both syntactic and semantic structures This process, known as bottom-up processing, enhances comprehension by building from lower-level elements to higher-level concepts.
The bottom-up approach emphasizes the importance of word knowledge for lexical recognition, highlighting its strength in reading comprehension This processing method is hierarchical, beginning with the identification of letters and words to construct meaning from the smallest textual units, such as letters, to larger units like phrases and sentences Consequently, understanding all the letters in a word is essential for accessing its meaning, and knowing the words in a clause or sentence is crucial for grasping the overall meaning Therefore, a strong vocabulary is a vital asset in this reading process.
A significant drawback of the early bottom-up model is its lack of feedback, which prevents later processing stages from influencing earlier ones This absence of feedback complicates the understanding of sentence-context effects and the role of prior knowledge in enhancing word recognition and comprehension (Carrell, Devine, and Eskey, 1998) Consequently, the model fails to acknowledge how readers' past experiences and language knowledge contribute to reading comprehension.
Bottom-up processing is a model centered on word recognition, emphasizing that readers enhance their comprehension by identifying words, phrases, and sentences However, a notable drawback of this approach is its neglect of the role of background knowledge and sociocultural context in second language reading comprehension.
Top-down processing is a reading model where readers gain a general understanding of a text by utilizing their background knowledge and expectations to reconstruct meaning According to Carell, Devine, and Eskey (1988), this approach allows readers to verify hypotheses and predictions, making reading a conceptually driven activity Anderson (2003) emphasized that meaning resides within the readers, who activate their prior knowledge to make predictions before engaging with the text Schramm (2008) highlighted the distinction between top-down and bottom-up processes based on the level of pre-knowledge utilized by students, noting that both processes interact as students draw on their background knowledge Wallace (1992) further asserted that top-down processes enhance reading performance by encouraging students to become active participants in the reading experience.
The top-down model faces a significant challenge as readers often lack sufficient background knowledge on the topic, making it difficult to influence predictions Additionally, even for skilled readers who can manipulate predictions, the time required for this process can exceed the time spent merely recognizing words Consequently, in some instances, predicting content proves to be more challenging than word recognition for readers.
The top-down model of reading emphasizes the importance of meaning over recognizing every letter and word in the text According to Cohen (1990), readers should focus on identifying key words and phrases to understand the overall message This approach begins with making predictions about the text and then verifying these predictions while reading To enhance reading comprehension, it is beneficial for readers to integrate both top-down and bottom-up processing strategies.
Research indicates that interactive models of reading, which combine both top-down and bottom-up processing, yield better reading performance than relying solely on one approach This model emphasizes the dynamic interaction between readers and texts, where familiar graphic cues trigger linguistic schemata and world knowledge (Grabe, 1991) Additionally, the difficulty of a text is not solely determined by its linguistic features; rather, it becomes easier when aligned with the reader's prior knowledge (Clark and Silberstein, 1979) Consequently, reading comprehension may falter when there is a mismatch between bottom-up and top-down processes.
The interactive approach to reading comprehension highlights the importance of balancing bottom-up and top-down processes for successful reading Both processes can occur simultaneously at all levels of reading An improper balance between these models can result in reading difficulties, leading to unsuccessful readers For instance, a student with strong word-recognition skills may still struggle if this balance is not maintained.
12 skills, but poor inference skills will still face comprehensive problems as this reader will not be able to fill in the missing links in a text.
Metacognitive reading strategies
This section provides an overview of metacognitive reading strategies, beginning with a definition and classification of reading strategies It then explores the concept of metacognition and addresses the relevant issues and measurements associated with metacognitive reading strategies.
Reading strategies are defined in various ways within the literature, with Cohen (1990) describing them as "mental processes that readers consciously choose to use in accomplishing reading tasks." These strategies are essential for effective reading comprehension and engagement.
Effective reading involves mental operations that enable readers to understand texts, with proficient readers employing strategies more frequently and effectively than their less skilled counterparts (Pani, 2004) Block (1986) highlights that reading strategies shape how readers perceive tasks, utilize textual clues, construct meaning, and tackle reading challenges Mokhtari and Sheorey (2002) categorize reading strategies into three aspects: (1) intentional techniques for managing reading, (2) actions taken while interacting with a text, and (3) foundational support for enhancing comprehension The significance of these strategies is fundamental to the reading process, as effective comprehension is linked to the development of appropriate strategies (Brown, 2001).
In the field of reading strategies, there have been some studies which enumerate different categories of reading strategies
According to Oxford (1990), listening learning strategies are divided into two main categories: direct and indirect strategies, which are interdependent rather than contradictory Direct strategies involve the intellectual processing of language, such as vocabulary memorization and form recognition, enabling learners to manage new information across various tasks In contrast, indirect strategies do not directly relate to language but support the learning process Direct strategies encompass memory, cognitive, and compensation strategies, while indirect strategies include metacognitive strategies.
(2) affective strategies and (3) social strategies
According to Carell (1998), reading strategies are divided into cognitive and metacognitive types Cognitive strategies involve direct engagement with the material, such as predicting based on prior knowledge, analyzing text structure, and summarizing, which are crucial for academic success as they facilitate comprehension of complex tasks In contrast, metacognitive strategies focus on the awareness and regulation of the learning process, including planning, monitoring, and evaluating one's learning outcomes Similarly, Mokhtari and Sheorey (2002) propose a framework that categorizes reading strategies into three groups: global strategies, which include maintaining a clear reading purpose.
14 problem-solving strategy (e.g modify reading speed, rereading); (3) support strategy (e.g using dictionary, taking notes, etc.)
Metacognition, often described as "thinking about thinking," involves an awareness of one's cognitive processes, particularly during studying According to Flavell (1976), it encompasses knowledge about one's cognitive processes and outcomes, as well as the active monitoring and regulation of these processes to achieve specific goals Essentially, metacognition plays a crucial role in enhancing students' mental abilities and learning strategies.
Flavell’s (1979) model of metacognition serves as a foundational framework for contemporary research in the field, outlining four essential categories: metacognitive knowledge, metacognitive experiences, goals/tasks, and actions/strategies This model illustrates how individuals regulate their cognitive processes through these components Similarly, Kuhn (2000) emphasizes two critical aspects of metacognition: students’ self-awareness of their knowledge base regarding the application of cognitive strategies, and their awareness and access to strategies that facilitate learning This strategic awareness is considered developmental and exists along a continuum.
According to Pintrich, Wolters, and Baxter (2000), metacognition encompasses three key aspects: metacognitive knowledge, metacognitive monitoring, and self-regulation Essentially, metacognition refers to the awareness and active control of one's thinking processes during learning activities, such as reading in English These researchers emphasize that learners cultivate an understanding of their cognitive processes, which enhances their learning experience.
Engaging in metacognitive monitoring is essential for effectively managing task demands By selecting and implementing appropriate cognitive strategies, individuals can enhance their performance on tasks Additionally, evaluating task performance and reflecting on the effectiveness of these strategies is crucial for continuous improvement.
Research indicates that less proficient readers struggle to understand the purpose of reading, often relying on a word-by-word approach due to a lack of metacognitive awareness They fail to recognize the challenges that arise during reading and do not effectively monitor their comprehension In contrast, proficient readers actively engage their metacognitive skills, employing various strategies to enhance their understanding of texts This highlights the critical importance of metacognition in English reading comprehension, as readers must activate their metacognitive abilities to effectively track their reading progress.
Metacognitive reading strategies, as defined by Brown (1994), involve checking the outcomes of problem-solving attempts, planning text moves, monitoring the effectiveness of actions, and evaluating reading strategies (p 115) These strategies are categorized into three main groups: planning (pre-reading), monitoring (during-reading), and evaluating (post-reading), each necessitating a distinct set of metacognitive awareness from readers (Skehan, 1989).
Planning strategies are used before reading; activating learners’ background knowledge to get prepared for reading is an example of planning strategies (Israel,
2007) Also, previewing a title, picture, illustration, heading, or subheading can help readers grasp the overview of the text Readers may also preview the general
According to Almasi (2003), understanding the structure of a text is crucial for learners, as it allows them to identify various formats such as cause and effect, question and answer, and compare and contrast This awareness helps enhance their reading comprehension and engagement with the material.
Monitoring strategies during reading include comprehension of vocabulary, self-questioning, summarizing, and inferring main ideas (Israel, 2007) Readers focus on key information and words such as “but,” “however,” “on the other hand,” “in addition,” “also,” and “in conclusion.” Additionally, Hudson (2007) notes that identifying which sections of a text to read or skip based on the task's purpose is another effective monitoring strategy.
Evaluating strategies are employed after reading For example, after reading a text, learners may think about how to apply what they have read to other texts
Research indicates that metacognitive strategies are crucial for enhancing reading skills and language learning O'Malley and Chamot (1990) emphasized that learners lacking these strategies lack direction and the ability to plan, monitor, and review their learning progress Similarly, Sheorey and Mokhtari (2001) noted that proficient readers are better equipped to reflect on and regulate their cognitive processes during reading.
2.2.3.2 Measurement tools of metacognitive reading strategies
Questionnaires have become a widely used method for assessing students' metacognitive awareness of reading strategies in reading comprehension research Recent studies have focused on enhancing these questionnaires to serve as effective measurement tools in this area (e.g., Mokhtari and Richard, 2002; Mokhtari and Sheorey, 2002) Notably, Mokhtari and Richard (2002) pioneered the development of such instruments.
Overview of language proficiency and use of metacognitive strategies
This section outlines the requirements that test takers must fulfill to demonstrate C1-level reading proficiency, followed by a description of common traits exhibited by less proficient readers.
This study aimed to investigate the reading behaviors of high-proficiency and low-proficiency TESOL postgraduates, categorized by their C1 level proficiency as defined by CEFR certificates such as CAE and CPE, or equivalent assessments like IELTS, TOEFLITP, and TOEFLiBT The following table will provide readers with an overview of the reading requirements that C1 certificate holders are expected to meet.
Description of the C1 reading requirements
Types of C1 test Description of the requirements
Overall reading comprehension: Can understand in detail lengthy, complex texts, whether or not they relate to his/her own area of specialty, provided he/she can reread difficult sections;
Reading correspondence: Can understand any correspondence given the occasional use of a dictionary;
Reading for orientation: Can scan quickly through long and complex
Achieving a TOEFL PBT score of 550 or higher demonstrates the ability to efficiently identify and assess the relevance of various professional texts, including news items, articles, and reports This skill enables individuals to determine whether further examination of the content is beneficial, ensuring they focus on the most pertinent information across diverse topics.
Reading for information and argument enables individuals to comprehend lengthy and complex texts encountered in social, professional, or academic contexts This skill involves identifying nuanced details, including both stated and implied opinions, as well as recognizing underlying attitudes.
An individual can thoroughly comprehend intricate and lengthy instructions for operating a new machine or following a procedure, regardless of whether it pertains to their specific field of expertise, especially if they have the ability to revisit challenging sections for clarification.
(Common European Framework Of Reference For Languages: Learning, Teaching, Assessment, 2001, p 69–71)
To effectively comprehend complex academic texts, C1 level readers should employ various strategies while relying on dictionaries only when necessary Key strategies include identifying the reading purpose, skimming for main ideas, scanning for specific information, using semantic mapping or clustering, and making educated guesses when uncertain By being aware of these techniques, readers can efficiently manage their time while engaging with lengthy texts Research indicates that the development of metacognitive strategies significantly enhances EFL reading comprehension, highlighting the positive correlation between metacognition and reading success.
2.3.2 Characteristics of less proficient students in use of reading strategies
In his 2006 study, Lau enumerates some typical characteristics of poor readers, who are often less proficient in language, including:
1 They do not know how to build up the main ideas of the texts;
2 They have troubles in exploiting inferences to tackle in-depth understanding of the reading texts;
3 They are not consciously aware of the problems that take place during reading and do not know how to control their reading progress;
4 They possess scant prior knowledge and seldom employ their background knowledge to support text comprehension;
5 They are strange with the text structure and seldom use the text frame to organize the main ideas
Less proficient language users often struggle with key attributes of successful readers, including reading comprehension, study skills, word recognition, and reading fluency, as noted by Vacca and Vacca (1999, as cited in Ismail and Tawalbeh, 2015) These individuals frequently lack effective strategies for academic reading and find it challenging to enhance their comprehension skills In contrast, Mokhtari and Reichard (2002) highlight that proficient readers possess a greater awareness of their comprehension monitoring and are more strategic in their reading approaches.
Research indicates a strong correlation between proficient learners' positive reading performance and their metacognitive awareness Alderson (1984) found that skilled and struggling readers employed distinct strategies, with less proficient learners utilizing these strategies less effectively Additionally, Anderson's 1991 study confirmed that both high and low proficiency language students engaged in different reading strategies, highlighting the importance of metacognitive skills in reading success.
High proficient students utilize reading strategies more frequently and effectively compared to their less proficient peers According to Santana (2003), significant differences in strategy use, particularly metacognitive strategies, exist between these groups Successful readers demonstrate a strong ability to employ a variety of strategies, plan their sequencing, and monitor their comprehension In contrast, less proficient readers often lack awareness of effective strategies, hindering their ability to manage comprehension of reading materials (Mokhtari and Reichard, 2002).
Relevant previous studies
Numerous studies have explored the impact of metacognitive awareness of reading strategies on students' reading comprehension, highlighting differences in strategy use among readers based on context, gender, age, and language proficiency This section reviews relevant research to identify gaps in the literature and position the current study within this field.
Sheorey and Mokhtari (2001) investigated the differences in metacognitive awareness and the perceived use of reading strategies between university students in the USA and English as a Second Language (ESL) students The study revealed that both groups demonstrated a strong awareness of various reading strategies Additionally, it was found that high-reading-ability students, regardless of their background, utilized metacognitive reading strategies more frequently than their lower-reading-ability counterparts.
A study by Karbalaei (2010) investigated the use of metacognitive reading strategies among EFL readers from Iran and ESL readers from India, involving 96 Iranian participants and 93 Indian participants The research utilized a 30-item questionnaire to assess their metacognitive awareness, categorizing it into three groups, including global reading strategies.
A study identified 22 strategies, including problem-solving and support reading strategies, revealing significant differences in usage between Indian and Iranian students Indian students reported a higher frequency of employing top-down strategies, such as summarizing, paraphrasing, and note-taking, to enhance their text comprehension In contrast, Iranian students tended to utilize bottom-up strategies more often, particularly relying on dictionaries for understanding.
Tavakoli (2014) explored the relationship between metacognitive awareness of reading strategies and reading comprehension, while also examining the influence of gender and proficiency level on strategy use Utilizing the Survey of Reading Strategies Questionnaire (SORS), semi-structured interviews, and a reading comprehension test, data was collected from a randomly selected sample The findings indicated a strong positive correlation between metacognitive awareness of reading strategies and reading comprehension achievement Additionally, the study revealed that English proficiency level significantly affected the use of metacognitive reading strategies, whereas gender did not Iranian EFL students demonstrated moderate awareness of reading strategies, with Support Reading Strategies (SUP) being the most commonly used, followed by Global Reading Strategies (GLOB) and Problem-Solving Strategies (PROB).
Ismail and Tawalbeh (2015) conducted an experimental study to examine the impact of metacognitive awareness of reading strategies instruction (MARSI) on low-performing EFL students at Taif University The study involved twenty-one female students divided into an experimental group and a control group Results revealed statistically significant improvements in reading comprehension and reading strategies for the experimental group following the training, indicating enhanced reading skills among participants.
In a study conducted at An Giang University, Nguyen Thi Huyen Trinh (2010) investigated the impact of reading strategies on student performance, focusing on the frequency of strategy use among 171 students—88 successful and 83 unsuccessful—based on their prior reading test scores The findings indicated that successful students employed reading strategies more frequently than their unsuccessful counterparts However, the study did not specify which types of reading strategies were most commonly utilized by each group.
In the academic year of 2011-2012, Cuu Quang Thanh conducted a study to examine the reading comprehension of first-year medical English students at Pham Ngoc Thach University of Medicine Utilizing the SORS tool developed by Mokhtari and Sheorey (2002) and conducting interviews, the study found that students employed metacognitive reading strategies at a moderate frequency However, there was no statistically significant difference in strategy use between successful and unsuccessful students The research also identified several factors influencing reading strategy use, including reading difficulty, motivation, and vocabulary size.
Tran Van Dat (2012) examined the use of metacognitive reading strategies among first-year English majors at An Giang University, focusing on their impact on academic English reading comprehension The study involved a sample of 107 students and revealed that metacognitive reading strategies were utilized at a high frequency Furthermore, a positive correlation was found between these strategies and students' reading comprehension achievement, indicating that high-level readers employed metacognitive strategies more often than their intermediate and low-level counterparts.
In 2013, Vo Thi Huong conducted a study at Ho Chi Minh City Open University to explore the beliefs in training and strategy use during reading classes, involving three lecturers and seven first-year English major students Data was collected through questionnaires based on the MARSI framework by Mokhtari and Reichard (2002) and semi-structured interviews with lecturers The findings revealed that both lecturers and students utilized reading strategies during the Pre-reading and During-reading phases, but not in the Post-reading phase Additionally, the study identified several factors hindering the effective training and application of metacognitive reading strategies, such as limited class time, lack of student preparation, large class sizes, and varying proficiency levels.
In their 2014 study, Do Minh Hung and Nguyen Thi Phuong Thao investigated the effects of metacognitive strategy instruction on reading comprehension among EFL university students at Can Tho University The research involved sixty-four participants and revealed that the experimental group, which received specialized instruction, demonstrated greater improvements in reading post-test scores and a more conscious application of metacognitive strategies compared to the control group These findings highlight the importance of integrating metacognitive strategy training into EFL reading instruction, alongside traditional cognitive activities such as scanning, skimming, and vocabulary teaching, to enhance learners' reading skills.
Research gaps
The existing literature on the use and metacognitive awareness of reading strategies spans various subjects and contexts, yet it reveals certain gaps and inadequacies that need to be addressed.
The previous studies above have been constantly conducted (e.g 2010, 2012,
Between 2013 and 2014, several universities in Vietnam, including An Giang University, Can Tho University, and Ho Chi Minh City Open University, conducted studies on various educational topics Additionally, similar research has been undertaken in other countries, notably by Sheorey and Mokhtari.
Despite previous studies focusing on metacognitive reading strategies and their impact on EFL learners' reading comprehension, there has been no research specifically addressing postgraduates at Ho Chi Minh City Open University This study aims to explore the usage of metacognitive reading strategies among TESOL postgraduates in Vietnam, highlighting the need to investigate both the types and frequency of these strategies in various contexts Unlike earlier research that primarily relied on quantitative data from questionnaires and tests, this study employs a mixed-methods approach, incorporating both quantitative and qualitative data through semi-structured interviews to enhance the robustness of the findings.
While previous studies have primarily focused on the effects of metacognitive reading strategies, they often overlook the factors that hinder students' awareness of these strategies, with the exception of Vo Thi Huong (2013) Understanding the causal factors affecting university students' use of metacognitive reading strategies is crucial for researchers, language teachers, and faculty staff to identify solutions to these challenges Consequently, this study aims to explore the potential problems that influence participants' utilization of metacognitive reading strategies.
This chapter provided a comprehensive overview of key theories related to metacognitive strategies in reading comprehension, including definitions, approaches, and the relationship between language proficiency and reading performance, establishing a solid conceptual framework for this study It also summarized relevant previous research The following chapter will discuss the research design, context, population, instruments, and procedures for data collection and analysis in this research paper.
This chapter outlines the research methodology, detailing the overall approach and the instruments used, including questionnaires, tests, and interviews It also covers the selection of context and subjects, as well as addressing issues of reliability and validity, data collection phases, and the analytical framework The study aims to answer three research questions from Chapter 1, specifically exploring the extent to which TESOL students from TESOL9 and TESOL10 utilize metacognitive strategies while reading academic texts Additionally, it investigates significant differences in the use of these strategies between high proficient and less proficient students Lastly, the study examines the attitudes of postgraduate students regarding the effects and challenges of applying metacognitive reading strategies.
3.1 Research site and sampling technique for research participants
The study was carried out at the Faculty of Graduate Studies at Ho Chi Minh City Open University, located at 97 Vo Van Tan Street, District 3, Vietnam This faculty offers part-time courses, including local programs and joint courses with international universities The local programs encompass eight training specializations: Business Administration, Finance-Banking, Economics, Economic Laws, and Teaching English to Speakers of Other Languages (TESOL).
(6) Sociology, (7) Biological Technology, and (8) Civil and Industrial Construction Engineering
The faculty's motto emphasizes core values such as creativity, lifelong learning, practical orientation, globalization, social engagement, flexibility, and friendliness, which are integral to its teaching, research, and study activities To date, over 900 master's students are enrolled in local programs, alongside 300 in joint master's programs and 30 in doctoral programs.
Relating to the local TESOL program, since the academic year of 2006 until now, the total number of TESOL postgraduates has been approximately five hundred
To enroll in a local TESOL course, postgraduates must hold a bachelor's degree in English, English Linguistics and Literature, or English Language Education, and successfully pass an entrance examination consisting of three mini-tests in Linguistics, Methodology, and a Foreign Language Most TESOL postgraduates are currently employed as English teachers in primary, secondary, or tertiary education, while a smaller number pursue careers as educational officers.
3.1.2 Sampling technique for research participants
In this study, the researcher utilized a convenience sampling technique to select participants, focusing on accessibility and proximity (Brahams, 2010) Specifically, postgraduates from TESOL9 and TESOL10 classes were chosen due to the researcher’s direct involvement as a vice-monitor in TESOL9 and her connections with students in TESOL10, making recruitment straightforward Additionally, the availability of these participants facilitated their involvement in the research.
29 questionnaire, one of the used instruments of the study, in the length of three weeks In other words, the participants would not be pushed to finish the questionnaire urgently
The researcher successfully employed a convenience sampling technique to invite fifty-eight postgraduates from TESOL9 and TESOL10 for the study, comprising twenty-eight participants from TESOL9 and thirty from TESOL10 Detailed demographic information regarding gender, age, teaching experience, and language proficiency levels is provided in Section 4.1 of Chapter 4, titled Findings and Discussion.
In this section, the researcher gave a precise overall research approach In common, the study employed mixed methods within the three main research instruments, that is, questionnaire, test, and interview
To effectively gather data for addressing the research questions outlined in Chapter 1, the study employed a mixed methods design, which integrates both quantitative and qualitative research techniques This approach, as defined by various scholars (Yin, 2006; Creswell and Clark, 2011; Creswell, 2012), involves the strategic selection of diverse data collection instruments to enhance the overall study.
The research utilized a mixed methods design, beginning with quantitative data collection through tests and questionnaires (Phase 1) followed by qualitative data gathered from interviews (Phase 2) This approach was chosen to leverage the strengths of both data types; quantitative data provides precise numerical insights that can be statistically analyzed to evaluate frequency and magnitude (Creswell).
The study conducted in 2012 examined the use of metacognitive reading strategies among TESOL postgraduates, focusing on a significant number of respondents It also assessed their actual reading comprehension abilities, aiming to present a comprehensive understanding of the relationship between these strategies and reading proficiency.
In situations where qualitative insights are essential, researchers should employ open-ended interviews This approach emphasizes participants' perspectives over pre-existing literature, allowing for a deeper understanding of their views (Creswell, 2012).