Mức độ sử dụng các chiến lược đọc hiểu siêu nhận thức của sinh viên: nghiên cứu trường hợp sinh viên năm thứ nhất hệ tiên tiến - chất lượng cao tại Học viện Nông nghiệp Việt Nam
Reading skill is crucial in determining language learners’ achievements. Cognitive and metacognitive strategies have been proved to influence reading competence in numerous studies. From the theoretical background concerning metacognitive reading strategies, the study aims to identify the frequency of using metacognitive reading strategies among first-year students at Vietnam National University of Agriculture in order to improve reading skills. The results show that the frequency of using metacognitive reading strategies such as preparatory organization strategy, directed attention strategy, selective attention strategy, self-monitoring strategy, and self-assessing strategy, is low; and teaching reading strategies in general and metacognitive reading strategies in particular is concluded to help students improve their awareness of the application of reading strategies in understanding and answering questions about the texts.
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