learner’s awareness of metacognitive strategies in listening: a case of english majors at a university in the mekong delta of vietnam

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.  

learner’s awareness of metacognitive strategies in listening: a case of english majors at a university in the mekong delta of vietnam

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.