Metacognitive Awareness of Using Reading Strategies by TESOL Postgraduates Intakes 11 and 12 at Ho Chi Minh City Open University

Abstract

Metacognitive awareness of reading strategies is significantly important for language learners at all levels, including TESOL postgraduates, as it can help them enhance their reading comprehension ability. However, if there is any one ignored or less frequently used strategy, reading comprehension definitely weakens. This study, therefore, aimed at investigating metacognitive awareness of using reading strategies by the TESOL postgraduates Intakes 11 and 12 at Ho Chi Minh City Open University, Vietnam. The current study adopted features of a mixed-methods research design to collect data in depth and breadth. A sample of eighty-one TESOL postgraduates Intakes 11 and 12 was recruited for the current study. Their awareness and factuality of using metacognitive strategies in reading process was elucidated through two instruments of a thirty-eight-item questionnaire and a five-question semi-structured interview. Then the questionnaire data were quantitatively analyzed and the interview data were qualitatively analyzed. The results of this study indicated that perils of using metacognitive strategies in reading process seemed to outweigh merits of this implementation. In addition, some metacognitive reading strategies were neglected by some TESOL postgraduates, that is, using context clues, guessing the text content, and critically analyzing and evaluating the text information (global group), discussing with others, self-questioning, and paraphrasing (support group). The study was closed by a brief conclusion of key findings.