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The application of S2R strategies in English reading comprehension by university students in Vietnam

Reading plays a significantly important role in every student’s academic development, especially when they have to work over a great number of foreign language materials for their professional subjects (McDonough & Shaw, 2013). Strengthening English reading ability is necessary for students to p...

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Main Author: Nguyễn, Thị Bích Thủy
Format: Article
Language:English
Published: JOURNAL OF LANGUAGE AND LINGUISTIC STUDIES 2020
Subjects:
self-strategic regulation
university students
reading comprehension
reading strategies
Vietnam
Online Access:https://dlib.phenikaa-uni.edu.vn/handle/PNK/587
https://doi.org/10.17263/jlls.803893
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spelling oai:localhost:PNK-5872022-08-17T05:54:38Z The application of S2R strategies in English reading comprehension by university students in Vietnam Nguyễn, Thị Bích Thủy self-strategic regulation university students reading comprehension reading strategies reading strategies Vietnam Reading plays a significantly important role in every student’s academic development, especially when they have to work over a great number of foreign language materials for their professional subjects (McDonough & Shaw, 2013). Strengthening English reading ability is necessary for students to promote individual ability in university education. One of the most important factors affecting students’ English reading proficiency is their use of reading strategies. This study is taken to explore how Vietnamese university students applied Self-strategic regulation (S2R) strategies in their English reading comprehension. 963 students from 6 universities in the North of Vietnam participated in the study. The results of the study through the questionnaire and semi-sructured intreviews show that the participants applied S2R strategies at a medium level of frequency (M=2.9) when they read general English materials. Cognitive strategies were reported being used the most frequently, followed by Affective strategies, Socio-cultural Interactive strategies, and Meta-strategies. Five of the six most frequently used strategies were in the category of Cognitive ones. All the five least commonly used strategies were of medium and low usage falling into the Meta-strategy subscale. From the research results, the author has proposed some pedagogical recommendations to educational administrators, English teachers, students, and English textbook writers as well. 2020-10-13T04:21:50Z 2020-10-13T04:21:50Z 2020 Article https://dlib.phenikaa-uni.edu.vn/handle/PNK/587 https://doi.org/10.17263/jlls.803893 en application/pdf JOURNAL OF LANGUAGE AND LINGUISTIC STUDIES
institution Digital Phenikaa
collection Digital Phenikaa
language English
topic self-strategic regulation
university students
reading comprehension
reading strategies
reading strategies
Vietnam
spellingShingle self-strategic regulation
university students
reading comprehension
reading strategies
reading strategies
Vietnam
Nguyễn, Thị Bích Thủy
The application of S2R strategies in English reading comprehension by university students in Vietnam
description Reading plays a significantly important role in every student’s academic development, especially when they have to work over a great number of foreign language materials for their professional subjects (McDonough & Shaw, 2013). Strengthening English reading ability is necessary for students to promote individual ability in university education. One of the most important factors affecting students’ English reading proficiency is their use of reading strategies. This study is taken to explore how Vietnamese university students applied Self-strategic regulation (S2R) strategies in their English reading comprehension. 963 students from 6 universities in the North of Vietnam participated in the study. The results of the study through the questionnaire and semi-sructured intreviews show that the participants applied S2R strategies at a medium level of frequency (M=2.9) when they read general English materials. Cognitive strategies were reported being used the most frequently, followed by Affective strategies, Socio-cultural Interactive strategies, and Meta-strategies. Five of the six most frequently used strategies were in the category of Cognitive ones. All the five least commonly used strategies were of medium and low usage falling into the Meta-strategy subscale. From the research results, the author has proposed some pedagogical recommendations to educational administrators, English teachers, students, and English textbook writers as well.
format Article
author Nguyễn, Thị Bích Thủy
author_facet Nguyễn, Thị Bích Thủy
author_sort Nguyễn, Thị Bích Thủy
title The application of S2R strategies in English reading comprehension by university students in Vietnam
title_short The application of S2R strategies in English reading comprehension by university students in Vietnam
title_full The application of S2R strategies in English reading comprehension by university students in Vietnam
title_fullStr The application of S2R strategies in English reading comprehension by university students in Vietnam
title_full_unstemmed The application of S2R strategies in English reading comprehension by university students in Vietnam
title_sort application of s2r strategies in english reading comprehension by university students in vietnam
publisher JOURNAL OF LANGUAGE AND LINGUISTIC STUDIES
publishDate 2020
url https://dlib.phenikaa-uni.edu.vn/handle/PNK/587
https://doi.org/10.17263/jlls.803893
_version_ 1751856285219815424
score 8.8894005

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