Learners’ Attitudes Towards Teaching Metacognitive Strategies in Reading Through Cognitive Academic Language Learning Approach

Abstract

Various studies on training metacognitive strategies to enhance
reading comprehension have been conducted around the world since 1990s. However, learners’ attitudes towards applying a specific model of metacognitive strategy instruction in reading, which contributes clearly to the success of teaching metacognitive strategies, have not been paid enough attention, especially in Vietnam. This study is an attempt to fulfill this gap. This work aims to investigate the learners’ attitudes towards training metacognitive strategies through the model of Cognitive Academic Language Learning Approach (CALLA) in reading. To reach this aim, a mixed methods design study was carried out on 52 English non-majored participants at the University of People’s Security. The research tools employed involve an attitudinal questionnaire and group interviews. The findings of this study reveal that the employment of CALLA model in teaching metacognitive strategies received from neutral to positive attitudes from most students, though the instruction itself exposed some shortcomings that need to be dealt with. In addition, some statistical differences were found in the cognitions of high and low language proficiency groups.