VIỆC SỬ DỤNG CHIẾN LƯỢC ĐỌC CỦA SINH VIÊN CÓ NĂNG LỰC ĐỌC TIẾNG ANH KHÁC NHAU
Nội dung chính của bài viết
Tóm tắt
Đọc đóng một vai trò quan trọng trong sự phát triển học thuật, đặc biệt khi người học phải làm việc với một khối lượng lớn tài liệu bằng ngoại ngữ cho các môn học chuyên môn của mình (McDonough & Shaw, 2013). Tăng cường năng lực đọc tiếng Anh là rất cần thiết để sinh viên đại học có thể phát huy năng lực cá nhân của bản thân. Nghiên cứu này được thực hiện nhằm tìm hiểu liệu có sự khác biệt trong việc sử dụng các chiến lược đọc giữa các sinh viên đại học có mức độ tự đánh giá năng lực đọc tiếng Anh khác nhau. 957 sinh viên từ 6 trường đại học ở miền Bắc Việt Nam đã tham gia nghiên cứu. Kết quả của nghiên cứu thông qua bảng câu hỏi dựa trên mô hình S2R của Oxford (2013) cho thấy mức độ tự đánh giá về năng lực đọc tiếng Anh của sinh viên có liên quan đến việc sử dụng chiến lược đọc tổng thể của họ. Có sự khác biệt đáng kể trong việc sử dụng các chiến lược đọc giữa các sinh viên có năng lực đọc tiếng Anh, đặc biệt là giữa các sinh viên có năng lực tốt và kém. Tần suất sử dụng mỗi loại chiến lược được ghi nhận cao nhất là ở nhóm sinh viên tự đánh giá tốt và ngược lại.
Chi tiết bài viết
Từ khóa
chiến lược đọc, năng lực đọc tiếng Anh, sinh viên đại học, Việt Nam
Tài liệu tham khảo
Aliakbari, M., & Mahjoob, E. (2016). The relationship between age and willingness to communicate in an Iranian EFL context. Journal of Applied Linguistics and Language Research, 3(1), 54-65.
Al-sheikh, N. (2011). Three readers, three languages, three texts: The strategic reading of multilingual and multiliterate readers. The Reading Matrix, 11(1), 34-53.
Barnett, M. (1988). Teaching through context: How real and perceived strategy use affect L2 comprehension. The Modern Language Journal, 77, 150-162.
Brantmeier, C. (2002). Second language reading strategy research at the secondary and university levels: Variations, disparities, and generalizability. The Reading Matrix, 2(3), 1-13.
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). Addison Wesley Longman, Inc.
Carrell, P., Gajuusek, L., & Wise, T. (1998). Metacognition and EFL/ESL reading. International Science, 26, 97-112.
Carrell, P. L., Pharis, B. G., & Liberto, J. C. (1989). Metacognitive strategy training for ESL reading. TESOL Quarterly, 23, 647-678.
Cohen, A., & Macaro, E. (Eds.). (2007). Language learner strategies: Thirty years of research and practice. Oxford University Press.
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16, 297-334.
Dhieb-Henia, N. (2003). Evaluating the effectiveness of metacognitive strategy training for reading research articles in an ESP context. English for Specific Purposes, 22(4), 387-417. https://doi.org/10.1016/S0889-4906(03)00017-6
Ebrahimi, S. S. (2012). Reading strategies of Iranian postgraduate English students living at ESL context in the first and second language. In Ch. Dan (Ed.), International proceedings of economics development and research: Education and management innovation (Vol. 30, pp. 195-199). IACSIT Press.
Ehrman, M. E., Leaver, B. L., & Oxford, R. L. (2003). A brief overview of individual differences in second language learning. System, 31, 313-330.
Garner, R. (1987). Metacognition and reading comprehension. Ablex Publishing.
Griffiths, C. (2008). Strategies and good language learners. In C. Griffiths (Ed.), Lessons from good language learners (pp. 83-98). Cambridge University Press.
Hosenfeld, C. (1977). A preliminary investigation of the reading strategies of successful and unsuccessful second language learners. System, 5, 110-145.
Hsiao, T. Y., &. Oxford, R. L. (2002). Comparing theories of language learning strategies: A confirmatory factor analysis. Modern Language Journal, 86, 368-383.
Huang, J., & Nisbet, D. (2014). The relationship between reading proficiency and reading strategy use: A study of adult ESL learners. Journal of Adult Education, 43(2), 1-14.
International Reading Association. (2012). Adolescent literacy: A position statement of the International Reading Association (2012 ed.).
Madhumathi, P., & Ghosh, A. (2012). Awareness of reading strategy use of Indian ESL students and the relationship with reading comprehension achievement. English Language Teaching, 5(12), 131-140.
Malcolm, D. (2009). Reading strategy awareness of Arabic-speaking medical students studying in English. System, 37, 640-651.
McDonough, J., & Shaw, C. (2013). Materials and methods in ELT: A teacher’s guide (3rd ed.). Blackwell.
Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students’ awareness of reading strategies. Journal of Developmental Education, 25, 2-10.
Oranpattanachi, P. (2010). Perceived reading strategies used by Thai pre-engineering students. ABAC Journal, 30(2), 26-42.
Oxford, R. L. (1990). Language learning strategies. What every teacher should know. Heinle & Heinle Publishers.
Oxford, R. L. (2001). Language learning strategies. In R. Carter & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 166-172). Cambridge University Press.
Oxford, R. L. (2013). Teaching and researching language learning strategies. Pearson.
Oxford, R. L., & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. Modern Language Journal, 73, 291-300.
Paris, S. G., Wasik, B. A., & Turner, J. C. (1991). The development of strategies of readers. In R. Barr, M. Kamil, P. Mosenthal & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 609-640). Lawrence Erlbaum Associates.
Rubin, J. (2008). Reflections. In C. Griffiths (Ed.), Lessons from good language learners (pp. 10-15). Cambridge University Press. https://doi.org/10.1017/CBO9780511497667
Saeed, K., Maedeh, M., & Mohsen, R. (2012). Hypermedia reading strategies used by Persian graduate students in TEFL: A think-aloud study. Reading Matrix: An International Online Journal, 12(1), 39-49.
Shikano, M. (2013). A quantitative survey on metacognitive awareness of reading strategy use in English by Japanese university students. International Education Centre Journal, 14, 121-135.
Shokrpour, N., & Nasiri, E. (2011). The use of cognitive and metacognitive reading strategies by Iranian IETSE test takers in the reading section of the test. European Journal of Social Science, 22(1), 126-134.
Swanson, P. N., & De La Paz, S. (1998). Teaching effective comprehension strategies to students with learning and reading disabilities. Intervention in School & Clinic, 33(4), 209-219.
Vann, R., & Abraham, R. (1990). Strategies of unsuccessful language learners. TESOL Quarterly, 24(2), 223-234.
Yang, L. L. (2004). The development of a validated perceived self-efficacy scale on English reading strategies. Journal of Education & Psychology, 27(2), 377-398.
Yau, J. C. (2005). Two Mandarin readers in Taiwan: Characteristics of children with higher and lower reading proficiency levels. Journal of Research in Reading, 28(2), 108-123.
Yayli, D. (2010). A think-aloud study: Cognitive and metacognitive reading strategies of ELT department students. Egitim Arastirmalari-Eurasian Journal of Educational Research, 38, 234-251.
Yin, W. M., & Agnes, C. S. C. (2001, December 2-6). Knowledge and use of metacognitive strategies [Paper presentation]. AARE Annual Conference, Fremantle, Australia. http://www.aare.edu.au/Olpap/won01419.htm
Zhang, L. (2001). Awareness in reading: EFL students’ metacognitive knowledge of reading strategies in an acquisition-poor environment. Language Awareness, 10(4), 268-288.
Zhang, L., & Seepho, S. (2013). Metacognitive strategy use and academic reading achievement: Insights from a Chinese context. Electronic Journal of Foreign Language Teaching, 10, 54-69.
Al-sheikh, N. (2011). Three readers, three languages, three texts: The strategic reading of multilingual and multiliterate readers. The Reading Matrix, 11(1), 34-53.
Barnett, M. (1988). Teaching through context: How real and perceived strategy use affect L2 comprehension. The Modern Language Journal, 77, 150-162.
Brantmeier, C. (2002). Second language reading strategy research at the secondary and university levels: Variations, disparities, and generalizability. The Reading Matrix, 2(3), 1-13.
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). Addison Wesley Longman, Inc.
Carrell, P., Gajuusek, L., & Wise, T. (1998). Metacognition and EFL/ESL reading. International Science, 26, 97-112.
Carrell, P. L., Pharis, B. G., & Liberto, J. C. (1989). Metacognitive strategy training for ESL reading. TESOL Quarterly, 23, 647-678.
Cohen, A., & Macaro, E. (Eds.). (2007). Language learner strategies: Thirty years of research and practice. Oxford University Press.
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16, 297-334.
Dhieb-Henia, N. (2003). Evaluating the effectiveness of metacognitive strategy training for reading research articles in an ESP context. English for Specific Purposes, 22(4), 387-417. https://doi.org/10.1016/S0889-4906(03)00017-6
Ebrahimi, S. S. (2012). Reading strategies of Iranian postgraduate English students living at ESL context in the first and second language. In Ch. Dan (Ed.), International proceedings of economics development and research: Education and management innovation (Vol. 30, pp. 195-199). IACSIT Press.
Ehrman, M. E., Leaver, B. L., & Oxford, R. L. (2003). A brief overview of individual differences in second language learning. System, 31, 313-330.
Garner, R. (1987). Metacognition and reading comprehension. Ablex Publishing.
Griffiths, C. (2008). Strategies and good language learners. In C. Griffiths (Ed.), Lessons from good language learners (pp. 83-98). Cambridge University Press.
Hosenfeld, C. (1977). A preliminary investigation of the reading strategies of successful and unsuccessful second language learners. System, 5, 110-145.
Hsiao, T. Y., &. Oxford, R. L. (2002). Comparing theories of language learning strategies: A confirmatory factor analysis. Modern Language Journal, 86, 368-383.
Huang, J., & Nisbet, D. (2014). The relationship between reading proficiency and reading strategy use: A study of adult ESL learners. Journal of Adult Education, 43(2), 1-14.
International Reading Association. (2012). Adolescent literacy: A position statement of the International Reading Association (2012 ed.).
Madhumathi, P., & Ghosh, A. (2012). Awareness of reading strategy use of Indian ESL students and the relationship with reading comprehension achievement. English Language Teaching, 5(12), 131-140.
Malcolm, D. (2009). Reading strategy awareness of Arabic-speaking medical students studying in English. System, 37, 640-651.
McDonough, J., & Shaw, C. (2013). Materials and methods in ELT: A teacher’s guide (3rd ed.). Blackwell.
Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students’ awareness of reading strategies. Journal of Developmental Education, 25, 2-10.
Oranpattanachi, P. (2010). Perceived reading strategies used by Thai pre-engineering students. ABAC Journal, 30(2), 26-42.
Oxford, R. L. (1990). Language learning strategies. What every teacher should know. Heinle & Heinle Publishers.
Oxford, R. L. (2001). Language learning strategies. In R. Carter & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 166-172). Cambridge University Press.
Oxford, R. L. (2013). Teaching and researching language learning strategies. Pearson.
Oxford, R. L., & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. Modern Language Journal, 73, 291-300.
Paris, S. G., Wasik, B. A., & Turner, J. C. (1991). The development of strategies of readers. In R. Barr, M. Kamil, P. Mosenthal & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 609-640). Lawrence Erlbaum Associates.
Rubin, J. (2008). Reflections. In C. Griffiths (Ed.), Lessons from good language learners (pp. 10-15). Cambridge University Press. https://doi.org/10.1017/CBO9780511497667
Saeed, K., Maedeh, M., & Mohsen, R. (2012). Hypermedia reading strategies used by Persian graduate students in TEFL: A think-aloud study. Reading Matrix: An International Online Journal, 12(1), 39-49.
Shikano, M. (2013). A quantitative survey on metacognitive awareness of reading strategy use in English by Japanese university students. International Education Centre Journal, 14, 121-135.
Shokrpour, N., & Nasiri, E. (2011). The use of cognitive and metacognitive reading strategies by Iranian IETSE test takers in the reading section of the test. European Journal of Social Science, 22(1), 126-134.
Swanson, P. N., & De La Paz, S. (1998). Teaching effective comprehension strategies to students with learning and reading disabilities. Intervention in School & Clinic, 33(4), 209-219.
Vann, R., & Abraham, R. (1990). Strategies of unsuccessful language learners. TESOL Quarterly, 24(2), 223-234.
Yang, L. L. (2004). The development of a validated perceived self-efficacy scale on English reading strategies. Journal of Education & Psychology, 27(2), 377-398.
Yau, J. C. (2005). Two Mandarin readers in Taiwan: Characteristics of children with higher and lower reading proficiency levels. Journal of Research in Reading, 28(2), 108-123.
Yayli, D. (2010). A think-aloud study: Cognitive and metacognitive reading strategies of ELT department students. Egitim Arastirmalari-Eurasian Journal of Educational Research, 38, 234-251.
Yin, W. M., & Agnes, C. S. C. (2001, December 2-6). Knowledge and use of metacognitive strategies [Paper presentation]. AARE Annual Conference, Fremantle, Australia. http://www.aare.edu.au/Olpap/won01419.htm
Zhang, L. (2001). Awareness in reading: EFL students’ metacognitive knowledge of reading strategies in an acquisition-poor environment. Language Awareness, 10(4), 268-288.
Zhang, L., & Seepho, S. (2013). Metacognitive strategy use and academic reading achievement: Insights from a Chinese context. Electronic Journal of Foreign Language Teaching, 10, 54-69.