The effect and students perception of metacognitive strategies on their reading comprehension at vus english center m a

VIETNAM NATIONAL UNIVERSITY –HOCHIMINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE THE EFFECT AND STUDENTS’ PERCEPTION OF METACOGNITIVE STRATEGIES ON THEIR READING COMPREHENSION AT VUS ENGLISH CENTER A minor thesis submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL By TO MINH DAO Supervised by PHAM VU PHI HO, ASSOC PROF HO CHI MINH CITY, AUGUST 2022 ACKNOWLEDGEMENTS I would like to express my appreciation for the assistance I received from a lot of people while working on the research paper First and foremost, I would like to show my deepest gratitude to my supervisor Pham Vu Phi Ho, Assoc Prof for his valuable guidance, critical feedback and enormous encouragement, without which my thesis would be far from completion Secondly, I’m deeply grateful to all the professors of the Faculty of English Linguistics & Literature at Ho Chi Minh City University of Social Sciences & Humanities for valuable knowledge, and advice during the years of studying Thirdly, I would like to thank all the participants at VUS center for their engagement and beneficial information Finally, millions of thanks to my colleges at VUS center and Dien Hong high school, friends from Ho Chi Minh City University of Social Sciences & Humanities, my beloved family who helped and encouraged me a lot when I was conducting the research Ho Chi Minh City, July, 2022 To Minh Dao i ATTESTATION I declare that “The effect and students’ perception of metacognitive strategies on their reading comprehension at VUS English center” is my own work and that all the resources that I have used or quoted have been indicated and acknowledged by means of complete references This thesis has not been submitted for the award of any degree or diploma in any other institution Ho Chi Minh City, July, 2022 To Minh Dao ii RETENTION AND USE OF THE THESIS I hereby state that I, To Minh Dao, being the candidate for the degree of Master of TESOL, accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the Library In terms of these conditions, I agree that the original of my thesis deposited in the Library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the Library for the care, loan or reproduction of theses Ho Chi Minh City, July, 2022 To Minh Dao iii TABLE OF CONTENTS ACKNOWLEDGEMENTS i ATTESTATION ii RETENTION AND USE OF THE THESIS iii TABLE OF CONTENTS iv LIST OF ABBREVIATION vii LIST OF TABLES viii LIST OF FIGURES ix ABSTRACT x CHAPTER INTRODUCTION 1.1 Background to the study 1.2 Statement of the problems 1.3 Aims of the study 1.4 Research questions and hypotheses 1.4.1 Research questions 1.4.2 Hypotheses 1.5 Significance of the study 1.6 Scope of the study 1.7 Outline of the thesis CHAPTER 2: LITERATURE REVIEW 2.1 Definition of key terms 2.1.1 Definition of reading comprehension 2.1.2 Reading comprehension types 2.2 Cognition and cognitive strategies 2.3 Metacognition and metacognitive strategies 2.3.1 Metacognition 2.3.2 Metacognitive strategies 11 2.4 Teaching metacognitive strategies 12 2.4.1 Metacognitive strategies for teaching .12 2.4.2 Think-aloud strategy .13 iv 2.5 SIOP lesson plan 15 2.6 Theoretical model of teaching metacognitive strategies 16 2.7 Learner’s perception .16 2.8 The review of previous research 17 2.8.1 Research with training program 17 2.8.2 Research without training program 18 2.9 Synthesizing previous studies .20 2.10 Theoretical framework .21 CHAPTER 3: METHODOLOGY 23 3.1 Research design 23 3.2 Research site 23 3.3 Participants 24 3.4 Research instruments 24 3.4.1 Demographics survey 24 3.4.2 Pre-test and post-test .25 3.4.3 Interview questions 28 3.5 Teaching material and procedure 29 3.5.1 Textbook 29 3.5.2 Metacognitive strategies lesson plan for teaching reading comprehension 30 3.5.3 Teaching procedure for both experimental group and control group .33 3.6 Data collection procedure 35 3.7 Data analysis procedure 35 CHAPTER 4.1 RESULTS AND DISCUSSION 37 Analysis of the data .37 4.1.1 The demographic information 37 4.1.2 Reading comprehension scores .39 4.1.3 Literal comprehension and inferential comprehension 45 4.1.4 Students’ perception 54 4.2 Discussion of result .58 4.2.1 The improvement of students reading comprehension after MS training 58 4.2.2 The improvement of literal comprehension and inferential comprehension after MS training 59 4.2.3 Adjustment on each reading strategy time allocation 61 v 4.2.4 Students still have difficulties while using MS 61 CHAPTER CONCLUSION 63 5.1 Conclusion 63 5.2 Suggestions / Pedagogical implications 64 5.3 Limitation of the study 66 5.4 Recommendation for further study 67 REFERENCES 68 APPENDICES 76 Appendix A Summary of MS Research with Training Program 76 Appendix B Summary of MS Research without Training Program .79 Appendix C Demographic Survey 82 Appendix D Lesson Plan for Control Group .84 Appendix E SIOP Lesson Plan for Experimental Group 88 Appendix F Pre-test for reading comprehension 93 Appendix G Post-test for reading comprehension .98 vi LIST OF ABBREVIATION CS Cognitive Strategies MA Metacognitive Awareness MAI Metacognitive Awareness Inventory MARSI Metacognitive Awareness of Reading Strategy Inventory MS Metacognitive Strategies EEF Education Endowment Education SIOP Sheltered Instruction Observation Protocol SORS Survey of Reading Strategies CAIE Cambridge Assessment International Education MARSI Metacognitive Awareness of Reading Comprehension Inventory EFL English as Foreign Language TESOL Teaching English to Speakers of Other Languages vii LIST OF TABLES Table SIOP Lesson Plan 15 Table Description of TOEIC pre-test 26 Table Description of TOEIC post-test 27 Table MS lesson with SIOP format 31 Table Teaching timetable for experimental group and control group 34 Table Demographic information of partipants 37 Table Background experience of MS 38 Table Distribution of pre-test of both groups 39 Table The independent Samples T-Test of the pre-tests 41 Table 10 The independent Samples T-Test of the post-tests 42 Table 11 The paired Samples T-Test of experimental group 44 Table 12 The paired Samples T-Test of control group 44 Table 13 The paired Samples T-Test of control group for literal comprehension 46 Table 14 The paired Samples T-Test of exeperimental group for literal comprehension 46 Table 15 The paired Samples T-Test of control group for infernetial comprehension 47 Table 16 The paired Samples T-Test of control group for literal comprehension 48 Table 17 The Independent Samples T-Test of literal comprehension before training 49 Table 18 The Independent Samples T-Test of literal comprehension after training 50 Table 19 The Independent Samples T-Test of inferential comprehension before training 51 Table 20 The Independent Samples T-Test of inferential comprehension after training 52 viii LIST OF FIGURES Figure Components of Metacognition Figure Think Aloud Strategy teaching steps 14 Figure Theoretical framework of the study 22 Figure Histogram of the experimental group’s pre-test 40 Figure Histogram of the control group’s pre-test 40 ix Appendix E SIOP Lesson Plan for Experimental Group THEME: a broader understanding of the topic: Feelings LESSON TOPIC: accidents and injuries CONTENT OBJECTIVES: By the end of the lesson, Ss will be able to: • know some new words and expressions about accidents and injuries • read a usual medical condition LANGUAGE OBJECTIVES: By the end of the lesson, Ss will be able to: • Matching the questions with corresponding paragraphs • Skimming for general idea KEY VOCABULARY: • Injury (n) • Injure (v) • Blood (n) • Bleed (v) • Bruise (n) • Sprain (v,n) • Burn (v, n) • Fall/ trip/ slip over (phrasal verb) • Sprain your ankle/ wrist (phrase) MATERIALS: Solutions _ pre-intermediate _ 3rd edition _ Unit 1:1F: Painless SIOP FEATURES Preparation Scaffolding Group options Adaptation of content Modelling Whole class Links to background Guided practice Small groups Links to past learning Independent practice Partners Comprehensible input Independent Strategies incorporated 88 Integration of processes Application Assessment Reading Hands-on Individual Writing Meaningful Group Speaking Linked to objectives Written Listening Promotes engagement Oral LESSON SEQUENCE Teacher’ activities Stages Link the new Students’ activities MOTIVATION • (5’) something the students are familiar material to their with by asking questions that link to own experience material to - Link new their own experience For example: “Have you ever got into an accident? How did you feel?” PRESENTATION (25’) • Place the content and - Read the language objectives on the objectives and board for the students to see try to find as well as state them orally or strategies for the have them read aloud Elicit task to achieve some ideas on how to the goals achieve these objectives • Comprehensible input: using question to model the - reading strategy ➢ Making prediction: ask students to predict the answer of the 89 Ask students to make prediction question based on the heading and the picture For example: “From these pictures, I predict that this reading is about dangerous things that can make you hurt….” ➢ Sharing analogies: ask students to link the question to their own experience For example: “I heard that there was some strange disease that unlucky - people were born with these ones” link to their own ➢ Monitoring: read the question to find the Ask student to experience - Ask student to key word and then read the text one based on the key by one to find words key words read text paragraph one by one to find the answer Reading aloud the confusion For example: “This sentence may give information for this question I’m not sure.” ➢ Regulation: demonstrate how to 90 - Think-aloud the confusion overcome section difficult by - asking Observe the demonstration of them to re-read the regulation difficult section again and check if it is clarified For example: “I need to check if this sentence matches the question or I need to continue reading to answer this” • Memorization of strategies: asking some checking questions about strategies learnt - Answer the questions PRACTICE (15’) • Guided practice: Helps the - Try to practice students modelling how to with the whole question 2,3,4 in exercise class 3/ p 14 - Practice in pairs - Practice Put students in pairs to practice doing other questions by thinkaloud strategy • Independent practice: Practice questions 5,6,7 in individually exercise 3/ p 14 91 ASSESSMENT Review the objectives on the board - Think of (10’) and ask the class if they were met reading progress • Use Outcome Sentences and write and about their reading progress to writing journal their the complete the journal writing I wonder I discovered I still want to know I learned I still don’t understand EXTENSION Assign “big idea” questions that (5’) - optional relate to the topic for homework, such as, “What you think about Aslyn’ s condition?” 92 - Answer question the Appendix F Pre-test for reading comprehension Read the passage and choose the correct answer by circling the correct answer 93 94 95 96 97 Appendix G Post-test for reading comprehension Read the passage and choose the correct answer by circling the correct answer 98 99 100 101 102