Tác giả: Huỳnh Văn Ô, TS. Nguyễn Thị Phương Nam (người hướng dẫn).

Trường Đại học Trà Vinh. Năm: 2020.

Mô tả: 52Tr, kích thước: 30cm. Số định danh: 428.24/ Ô450. Vị trí: Phòng Tự Nghiên cứu.

Mục tiêu nghiên cứu:

From the review of research on reading acquisition of language learners, strategies involving procedural knowledge of readers were found the key factor for successful reading. Guthrie, VanMeter, Hancock, & Alao (1998) reported that the more strategies students are taught, the better they comprehend texts. Garut (2014) concluded that good reading strategies can help students to grasp the understanding of the text they read. Guthrie and Alao (1997) showed that reading strategies support students’ reading motivation. In the context of learning to read English texts in secondary education in Vietnam, the current study aims to investigate the effects of cognitive reading strategy teaching on EFL students’ reading comprehension at Hoa Minh Upper Secondary School. Moreover, this research is also investigating students’ perception towards teacher’s teaching cognitive reading strategies in their classrooms. It is expected that through the intervention study, students’ reading ability and motivation to read will be improved and experiences from the application of the intervention will be revealed to the practitioner community.