Metacognitive Awareness of Reading Strategies on Second Language Vietnamese Undergraduates

Metacognitive awareness is considered a crucial factor in reading comprehension. In the present study, quantitative research method was applied using descriptive statistics, T-test, and ANOVA to identify: (1) What second language (L2) Vietnamese students’ metacognitive of strategies? (2) Are there any significant differences between male female L2 students (3) good, medium, poor readers One hundred twenty-three English-majored undergraduates Hong Bang International University completed an online survey which discovers their frequencies problem-solving, global, support strategies. They next took comprehension test on TOEIC format test, whose results were adopted classify into three levels, namely readers. Reading strategies usage mean scores compared across strategy types these collated groups. Results showed; first, used academic texts at medium frequency level with high problem-solving strategies, followed by global Second, showed higher than males did. Third, learners’ proficiency levels found predict high-reading-ability applying more frequently poor-reading-ability ones. This indicate that instructors should integrate all teaching, especially, raising among learners.