Lack of knowledge of cognition, regulation of cognition, and intrinsic motivation hinder learners' metacognitive strategy use¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q1
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q1 i? Interviews with four successful and four less successful participants revealed that most lacked knowledge of what reading strategies are and how to apply them, most did not use self-regulation strategies, and most were extrinsically rather than intrinsically motivated to read in English. → Thao M. T. Nguyen and Lap Q. Trinh 2011

Evidence¶

Thao M. T. Nguyen and Lap Q. Trinh 2011¶

Thao M. T. Nguyen and Lap Q. Trinh. (2011). Learners' Metacognitive Strategy Use and Reading Comprehension: Insights from a Vietnamese Context. i-manager's Journal of English Language Teaching, Vol. 1 No. 1, January - March 2011. https://eric.ed.gov/?id=EJ1071083 doi:10.26634/jelt.1.1.1348

q1 · i? · qualitative · r2

Qualitative thematic analysis of interviews with eight purposively selected participants; five of eight lacked knowledge of cognition, six of eight did not use self-regulation strategies, and six of eight were more extrinsically than intrinsically motivated.

"Data from the interviews illustrated that five out of eight participants were not fully aware of what these strategies are. They did not know what these strategies are, and they did not know how, when and why to apply these strategies when reading."

Discussion¶

Learner Variables¶

Motivation — predictor: learners who differ on it differ in outcomes
Metacognition — predictor: learners who differ on it differ in outcomes

High-proficiency EFL learners use more metacognitive strategies, effort regulation, and coping with problems than low-proficiency learners — related
Chinese college ESP learners show high amotivation-subscale, external-regulation, identified-regulation and intrinsic (knowledge, accomplishment) item means — related
Chinese ESP learners in this sample were motivated in a mixed manner, and 'certificate motivation' was not supported — related
Vietnamese EFL grade-11 learners report above-average overall metacognitive strategy use in reading — related
Self-regulated learning improves achievement — a broader claim this one bears on
Self Regulated Learning Predicts Achievement — a broader claim this one bears on
Learners invest more effort in tasks they perceive as interesting, personally important, or useful to their future goals. — related

Page metadata

Field	Value
`type`	`claim`
`id`	`problems-hindering-metacognitive-strategy-use`
`title`	`Lack of knowledge of cognition, regulation of cognition, and intrinsic motivation hinder learners' metacognitive strategy use`
`description`	`Lack of knowledge of cognition, regulation of cognition, and intrinsic motivation hinder learners' metacognitive strategy use`
`status`	`review`
`evidence_strength`	`weak`
`newest_evidence`	`2011`
`generated`	by `process:wiki-ingest` on `2026-09-28`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `thao-m-t-nguyen-and-lap-q-trinh-2011`

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