It was aimed in this study to investigate the impact of the use of metacognitive strategies in reading upon academic and general reading attitudes and the impact of academic and general reading attitudes upon school success, and to demonstrate findings in the form of a model. Based on the research findings, the researchers provided some recommendations for course developers to be reconsidered and redesigned the curriculum and syllabus including the instructional materials, learning behaviours and learning strategies of the English courses in all faculties in order to enhance the quality of learning and teaching activities as well as to meet the learners' needs and social demands for their prospective careers and country's development. The most frequently used strategies involved in using vocabulary books and electronic dictionaries to remember new English words. All participants reported a medium frequency use of strategy on learning English. The findings of this study revealed that speaking skill was the most important skills that students needed to improve in their undergraduate program. The study employed a survey design which involved in administering questionnaires of rating scales, and adapting the items from (Barakat, 2010 Chengbin, 2008 Kathleen A, 2010 Patama, 2001 Richards, 2001), to measure learning English strategies and the needs of English skills from 160 Lao undergraduate students of NUOL. This paper aims to investigate learning English strategies and the requirement of English needs of the undergraduate students at the National University of Laos (NUOL). The findings of the research have been discussed in the context of the literature and recommendations for further studies have been made. The findings obtained from the mediation analysis have shown that writing attitude partially mediates the relationship between the attitude towards Turkish course and reading attitude. The findings revealed significant positive relationships between all the variables that were analyzed. The data was gathered through the Scale for attitude towards Turkish Course, Reading Attitude Scale, and Writing Attitude Scale. The participants of the study consisted of 394 5th, 6th and 7th grade students (199 females and 195 males). It is hypothesized in the study that the attitude towards Turkish course increases in students with positive reading attitudes with the mediation of their increased writing attitudes. This study aims to develop a model about secondary school students' attitudes towards Turkish course which is effective in their academic achievement. Students' attitudes towards Turkish course along with their reading attitudes constitute a significant variable that affects their entire life. On the other hand, the study also confirmed that there was no statistically significant difference between the urban and rural low achievers in their language literacy skill mean scores. Likewise, regarding the subcomponents of English literacy skills, a statistically significant mean difference (0.006, which is < 0.05) was obtained between urban and rural high achievers, which favored the urban ones.
The findings disclosed that there was a statistically significant mean difference between urban secondary school high achievers in the test scores of English language literacy (0.003, which is < 0.05) in which urban high achievers outperform.
And the p -value was computed to determine the level of significance of the obtained mean difference. Then, a t-test was computed to compare the mean differences between rural and urban secondary school high and low achievers’ English language literacy skill performances. The data were collected by administering a literacy skill test that contains reading and writing skill items. The subjects of the study were 139 students (73 urban and 66 rural) selected from seven secondary schools in Hawassa University Technology Village local district through a stratified random sampling technique. The main objective of the study was to investigate the relationship between English language literacy skills and academic achievement between urban and rural secondary schools.
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