POST GRADUATE STUDIES ******** LƯU THỊ LAN PHƯƠNG THE DIFFICULTIES ENCOUNTERED BY FIRST-YEAR ENGLISH-MAJOR STUDENTS AT ACADEMY OF FINANCE WHEN LEARNING THE READING SKILL IN THE COURSE
INTRODUCTION
Rationales
English has become widely used across all fields today, especially in business, where it is essential for effective communication and transactions As a result, there is an increasing demand for English language education to meet the needs of a new generation of learners, who seek to access important knowledge and opportunities that are predominantly available in English.
(Munby, 1978: 3) or to serve other different specific purposes That leads to the coming into being of English for Specific Purposes (ESP)
Recognizing the significance of English for Specific Purposes (ESP), the Academy of Finance established the Faculty of Foreign Languages to focus on training students with economics knowledge in English English is a core subject within this faculty, taught professionally to prepare students for their future careers To ensure that English language learning meets practical demands, the faculty emphasizes specialized instruction in economics-related English skills.
In teaching Business English, reading skills are highly prioritized to help students effectively comprehend written materials and communicate confidently in professional contexts This focus is particularly important in Vietnam, where English education aims to equip students with the necessary abilities to understand business-related texts and enhance their communication skills in the global marketplace.
Reading is a vital skill for students learning English in a non-native environment, serving both as a means to acquire knowledge and facilitate further study Carrel (1981) emphasizes that “for many students, reading is by far the most important of the four macro-skills, particularly in English as a second foreign language,” highlighting its significance for first-year students at the Academy of Finance For these students, reading enables extensive use of academic materials in English, supporting the improvement of their professional and specialized knowledge Despite its importance, students at FFL often encounter various challenges in developing their reading skills.
- There has been almost no research work touching upon reading difficulties of the students at FFL
- Most first year students at FFL have not had experience in learning ESP before
- The students are not of equal level of English
The course book *Intelligent Business* is completely new to the students at FFL, Academy of Finance This unfamiliarity has posed significant challenges for first-year English-major students learning reading skills Consequently, these difficulties have captured the researcher’s interest, leading her to focus on exploring and documenting the obstacles faced by students in mastering reading comprehension with the *Intelligent Business* pre-intermediate course book.
Significance and aims of the study
This study explores the reading difficulties faced by first-year students at FFL, offering valuable insights for improving reading comprehension The pedagogical implications and suggestions provided are relevant for enhancing reading skills at FFL Ultimately, the study aims to contribute to the advancement of teaching and learning reading, particularly within the economics program at the Academy of Finance.
The study is aimed at:
1) Better understanding the concepts of reading, reading comprehension and reading comprehension in ESP
2) Finding out some difficulties in dealing with reading skills in the course book Intelligent Business
3) Giving some pedagogical implication and suggestions to improve the learning of reading skill at FFL, Academy of Finance.
Research Questions
The above aims of the study can be realized by the following research questions:
(i) What is the present context of learning reading in course book Intelligent Business, pre-intermediate?
(ii) What are reading difficulties encountered by the first year students when dealing with the Intelligent Business, pre-intermediate?
(iii) What are possible solutions to help them overcome those difficulties?
In order to find out the answers to the research questions, some sub-questions shall be dealt with:
(i) What are students’ reading difficulties in terms of reading skills?
(ii) What are students’ reading difficulties in terms of vocabulary?
(iii) What are students’ reading difficulties in terms of back ground knowledge?
Once difficulties are found, feasible solutions to overcome those difficulties will be suggested.
Methods of the study
This study combines both theoretical and practical approaches, drawing on published books by renowned ESP education experts to establish its theoretical foundation It utilizes data from two primary sources: a survey of 112 first-year FFL students to gather insights into their reading difficulties and underlying causes, and classroom observations of three first-year classes at FFL to monitor student reactions and engagement during reading lessons These combined methods aim to provide a comprehensive understanding of reading challenges faced by students and inform effective instructional strategies.
Scope of the study
It is impossible to cover every aspect of language theory and practice in this study
This study examines the challenges faced by first-year students at FFL, Academy of Finance, in learning reading skills The research specifically focuses on reading difficulties and does not address other language skills such as speaking, writing, or listening The scope is limited to students enrolled in the first-year Intelligent Business pre-intermediate course, providing targeted insights into reading comprehension barriers within this context.
Design of the study
The study is divided into five chapters:
- Chapter one introduces rationales, significance and aims of the study, research questions, methods as well as scope of the study
Chapter two provides a comprehensive overview of the theoretical foundation of the research, focusing on key topics such as reading and reading comprehension, the role of English for Special Purposes (ESP) in developing reading skills, and common reading difficulties faced by language learners It also introduces the course book *Intelligent Business* and explores its approach to fostering reading comprehension within the current context of reading skill acquisition.
- Chapter three presents the research methodology in details covering context of the study, the subject and participants, data collection instruments, data collection procedure and data analysis procedure
Chapter four presents the study's key findings, highlighting the challenges students face when developing reading skills It discusses common difficulties such as limited vocabulary, comprehension issues, and lack of engagement Additionally, the chapter offers pedagogical implications and practical suggestions to address these challenges, aiming to improve reading instruction and enhance students' reading proficiency.
- Chapter five is the conclusions summarizing the main issues in the study and mentioning limitation and suggestions for further study.
LITERATURE REVIEW
An overview of reading and reading comprehension
Reading is a complex process of information processing that has been examined from various perspectives by scholars, leading to differing conclusions about its nature These differences often stem from the different goals of researchers—some aim to uncover the underlying cognitive processes involved in reading, while others focus on identifying sub-skills for effective teaching and assessment According to Williams, E (1990), reading is "a process whereby one looks at and understands what has been written," highlighting its dual role in perception and comprehension.
Reading is a psycholinguistic process where the reader, as a language user, reconstructs a message encoded by a writer through a cyclical process of sampling, predicting, testing, and confirming According to Goodman (1971), this reconstruction involves interpreting the graphic display of the message to understand its meaning This dynamic process emphasizes the active role of the reader in meaning-making, highlighting the importance of prediction and confirmation in reading comprehension.
Reading is fundamentally about extracting meaning from a text, as Goodman and Nuttall (1982) describe it as “getting a message from a text,” emphasizing the act of reconstruction involved in comprehension Harmer (1989) further explains that reading is a cognitive exercise dominated by the eyes and brain, where the eyes receive messages, and the brain works to interpret their significance Together, these perspectives highlight that reading involves both perceptual and interpretive processes essential for understanding written material.
Harmer emphasizes the importance of reading speed, noting that "a reading text moves at a speed controlled by the reader," which means that individuals have the flexibility to determine how quickly they read This highlights the personalized aspect of reading, allowing readers to pace themselves according to their comprehension needs and preferences.
Reading is a developmental process that extends beyond learning to recognize words and grammatical structures It involves understanding the content expressed in the text and developing the ability to re-express the author's ideas in our own words Mastering reading skills enhances comprehension and supports language development.
Reading has been defined in numerous ways by various scholars, yet no single definition fully captures all its features Nonetheless, all definitions emphasize that reading involves an interactive process between the reader and the author, where the reader engages with the author's ideas, not just the words on the page.
Now it is important to understand thoroughly the definition of reading comprehension
Reading comprehension is a complex process that requires understanding how readers interpret written symbols To improve this skill, it is essential to understand the mechanisms behind reading comprehension and the factors that influence its outcome According to Richards, grasping these elements is crucial for effectively enhancing reading skills and promoting better understanding of written texts.
(1992) described reading comprehension as an understanding between the author and the reader This view point focuses on the reader’s understanding of the message based on his/her background knowledge
Grellet (1981) defines reading comprehension as the ability to extract relevant information from a written text effectively It involves recognizing the graphic form of words and understanding the relationship between text and meaning Successful reading comprehension enables learners to master grammatical structures, pronunciation, and content, allowing them to apply this knowledge in real-life situations Additionally, learners demonstrate their understanding by re-expressing the text through activities like note-taking, summarizing, and answering questions, which showcase their ability to interpret and communicate the text’s message.
Concerning ways to exploit reading texts, Nuttall (1996: 48-120) pointed out several reading skills of which some basic ones consist of:
Guessing the meaning of words based on structural and contextual clues
Recognizing and interpreting cohesive devices
Recognizing implications and making inferences
Effective reading involves more than just understanding written language; it requires applying both language skills and background knowledge of the text and the world, which are crucial for comprehension When comprehension breaks down, the reading process stalls, highlighting the importance of seamless understanding Additionally, readers actively build expectations and make predictions about upcoming content, with the accuracy of these predictions significantly influencing their reading experience Overall, successful reading depends on three key elements: the text itself, the reader’s background knowledge, and the contextual clues necessary for interpretation.
2.1.2 ESP and Reading comprehension in ESP 2.1.2.1 Definition of ESP and reading comprehension in ESP
ESP, which stands for "English for Specific Purposes," is a specialized approach to language teaching that focuses on the specific needs of learners While some authors see ESP as a distinct development separate from general English Language Teaching (ELT), others view it as a pragmatic response to the evolving demands of global education Hutchinson and Waters (1987) emphasize that ESP is an approach rather than a product, driven by clear learning objectives tailored to specific reasons for language acquisition ESP students aim not only to develop general linguistic skills but also to acquire academic and job-related competencies, making their learning highly targeted Widdowson highlights that ESP course design centers on training learners to perform particular tasks, providing them with restricted competence to handle clearly defined professional or academic contexts.
These tasks constitute the specific purposes which the ESP course is designed to meet”
From the viewpoints mentioned above, it is clear that two central areas in ESP are content and methodology
* Content is about how narrow or broad the scope of a particular course is, when compared with the totality of the language For some people, for example, a course named
"English for Business Purposes" is a broad term; for maximum effectiveness, the course should be tailored to specific business specializations such as accounting, advertising, or marketing Customizing the content to focus on each field enhances relevance and practical application for learners This targeted approach ensures that students acquire industry-specific language skills essential for their careers.
Methodology is crucial in ESP, as the courses focus on developing specific linguistic skills for particular fields Effective ESP teaching not only involves introducing relevant linguistic items but also emphasizes how these items are presented and practiced The way ESP content is introduced and reinforced significantly impacts learners' ability to apply language skills in real-world professional contexts.
The growth of English for Specific Purposes (ESP) was driven by three key factors: the increasing demand for English tailored to specific professional and academic needs, and significant advancements in linguistics and educational psychology.
Reading comprehension is essential in ESP education, as it enables students to understand specialized English used in various fields ESP courses aim to improve students' reading skills while familiarizing them with technical vocabulary, terminology, and registers relevant to their disciplines Ultimately, after completing an ESP course, students should be able to interpret texts within their specialties effectively, facilitating further studies and professional success.
Setting realistic reading goals and ensuring ESP students are proficient in English for Specific Purposes enables them to develop targeted concepts, laying a strong foundation for their future careers This focused approach enhances their ability to comprehend industry-specific language, facilitating professional growth and success.
METHODOLOGY
Context of the study
This study was conducted at the Faculty of Foreign Languages (FFL) at the Academy of Finance, a key institution that trains professionals such as accountants, auditors, bankers, and financial controllers who require English proficiency in their careers Established two years ago, the FFL offers a four-year English major program, though it currently enrolls only a small fraction of the academy’s approximately 240 students As a newly established faculty, the FFL aims to fulfill the language training needs of students pursuing finance-related professions.
Therefore, it has received a lot of attention from many people, that is, from the Director to other colleagues in Academy of Finance
Like many other subjects, English is taught in a formal setting, namely a classroom
The teaching of English is organized into two distinct stages In the first two years, students focus on core textbooks like Intelligent Business and North Star, covering both language skills and business English Typically, two to three teachers collaborate to teach different language skills using these materials In the second stage, students expand their English proficiency by studying specialized topics such as Accounting, Finance, Economics, Auditing, grammar, phonetics, semantics, and broader subjects like English and American literature and cross-cultural communication.
English students at the faculty have classes almost every working day; however, the allocated time for developing reading skills is limited First and second-year students have only three 45-minute reading sessions per week, third-year students have just two, and fourth-year students do not have dedicated reading classes at all This insufficient class time hampers students’ ability to effectively learn and practice reading skills Despite these limited opportunities, students are expected to read a wide range of English materials related to accounting, finance, and insurance, which contributes to their difficulties in understanding these texts Overall, the limited reading class time significantly impacts students’ reading proficiency and comprehension.
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The subject and participants
This study involved 112 first-year English students at the Faculty of Foreign Languages (FFL), Academy of Finance, who were in their second term and about to complete the academic year The students, aged 17 to 20, included both males and females with similar backgrounds, having finished upper secondary school and passed the entrance exam to join the Academy of Finance Due to the limited number of students at FFL, all first-year students participated in the survey questionnaire, ensuring comprehensive data collection.
Data collection instruments
In order to obtain a sufficient collection of reliable and valid data for the study, questionnaire and class observation were fully employed
Classroom observation was used to develop the survey questionnaire by identifying students' challenges with reading texts The researcher observed three different classes (K46 51/01, 02, 04) during lessons led by her and her colleagues Each class was observed three times, focusing on three distinct units, with each observation lasting 45 minutes This method provided valuable insights into students' reading difficulties for the study.
Survey questionnaires are a valuable data collection tool for researching attitudes, concerns, and perceptions related to ESP reading, providing insights into students’ learning difficulties They are more comfortable, time-efficient, and cost-effective compared to methods like telephoning or mailing, especially when assessing reading skills Additionally, questionnaires encourage honest responses by maintaining subjects’ anonymity and facilitate quick data collection from large populations The uniformity of questions simplifies data analysis, making survey questionnaires an effective method for understanding ESP reading comprehension among students.
The survey questionnaire was carefully designed with 23 questions based on a classroom observation checklist to assess first-year students at FFL It aims to gather students' opinions on their reading texts and the challenges they face while engaging with the course book *Intelligent Business* The questionnaire is divided into four main sections: the first explores their difficulties in reading skills, the second identifies issues related to background knowledge, the third investigates vocabulary-related problems, and the final part examines other potential challenges encountered during reading.
Data collection procedure
The procedure of collecting data could be divided into three main phases as follows
* Phase 1: the thorough preparation for the data collection was made at this stage
A comprehensive checklist for the class observation scheme and questionnaire questions was carefully designed to align with the research objectives The observation checklist (see Appendix 4) includes key criteria such as students' reactions to lectures, their engagement in activities, and their attitudes towards the teacher’s instructions Additionally, it emphasizes identifying the difficulties students face during reading activities, ensuring a thorough assessment of both student responses and challenges in the learning process.
The draft questionnaire was developed by adapting a wide range of sources from relevant literature in the field It was reviewed and refined through feedback from experts in the area, ensuring content validity A pilot test with 15 students helped identify any ambiguities or interpretation issues, leading to necessary modifications Based on the pilot results and expert discussions, the final version of the questionnaire was finalized, with some items removed or adjusted due to their limited discriminative power or inability to gather essential information.
* Phase 2: At this phase observations were carried out in three different classes (K46
51/01, 02, 04) with the checklist of criteria set
During this phase, a survey questionnaire was distributed to 112 first-year English students at FFL, Academy of Finance, all in their second term of study The students demonstrated great willingness and enthusiasm to cooperate with the researcher, providing valuable insights for the study This participation highlights their active engagement and commitment to enhancing their English learning experience.
All questionnaires delivered were completed
* Phase 3: Data collected from survey questionnaire and observation was synthesized and classified at this phase The data were arranged in accordance with the research questions
This study analyzed first-year students' reading difficulties across three categories: vocabulary, reading skills, and background knowledge, presenting the data in detailed tables Using a mean score method based on descriptive statistics, each item was assigned a difficulty level score on a four-point scale: 4 points for Very Difficult (VD), 3 for Difficult (D), 2 for Easy (E), and 1 for Very Easy (VE), as cited in Pham Thi Thanh Thuy (2000) This scoring system enabled identification of the most challenging questions as perceived by students The majority of responses indicated that students found many questions either Very Difficult or Difficult, with only a few categorized as Very Easy Detailed response data for each section will be provided in Chapter 4.
This study involves four student groups, along with colleagues and friends, utilizing questionnaires, class observations, and surveys to gather comprehensive data The collected information is thoroughly analyzed to provide valuable insights for improving pedagogical strategies aimed at enhancing students' reading skills The findings will serve as important input for developing effective teaching implications and practical recommendations.
This chapter analyzes classroom observations and survey results from pre-intermediate students learning reading in the Intelligent Business course It aims to identify key challenges and areas for improvement in teaching reading skills Based on the findings, the chapter offers practical pedagogical implications and suggestions to enhance students’ reading comprehension and overall learning outcomes Ultimately, the goal is to address common difficulties and optimize instructional strategies for better student engagement and success in English reading.
Difficulties encountered by the students when learning reading skill
This part of the study is an analysis of all the data collected in accordance with data collection instruments, that is classroom observation and survey questionnaire
4.1.1 Data analysis of the classroom observation
The class observations were carried out in three different classes (K46 51/01, 02, 04) for three units, namely unit 9, unit 12 and unit 13
In class 51.01, students engaged with a reading on Marketing in Unit 9, where the teacher initially introduced the topic and explained key terms in Vietnamese to facilitate understanding During the pre-reading phase, group discussions excited more than half of the students, fostering active participation and a strong interest in the text, while others were less willing to participate In the while-reading stage, students worked individually with teacher explanations solely in English, which failed to motivate them, resulting in a quiet atmosphere and a lack of enthusiasm During the post-reading activity, only a few students willingly summarized the main ideas, as most appeared indifferent and some even distracted themselves, highlighting low engagement levels in this lesson.
For unit 12 with the reading text: Getting better service, the researcher observed class
Before reading, the teacher sparked interest by discussing the topic and introducing new terms in both English and Vietnamese The class was divided into two groups to identify the characteristics of American and British customers when receiving services, engaging students actively under close supervision Students demonstrated enthusiasm as they explored these traits, and group representatives shared their findings with the class, which the teacher recorded on the blackboard, correcting mistakes and encouraging clarification The teacher also enhanced understanding by providing definitions, explanations, synonyms, and antonyms for pre-taught vocabulary, leading to increased student interest, ease of learning, and motivation During the reading stage, students read the text to gather information and completed paired exercises, exchanging answers and correcting mistakes collaboratively Observations indicated that students were motivated, engaged, and found the reading process enjoyable and accessible, creating a dynamic and exciting learning atmosphere.
During the last classroom observation in class 51.04, the lesson focused on the "Revolution in the Car Industry" from Unit 13 The pre-reading phase involved the teacher prompting students to explain new vocabulary related to the topic in English before providing clear definitions, encouraging active engagement However, students remained passive, attentively taking notes without interacting or showing enthusiasm for the lesson During the while-reading segment, the teacher facilitated exercises and reviewed answers with the class, followed by providing additional explanations for key terms to enhance understanding.
Many students kept silent all the time during the reading lesson, while some looked so sleepy
To the researcher’s observation, this teaching way did not motivate the student in reading and to some extent discouraged them from knowing new words
Class observation enabled the researcher to identify students' initial reading difficulties and facilitated the development of targeted survey questions While the observation could not capture all challenges related to reading learning at FFL, Academy of Finance, the survey data provided valuable insights that complement the observational findings This combined approach strengthened the overall understanding of students' reading issues and informed effective intervention strategies.
Data from the survey questionnaire are presented in detailed tables, each accompanied by a thorough analysis These tables reveal students' firsthand experiences with challenges encountered when engaging with reading texts in the course book The identified problems are categorized into reading skills, background knowledge, vocabulary, and other issues The figures in columns 3 through 6 indicate the number of students who ranked each problem in the questionnaire, providing clear insights into the most common difficulties faced by students.
The analysis of the findings involved assigning a difficulty level score to each item using a four-point scale: 4 for Very Difficult (VD), 3 for Difficult (D), 2 for Easy (E), and 1 for Very Easy (VE), as cited by Pham Thi Thanh Thuy (2000) This scoring method allowed for identifying the questions that students perceived as most challenging by assigning the highest scores to those items.
The survey results indicate that students primarily find questions related to background knowledge and vocabulary more challenging than those focused on reading skills and other areas Detailed responses reveal that these areas pose greater difficulty, underscoring the importance of strengthening students’ foundational knowledge and vocabulary to improve overall reading comprehension.
4.1.2 Students’ reading difficulties in terms of reading skills
No DO YOU HAVE DIFFICULTIES IN
1 Understanding the main idea of paragraphs or reading texts?
4 Predicting vocabulary and terms through context or definition?
5 Recognising implications and making inferences and conclusion?
Table 1: Students’ reading difficulties in terms of reading skills
Analyzing the data, recognizing implications, making inferences, and drawing conclusions are identified as the most challenging reading skills, accounting for 363 points A significant portion of students report difficulty with these skills, with 34.82% describing it as very difficult and 54.46% finding it challenging to recognize implications and make inferences Predicting vocabulary and terms through context or definitions also pose difficulties, with 25.89% deeming it very difficult and 67.85% indicating it is hard, totaling 358 points Additionally, 76.78% of students struggle with summarizing reading texts, highlighting its importance as a challenging skill Understanding the main idea of paragraphs remains a concern for students, with 311 points reflecting their difficulty Conversely, skimming and scanning are perceived as easier reading techniques, with students reporting fewer problems—300 and 290 points respectively—making them more accessible to learners seeking efficient reading comprehension strategies.
The data from Table 1 reveals that students find recognizing implications, making inferences, and drawing conclusions to be the most challenging reading skills, with a score of 363 points, indicating a need for careful instruction of these skills immediately after students engage with the course book Additionally, most students report difficulties in predicting vocabulary and terms from context or definitions, scoring 358 points, which is partly due to challenges with syntax Research by Barnett (1989) emphasizes that efficient readers utilize syntax and sentence structure to anticipate upcoming text, while MacNamara (1967) highlights that knowledge of syntax helps readers predict and read more quickly.
Understanding the main ideas, skimming, and scanning are perceived as fairly easy skills by teachers, as reflected in the high confidence levels (311, 300, 290) Teachers recognize the importance of these skills because skimming helps students activate relevant schemata and confirm predictions using titles or visuals, while scanning enables them to locate specific information quickly—an essential ability in real-world reading Consequently, teachers prioritize teaching these skills early in reading instruction, resulting in students facing fewer difficulties in applying them Overall, a focus on scanning, skimming, and identifying main ideas supports students’ reading comprehension and builds their confidence.
4.1.3 Students’ reading difficulties in terms of background knowledge
No DO YOU HAVE DIFFICULTIES IN
VD D E VE Total score BACKGROUND KNOWLEDGE
8 Understanding unfamiliar cultural content of the reading texts (e.g., differences in values, attitudes and cultural customs)?
9 Understanding terms explained by teachers in English?
10 Understanding lectures completely in English? 39 50 23 0 352
11 Finding Vietnamese equivalent for terms? 49 57 6 0 379
Table 2: Students’ reading difficulties in terms of background knowledge
Table 2 highlights that students face significant reading difficulties related to background knowledge, with scores ranging from 351 to 379 points, indicating this is their most challenging area The highest difficulty is reported for Question 11, which asks if students struggle to find Vietnamese equivalents for terms, with a score of 379 points; notably, 94.64% of students consider this very difficult or difficult, hindering their reading comprehension "Understanding unfamiliar topics" (Question 7) is the second most challenging, scoring 375 points While Tasks in Questions 8 and 10 are less difficult, they still pose notable obstacles, with scores of 351 and 352 points respectively; in these questions, 24% and 34.82% of students rated them as "very difficult," and a significant number of students reported experiencing substantial difficulty.
Questions 8 and 10 were perceived as difficult, with only 12 and 23 students respectively choosing "easy" responses Understanding terms explained in English by teachers significantly contributed to students' challenges, particularly impacting their performance on question 9, which received a high difficulty score of 354 points.
Analysis of the data reveals that background knowledge significantly impedes students' ability to interpret reading texts, especially for first-year students who are primarily familiar with General English rather than English for specific purposes like Business English Their traditional learning methods, rooted in passive study habits and reliance on teachers, hinder their independent reading and problem-solving skills, causing them to struggle with unfamiliar words and topics Additionally, limited exposure to listening to lectures entirely in English, particularly in Business English, further affects comprehension The lack of direct equivalents for many economic terminologies in Vietnamese and the need for specific content knowledge also contribute to ineffective understanding and reduce students' motivation to read more.
Teachers must actively understand and address students’ reading habits and weaknesses to enhance their reading effectiveness Additionally, the academy’s learning program should prioritize identifying and bridging the gap in first-year students’ background knowledge, ensuring they have the foundational skills necessary for academic success.
4.1.4 Students’ reading difficulties in terms of vocabulary
No DO YOU HAVE DIFFICULTIES IN
12 Understanding the details of reading texts? 22 60 22 8 320
13 Finding the appropriate meaning for polysemantic words (từ đa nghĩa)?
14 Finding the meaning of unfamiliar words? 17 78 14 3 348
15 Understanding and remembering vocabulary and terminologies?
16 Understanding the meaning of phrasal verbs? 29 68 15 0 379
Table 3: Students’ reading difficulties in terms of vocabulary
Table 3 indicates that vocabulary is a significant challenge for students during reading, with scores ranging from 320 to 379 The highest score of 379 is assigned to question 16, which assesses understanding of phrasal verbs Approximately 25.89% of students (29 out of 112) find it very difficult to comprehend phrasal verbs, while 60.71% (68 students) consider it difficult Only 13.39% (15 students) find it easy, and no students reported that understanding phrasal verbs is very easy This highlights vocabulary, particularly phrasal verbs, as a primary difficulty in reading comprehension for students.
Pedagogical implication and suggestions
Based on the theory of reading comprehension and its application in ESP, along with the study findings, several pedagogical implications and recommendations are proposed to enhance English reading skills within the Intelligent Business course These strategies aim to improve students' engagement and comprehension, ultimately fostering better learning outcomes Incorporating targeted reading exercises, contextual vocabulary development, and contextualized comprehension activities can significantly support students in mastering business English reading skills.
4.2.1 Training students to become efficient readers
Students play a crucial role in the success of reading lessons, alongside teachers and instructional materials To become efficient readers, students need to acquire various reading strategies, complete all assigned homework, and develop strong, ongoing reading habits Fostering these skills is essential for improving reading comprehension and overall language proficiency.
4.2.1.1 Training students with different reading strategies
The purpose of reading a given text is the most important factor in determining the appropriate reading strategy Teachers should educate students that different tasks demand varying levels of understanding and focus It is highly effective for students to adapt their reading strategies and speed according to their specific goals, optimizing comprehension and efficiency.
According to Wallace (1993), effective reading strategies are flexible and selective approaches tailored to the text type, context, and purpose of reading Key skills include skimming, scanning, guessing words from context, and predicting, which enhance comprehension and reading efficiency Incorporating these strategies can improve overall reading performance and understanding.
Scanning means glancing rapidly through a text either to search for a specific piece of information or to get an initial impression of whether the text is suitable for a given purpose
With the aim of extracting certain specific information without reading through the whole text, it is advisable for the students to:
- Look at scanning questions if available to get more concentrated and be aware of the details they are looking for
- Let their eyes wander at specific names, places, dates, statements, definitions, etc until they find the required specific information
- Ignore or skip other significant information
- Pay attention to the particular part of the text containing the details that they are searching for
- Keep in mind or write down the specific terms of required information
At FFL Academy of Finance, teachers should guide students on the appropriate moments to apply specific scanning reading strategies Teaching students when to use these techniques can significantly enhance their reading speed and comprehension Implementing targeted instruction on scanning methods will help students read more efficiently and understand content better, leading to improved academic performance.
Skimming is a reading technique where readers quickly glide over the surface of a text to identify its main points and overall structure It involves rapidly assessing important parts of the content while ignoring irrelevant details, helping readers gain a general overview To effectively teach skimming, educators should encourage students to recognize text structure, identify misplaced sentences, match topic sentences with their respective paragraphs, and create relevant titles or subtitles Additionally, teachers should advise students to preview the source, author, images, and questions before reading to enhance comprehension and efficiency Incorporating these strategies can improve students' ability to quickly extract key information from texts, making skimming a valuable skill for efficient reading.
* Guessing words from the context:
Students can effectively determine the meaning of new words or phrases without a dictionary by utilizing structural formation and context clues By analyzing the structural formation, such as prefixes like un-, in-, dis-, re-, and suffixes like -ance, -ian, -ity, students can infer the meaning of unfamiliar words based on their components Additionally, using context clues involves deducing possible meanings through the examination of surrounding words, such as synonyms and antonyms, which provide valuable hints about the unfamiliar term These strategies enhance vocabulary comprehension and improve language learning efficiency.
Some tips following are used for predicting information in a reading text:
- Read the title of the text, if you find no clues to guess, read on
- Look at the illustrating pictures, if available, to find the clues
- Move your eyes quickly through the first and the last sentences of the paragraph in the text
- Make predictions based on the contextual clues already found
- Read the text again to confirm what you have predicted
4.2.1.2 Assigning and checking students’ fulfillment of homework
To enhance students' reading skills and foster active learning, teachers should provide a variety of reading exercises tailored to different levels and types, such as gap-filling, gist understanding, and comprehension tasks These exercises, ideally implemented as warm-up activities lasting about 15 minutes after each lesson, offer students valuable practice opportunities Encouraging students to decide which reading strategies to employ promotes independence, while peer exchange for self-checking and discussing challenges enhances comprehension and critical thinking skills Incorporating these strategies can significantly improve students’ engagement and proficiency in reading.
Assigning project-based work fosters students' sense of achievement and encourages extensive, purposeful reading Teachers can provide long-term tasks that require students to read broadly within specific subject areas to successfully complete their projects These projects often culminate in students delivering a final oral or written report, promoting deeper engagement with the material and enhancing their research skills.
To promote student engagement in reading, teachers should diversify reading task types to make learning more interactive and effective Assigning and reviewing homework exercises can significantly enhance students' reading skills by providing additional practice and reinforcement Implementing varied reading activities and regular homework checks are essential strategies to improve reading comprehension and foster a love for reading among students.
4.2.1.3 Encouraging students’ extensive reading habits
Nuttall (1982) emphasizes that living among native speakers is the most effective way to learn a foreign language, but extensive reading is the next best method For students learning in a non-native environment, reading extensively enhances vocabulary, understanding of English grammar, and social nuances, helping to address common language challenges Since extensive reading is an independent activity outside the classroom, it reinforces learned language structures and develops useful reading strategies Increasing the amount of reading improves reading speed, comprehension, and enjoyment, creating a “virtuous circle” that accelerates language proficiency Ultimately, the more students read extensively, the faster they become proficient, with enjoyment, speed, and comprehension strengthening each other through practice.
Figure 2: The Virtuous Circle of a Good Reader
Teachers play a crucial role in guiding students on effective reading strategies by recommending suitable materials and sources They should also teach students how to read efficiently and improve their reading speed through timed reading exercises These approaches help students develop better comprehension skills and become more proficient readers.
4.2.2 Improving economic background knowledge for the first year students at FFL
Based on the findings, students face significant challenges in understanding economic terminology and finding Vietnamese equivalents for key terms To address this, it is recommended that basic economic subjects such as microeconomics and macroeconomics be taught in Vietnamese alongside English during the first year Encouraging students to self-read Vietnamese economic articles and participate in workshops or lectures by economic specialists at the Academy of Finance can enhance their understanding Additionally, implementing policies that award bonus marks for attendance at such events can motivate students to engage more actively These measures will help students acquire essential economic knowledge, familiarize themselves with course materials, and build confidence in tackling specialized content.
4.2.3 Teachers’ being aware of their students’ needs
Many students struggle to fully understand lectures delivered in English and find it challenging to grasp terms explained in the language, resulting in limited student responses during reading classes This issue may stem from teachers assuming their students can comprehend reading texts based on their existing English skills or from traditional, teacher-centered approaches that position students as passive participants Ultimately, effective teaching aims to maximize students' knowledge and skills, which requires harmonious cooperation between teachers and students in the classroom.
Teachers can improve student reading skills by identifying their reading habits and weaknesses, allowing for tailored activities Encouraging students to avoid looking up unknown words unless the passage’s meaning is unclear helps develop their reading comprehension and confidence This approach supports transitioning students from passive to active learners, ultimately leading to better learning outcomes.
4.2.4 The Academy of Finance’s being aware of the needs of the students at FFL
Summary
This chapter analyzes the survey results of students learning English reading through the "Intelligent Business" course book, highlighting their key reading difficulties It offers pedagogical implications and practical suggestions aimed at enhancing reading skills, such as training students to become efficient readers and strengthening their economic background knowledge The chapter emphasizes the importance of teachers understanding students’ specific needs and underlines that the Academy of Finance should also be aware of and address these student requirements to improve overall learning outcomes.
Students can achieve successful reading lessons by applying their knowledge, reading skills, and strategies to overcome difficulties and enhance comprehension Developing these competencies ensures they can effectively understand and engage with the text, leading to more productive and meaningful reading experiences.