The impact of reading skills on the effectiveness of foreign languages learning of juniors at hanoi open university

Summary of the chapter ...46 CHAPTER 4: DIFFICULTIES IN THE READING SKILLS MET BY THE THIRD-YEAR STUDENTS OF THE FACULTY OF ENGLISH, HANOI OPEN UNIVERSITY AND SOLUTIONS SUGGESTED TO IMPR

BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC MỞ HÀ NỘI

BÁO CÁO TỔNG KẾT

ĐỀ TÀI NGHIÊN CỨU KHOA HỌC CỦA SINH VIÊN

UNIVERSITYThuộc nhóm ngành khoa học: Nhân văn

Hanoi, 2023

BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC MỞ HÀ NỘI

BÁO CÁO TỔNG KẾT

Thuộc nhóm ngành khoa học: Nhân văn

Sinh viên thực hiện: Lương Thị Huyền Trang, Trần Khánh Dịu Nam, Nữ: Nữ

 Nguyễn Tuấn Sang Nam, Nữ: NamLớp, khoa: K26A1, Khoa Tiếng Anh Năm thứ: 4 / Số năm đào tạo: 4 Ngành học: Ngôn ngữ Anh

 Người hướng dẫn: TS Lê Phương Thảo

Hanoi, 2023

BỘ GIÁO DỤC VÀ ĐÀO TẠOTRƯỜNG ĐẠI HỌC MỞ HÀ NỘI

THÔNG TIN KẾT QUẢ NGHIÊN CỨU CỦA ĐỀ TÀI

1 Thông tin chung:

- Tên đề tài: THE IMPACT OF READING SKILLS ON THE EFFECTIVENESS OFFOREIGN LANGUAGES LEARNING OF JUNIORS AT HANOI OPEN UNIVERSITY

- Sinh viên thực hiện: Lương Thị Huyền Trang

Trần Khánh Dịu Nguyễn Tuấn Sang

- Lớp: K26A01 Khoa: Tiếng Anh Năm thứ: 4 Số năm đào tạo: 4Người hướng dẫn: TS Lê Phương Thảo

2.  Mục tiêu đề tài:

 Nghiên cứu này được thực hiện giúp sinh viên năm ba khoa Tiếng Anh, trường đại học

Mở Hà Nội hiểu rõ hơn về các phương pháp đọc và mối quan hệ của kĩ năng đọc với các

kĩ năng ngôn ngữ khác, từ đó có thể vận dụng những kỹ năng đọc thông qua phương phápBefore reading- While reading- After reading để học kỹ năng đọc một cách hiệu quả trongviệc học ngoại ngữ, cụ thể là ngôn ngữ tiếng Anh Chúng tôi hy vọng rằng nghiên cứunày sẽ là một đóng góp cho dạy và học ngôn ngữ

3 Tính mới và sáng tạo:

- Giúp sinh viên năm ba khoa Tiếng Anh, trường Đại học Mở Hà Nội học kỹ năng đọc

và cải thiện kỹ năng đọc của sinh viên năm ba

4 Kết quả nghiên cứu:

 Nghiên cứu này chỉ ra những khái niệm về phương pháp đọc Before reading- Whilereading- After reading khi đọc Ngoài ra, bài nghiên cứu còn là nguồn tài liệu hữu ích chonhững người gặp khó khăn trong việc học từ vựng tiếng Anh Bên cạnh đó, chúng tôicũng đưa ra những giải pháp để giúp người học nâng cao kỹ năng đọc thông qua phương pháp đọc Before reading- While reading- After reading

5 Đóng góp về mặt kinh tế - xã hội, giáo dục và đào tạo, an ninh, quốc phòng vàkhả năng áp dụng của đề tài:

Mặc dù ngày càng có nhiều sự quan tâm tới vai trò của việc đọc mở rộng đối vớiviệc học ngoại ngữ, nhưng vẫn chưa có bất kỳ nghiên cứu nào nói về việc áp dụng phương pháp đọc Before reading- While reading- After reading vào việc cải thiện kỹ năngđọc cho sinh viên năm ba, khoa Tiếng Anh, trường Đại học Mở Hà Nội Vì vậy, bàinghiên cứu này sẽ bổ sung thiếu sót đó, bằng việc đánh giá hiệu quả của việc học kỹ năngđọc thông qua phương pháp đọc Before reading- While reading- After reading Việc dạy

và học được cải thiện qua việc kết hợp phương pháp này vào chương trình giảng dạy. Nghiên cứu cũng nhằm thu hút sự quan tâm của các nhà nghiên cứu khác để thực hiện các bài nghiên cứu tương tự

6 Công bố khoa học của sinh viên từ kết quả nghiên cứu của đề tài (hoặc nhận xét,đánh giá của cơ sở đã áp dụng các kết quả nghiên cứu (nếu có)

 Ngày 07 tháng 04 năm 2023Sinh viên chịu trách nhiệmchính thực hiện đề(ký, họ và tên)

Lương Thị Huyền Trang

Trần Khánh Dịu

 Nguyễn Tuấn SangNhận xét của người hướng dẫn về những đóng góp khoa học của sinh viên thựchiện đề tài (phần này do người hướng dẫn ghi):

 Ngày 07 tháng 04 năm 2023

Người hướng dẫn(ký, họ và tên)

BỘ GIÁO DỤC VÀ ĐÀO TẠOTRƯỜNG ĐẠI HỌC MỞ HÀ NỘI

THÔNG TIN VỀ SINH VIÊNCHỊU TRÁCH NHIỆM CHÍNH THỰC HIỆN ĐỀ TÀI

I SƠ LƯỢC VỀ SINH VIÊN :

Họ và tên: Lương Thị Huyền Trang

Trần Khánh Dịu Nguyễn Tuấn SangSinh ngày: 12 tháng 06 năm 2001

30 tháng 12 năm 2001

06 tháng 01 năm 2001 Nơi sinh: Bắc Giang

Thái BìnhThanh HoáLớp: K26A01   Khóa: 2019- 2023Địa chỉ liên hệ: Nham Biền, Yên Dũng, Bắc Giang

Minh Khai, Hưng Hà, Thái Bình Nga Thuỷ, Nga Sơn, Thanh Hoá

II QUÁ TRÌNH HỌC TẬP (kê khai thành tích của sinh viên từ năm thứ 1 đếnnăm đang học):

 Ngày 07 tháng 04 năm 2023Xác nhận của trường đại học Sinh viên chịu trách nhiệm

TABLE OF CONTENT

CHAPTER 1: INTRODUCTION 1

1.1 Rationale of the study 1

1.2. Aims of the study 2

1.3 Scope of the study 3

1.4 Research questions 3

1.5 Methods of the study 3

1.6 Design of the study 3

1.7 Possible results 4

CHAPTER 2: LITERATURE REVIEW 5

2.1 Review of previous studies 5

2.1.1 Previous studies on reading skills overseas 5

2.1.2 Previous studies on reading skills in Vietnam 7

2.2 Theoretical background 9

2.2.1 Definition of reading 9

2.3 Types of reading 10

2.4 Roles of reading in learning English 16

2.4.1 The roles of reading skills in developing vocabulary and grammar 16

2.4.2 The roles of reading skills in improving other language’s skills (speaking, listening and writing) 17

2.4.3 The roles of reading skills in widening background knowledge 18

2.5 Factors affecting reading skills 20

2.5.1 Internal factors 20

2.5.2 External factors 24

2.6 Summary of the chapter 26

CHAPTER 3: METHODOLOGY 27

3.1 Subject of the study 27

3.2 Data collection 27

3.2.1 Survey questionnaire 27

3.2.2 Class observation and discussion 27

3.3 Data analysis 28

3.3.1 Students’ attitude towards reading 28

3.3.2 Students’ problems in reading 35

3.3.3 Methods used by students to develop their reading skills 42

3.4 Findings 46

3.5 Summary of the chapter 46

CHAPTER 4: DIFFICULTIES IN THE READING SKILLS MET BY THE THIRD-YEAR STUDENTS OF THE FACULTY OF ENGLISH, HANOI OPEN UNIVERSITY AND SOLUTIONS SUGGESTED TO IMPROVE READING SKILLS FOR THE THIRD-YEAR STUDENTS OF THE FACULTY OF ENGLISH, HANOI OPEN UNIVERSITY 48

4.1 Difficulties in improving the reading skills met by the third year students of the Faculty of English, Hanoi Open University 48

4.2 Solutions to improve reading skills for the third-year students of the Faculty of  English, Hanoi Open University 49

4.2.1 Before-reading activities 49

4.2.2 While-reading activities 52

4.2.3 After-reading activities 55

4.3 Changing the reading habits 58

CHAPTER 5: CONCLUSION 60

5.1 Conclusions 60

5.2 Limitations and suggestions for further study 61

REFERENCES 62

APPENDIX 64

CHAPTER I: INTRODUCTION1.1 Rationale

Reading among young people is currently a trend that modern society aims tov popularizeandvspread, especially in developingvcountries likevVietnam Readingvskills play a veryimportant role in fullyvunderstanding thevthoughts and messagesvthat the author wants toconvey However, therevare misunderstandingsvabout reading skillsvthat prevent peoplefrom coming to learn foreignvlanguages to absorbvthe quintessentialvknowledge of thecountryvof thatvlanguage

First of all, not everyone canvread fluently, butvit is a processvof honing knowledgevinterms of vvocabulary asvwell as grammar vfrom day to day, not justvfor a moment.Knowingva hugevrangevof vvocabulary is a greatvthing for vforeignvlanguage learners.But in such a seavof words, it isvhard for vsomeone tovunderstand all thevforeign textstheyvread Therefore, it isvinevitablevto stumblevin the processvof reading andunderstandingva foreign text Consequently, this resultv  in the reader looking up newwords whilevreading, making the reading process take longer Moreover, this problemalso makes it difficult for thevreader to read through the text

Secondly, reading is not only reading but also understanding the essence of the problem.Understanding whatvthe writer vwants to talk about aimingvto expandknowledgevthrough texts on manyvdifferent fields such as: society, economy, politics,culture, etc Reading is an activity, which allows readers to use the eyes to recognizesymbols and writing, to use the pronunciation apparatus to make sounds to convey to thelistener, and to use the mind to think and store the content which they have read.Understanding to answer the questions What? How? Why? i.e means to discover andstrengthen the relationship of things, phenomena, certain objects and the meaning of thatrelationship Understanding is also covering the content and can be applied to life Ingeneral, reading is combined with the formation of the ability to explain, analyze,generalize, and argue right and wrong about logic Obviously, it is the combination of competence, thinking and expression When reading a text, a high-level reader has tounderstand:

-The genre of the text, the content of the text; meaningful relationship of the textstructure organized by the author.

-Ideas, intentions, and purposes of the author conveyed in the work

-For literary works: to feel the unique value of images and artistic elements; themeaning of words used in the text structure

Thus, reading comprehensionvis the activity of reading and deciphering layers of meaning

of a text through the reader's receptivity Reading andvunderstanding literary works iscontacting the text, understanding the explicit and implicit meanings, artistic methods,understanding the ideological and emotional messages of the writer and the self-worth of the art Readingvcomprehension is thev process of penetratingvthe text with a positive andactive attitude

Thirdly, reading is an extremely necessaryvway to improve the knowledge background tosupport other skills in foreign language learning such as listening, speaking, reading andwriting The role of reading when learning a foreign language is that learners can practicethe language they encounter through listening and speaking.vThe language that learnersacquire through reading can bevreused for writing skills, or they can interpret the meaning

of the text to get the information they need When learning a foreign language, readinghelps the young, specificallyvthe students, tovcomprehensively developvtheir foreignlanguagevskills for the purposevof listening clearly, speakingvcoherently,readingvfluently and writingv proficiently

1.2 Aims and objectives of the studyThe aim of this study is to help juniors of Faculty of English at Hanoi Open Universitywho have problems in reading improve their reading skills in order to upgrade learningEnglish ability

In order to achieve the aim, the objectives are as follows:

+ to access if reading skills affect foreign language learning of the third-year students of Faculty of English at Hanoi Open University

+ to identify the difficulties of learning reading skills of the third-year students of Faculty

of English at Hanoi Open University

+ to suggest possible solutions to help the third-year students of Faculty of English atHanoi Open University improve reading ability in learning English.

1.3 Scope of the studyThe study focuses on the reading skills of the third-year students of Faculty of English atHanoi Open University in learning English From that, it can be found out the significance

of reading skills in learning English and possible solutions that help the third-year students of Faculty of English at Hanoi Open University improve reading ability inlearning English

- What are possible solutions to improve Reading skills of third-year students of Faculty

of Englishvat Hanoi Open University?

1.5 Methods of the study

- Consulting supervisor and other teachers

- Collecting data from:

+ Studying book related+Doing survey questionnaire+ Getting from internet+ Experienced teachers’ points of view and comments1.6 Design of the study

Chapter I: IntroductionChapter II: Literature reviewChapter III: Investigate and analysis the dataChapter IV: Discuss the difficulties met by the third-year students of the Faculty of English, Hanoi Open University and suggest solutions to improve reading skillsChapter V: Conclusion

1.7 Possible results+ Reading skills affect learning English of the third-year students of Faculty of English atHanoi Open University

+ Difficulties of learning reading skills of the third-year students of Faculty of English atHanoi Open University

+ Possible solutions to help the third-year students of Faculty of English at Hanoi OpenUniversity improve reading ability in learning language

CHAPTER II: LITERATURE REVIEW2.1 Review of previous study

2.1.1 Previous studies on reading skills overseas

As previously said, scholars all around the world have been interested in how readingabilities impact learning other languages, especially English language A lot of studieshave been undertaken in this topic thus far

The importance of children’s informally acquired knowledge of language and literacy hasnot always been recognized by psychologists or educators Between the 1950s and 1970s, preschool and kindergarten children were generally considered too immature to begin the process of learning to read Before the idea of emergent literacy was widely accepted, theterm reading readiness was commonly used to refer to the likelihood of a child’s beingsuccessful in learning to read when given formal instruction As early as the 1930s (e.g.,Lee, Clark, & Lee, 1934), attempts were made to develop reading readiness tests thatcould be given to children prior to first grade A number of these tests were developed,marketed, and used in schools throughout the 1950s, 1960s, and 1970s (e.g., Clymer &Barrett, 1966; Harrison & Stroud, 1950; Hildreth, Griffiths, & McGauvran, 1965) Mostwere based on the idea (loosely derived from the work of Jean Piaget—e.g., Piaget &Inhelder, 1969; and Arnold Gesell—e.g., Gesell, 1925) that children needed to mature to acertain level of general cognitive development to be “ready” to learn to read Childrenwho did not pass these readiness tests were assumed simply to be not yet mature enough

to benefit from reading instruction

There were a number of problems with these tests and how schools typically used them.First, there was no uniform agreement as to which skills should be measured to determinereading readiness (Rude, 1973) Some of the skills assessed on some tests were shown bylater research to actually predict later reading success (e.g., letter recognition), but manywere not very relevant to reading at all (e.g., ability to draw, use scissors accurately, or copy shapes)

There was also little recognition that virtually all young children have at least some of the basic knowledge needed to learn to read Many who come to school from diverse backgrounds bring important knowledge that may not show up on standardized tests, for 

which cutoffs were developed using heavy proportions of children from the mainstreamculture (Moll et al., 1992) There was little sense that perhaps these children’s diverseliteracy knowledge could be used productively to help them learn to read Instead, thereadiness concept suggested that it was simply a matter of waiting for the right time, atwhich point each child would be “ready” to learn to read.

Researchers working from this and similar skills-based models seek to identify thoseskills that best predict later literacy achievement and are thus assumed to be fundamental

to emergent literacy Research is then carried out to determine how the development of these skills unfolds in learning to read and write In this model, the instructional goal for the teacher of young children is to work to ensure that all students have sufficient levels

of these identified emergent literacy skills to prevent reading failure later Based onresearch demonstrating the effectiveness of direct instruction, especially in the inside-outskills emphasized in such models, good teachers will provide sequenced, specificinstruction in these skills, some- times in isolation and sometimes in carefully designedcontexts, so that specific skills can be focused on and dealt with directly

Sociocultural literacy researchers are particularly interested in language and literacy practices in diverse homes, cultures, and communities They emphasize the importance of avoiding a deficit view of children who come from homes where these practices maydiffer significantly from the “standard” literacy practices taught in schools That is, theyavoid concluding that children’s skills are simply deficient They bring an understandingthat school literacy practices in the United States are largely derived from white, middle-

to upper-class cultural norms Identifying variables that predict which children are mostlikely to become skilled readers is not seen as useful from the sociocultural perspective,since measures based on these predictors will simply identify those children whose homelanguage and practices do or do not correspond to those of this privileged class (Heath,1983; Michaels, 1981)

A study has been conducted to establish how the influence of teaching kindergartenchildren to read affects their progress in speaking and understanding the foreign language.Two groups of six-year-old children who met for one hour twice a week were taughtEnglish using Carousel (Holderness 1997) as the basic textbook There were eight

children in the test group and ten in the control group; two thirds of the class time wasallotted for revisions New language material was introduced in the same way in bothgroups, and the groups were engaged in precisely the same range of listening andspeaking activities recommended by the book's author These were a typical mix of games,songs, and drawing projects, as well as other exercises used for teaching young children.The only difference between the programs followed by the two groups involved just oneaspect of the revision process In both groups, the revision work focused on a text thatsummarized the material covered in the preceding three weeks The key difference wasthat while the control group listened to the story and played some of the D.W Dlugoszgames related to the issues being revised-games which all the children had played before,when the material was being introduced-the test group had been introduced to the written

as well as the oral forms of the story, and thus had less time to play the games during therevision time Children in the test group also seemed to demonstrate greater eagerness tospeak, and their pronunciation seemed to be closer to that of a native speaker than that of their control group peers Unfortunately, the author did not assess these skills in arigorous way, so this latter observation can only be regarded as her subjective opinion.2.1.2 Previous studies on reading skills in Vietnam

There have also been various works in Vietnam that analyze reading methods in other languages, for example:

 Nguyen (2020) conducted a research into the reading strategies to explore howVietnamese university students applied Self-strategic regulation (S2R) strategies in their English reading comprehension 963 students from 6 universities in the North of Vietnam participated in the study The results of the study through the questionnaire andsemi-structured interviews show that the participants applied S2R strategies at a mediumlevel of frequency (M=2.9) when they read general English materials Cognitive strategieswere reported being used the most frequently, followed by Affective strategies,Socio-cultural Interactive strategies, and Meta-strategies Five of the six most frequentlyused strategies were in the category of Cognitive ones All the five least commonly usedstrategies were of medium and low usage falling into the Meta-strategy subscale Fromthe research results, the author has proposed some pedagogical recommendations to

educational administrators, English teachers, students, and English textbook writers aswell.

According to Nguyen & Phung (2021), many studies have pointed out a proportionaterelation between metacognition and reading strategies This study advances such anunderstanding by arguing that this relation is composed of several sub-relations.Metacognitive Awareness Inventory and Reading Strategies Inventory were conductedamong 92 English as Foreign Language students at a Vietnamese university This studyhighlights 3 major findings First, metacognition processes do not merely mean "cognitionabout cognition" Second, while previous studies tended to portray metacognition, it isargued in this study that it is constituted by two main clusters (knowledge of cognitionand regulation of cognition) which can be further specified into eight sub-components.Third, there seem to be some sub-linearities that underpin students' metacognition andthat influence their uses of reading strategies These findings are hoped to shed light on preserving spaces and autonomy in curriculum/syllabus development for students toexercise their own metacognition

Research of Nguyen (2022) on   Metacognitive Strategies on Reading English Texts of  Non-English Majored Students   at Dong Nai Technology University, Vietnam wasconducted with 70 students ranging in age from 19 to 22 years old Both quantitative andqualitative data were used in the investigation These students were asked to complete aTOEIC reading test to assess their reading ability, followed by the MetacognitiveAwareness of Reading Strategies Inventory (MARSI) (Mokhtari and Reichard, 2002) toassess their metacognitive use Semi-structured interviews with four high scorers and four low scorers from the sample were used to acquire qualitative data The findingsdemonstrated that students’ metacognitive reading strategy use is at a moderate level, andthe most frequent and least frequent strategies that they used are Problem-solving andGlobal strategies, respectively Additionally, it found that more proficient readers usedmetacognitive strategies more frequently, more successfully, and more appropriately thanless proficient readers and vice versa Some qualitative results were also mentioned Theresults of the study have some implications for both teachers and students to employappropriate metacognitive reading strategies in second language acquisition

2.2 Theoretical background2.2.1 Definition of readingThe definitions of reading literacy have changed over time in accordance with the needs

of the global society, the demands for economic development, and the advances in theresearch and measurement of literacy itself So the term “Reading” has been defined invarious ways According to Tarigan (1998), “Reading is one of language skills (listening,writing and speaking) which is important to be learned and mastered by every individual

By reading, one can interact with feelings and thoughts, obtain information and improvethe science knowledge Tarigan( 1998) also stated that reading is a process which is used

 by a reader in order to get the purpose of the written word Thorndike in Nurhadi(2000:13) argues that reading is process in thinking and reasoning It means that when areader reads a text, he uses his brain to think and reason out Based on the definitionabove, the writer concludes that reading can be defined as a complex process that is done

 by a reader to comprehend the writer’s purpose Besides, in the reading process the reader uses this brain to think and reason out.”

Whereas, Bening Savita stated that “ So far, the information gathered identified reading as

a process composed of elements that educators tend to name as “skills” Many such skillshave been presented by several educational methods and standardized tests However, of these skills only three are held in common by all materials studied The major goal of reading is to take meaning from the text Comprehension instruction and involvementincludes: pre-reading instruction, during reading instruction, and post-reading instruction.Pre-reading instruction includes previewing vocabulary, activating backgroundknowledge, asking questions, creating visual images, drawing inferences, synthesizing,and clarifying During reading instruction includes thinking aloud, stopping and making

or changing predictions, tweaking or refining mental pictures, identifying confusions, andmaking connections These connections may be: text-to-self connections, text-to-worldconnections, or text-to-text connections Post-reading instruction includes responding,asking questions, summarizing, re-tellings, and creating notes But, there is enoughoverlapping of various other skills to indicate that skill identification is in adevelopmental process At the present time, reading education universally agrees that

reading is a process containing symbol or sound perception of the word plus many other facets What facets depend upon the method or test used Already the problem of definingreading is being tacked by educational methods through their composition of these skills.This proves that reading can be defined to the satisfaction of large groups of educators,even if these large groups do not agree with one another Also, the author of this paper observes that the group universally agreed upon the elements to perform a certain readingtask which is vocalizing the written word The author is prone to think that the other facts

of reading will be agreed upon whenever reading educators begin to focus upon other reading tasks, such as the “Skills” necessary to fill out income tax forms In other words atask centered approach could provide the remaining elements to comprise a universallyaccepted definition of reading.”

2.3 Types of readingSkimming

Many activities are made to improve reading speed in a variety of ways, such as readingfast to grasp the main ideas of a passage or reading quickly to locate a particular piece of information Among them Skimming  is a method that is frequently used to read quickly inorder to gain a broad overview of the material According to Scrivener& Jim(2005), Atypical skimming task would be a general question from the teacher, such as 'Is this passage about Jill's memories of summer or winter?' or 'Is this story set in a school or arestaurant?' The learners would attempt to find the answer quickly, without reading everyword of the passage, by 'speed-reading' through some portions of the text Skimming ismainly concerned with finding key topics, main ideas, overall theme, basic structure, etc

So, when trying to gather sources for a research paper, skimming is frequently employed

to find the key concept from a lengthy selection or to review the reading after havingfinished it Hours of tedious reading can be avoided by skimming The best method toread, though, is not usually this way It is excellent for evaluating selections with a lot of substance or as a preview to a more in-depth reading Yet, when you skim, you couldmiss crucial information or fail to see the subtler nuances of meaning, which might needrapid reading or even study reading

ScanningScanning is a reading strategy used to quickly locate specific information in a text Whenscanning, the reader searches for keywords, important phrases or specific details, withoutreading the entire text Scanning is often used when readers need to find specificinformation quickly, such as in a phone book or a list of instructions While scanning, thereader's eyes move quickly and erratically, sometimes in a linear pattern, until they land

on the information they require Also, it is employed when a specific piece of knowledge,such as a symbol, formula, or phrase, is needed The reader is aware of how the objectappears, so he can tell when he has found what he was looking for As the goal is simplematching, it is expected that very little information is processed into long-term memory or even for immediate interpretation Scanning is frequently used to locate specificinformation in technical, scientific, or professional publications Because it frequentlydoes not need a careful reading of the text, scanning is an important ability for secondlanguage learners to master There are numerous regular uses for scanning that are pertinent to a goal, such reading a timetable

The purpose of scanning in reading is to quickly locate specific information or keywords

in a text This technique is useful when you have a limited amount of time to read andneed to find information quickly for a specific purpose, such as answering a question or writing a summary Scanning involves moving your eyes quickly over the text, lookingfor familiar words, phrases, numbers, or other visual cues that indicate the informationyou need This technique can help you save time and focus your reading on what youneed to know

Scanning in reading helps time-saving because scanning is a time-efficient readingtechnique that allows readers to locate specific information quickly Efficient informationretrieval: By scanning a document, readers can efficiently retrieve relevant informationwithout having to read through the entire text; Improves focus and concentration:Scanning requires readers to focus on specific keywords or phrases, which helps toimprove their concentration and focus; Enhances comprehension: Scanning can helpreaders to get an overview of a text, making it easier to understand the main ideas; Suits

various reading purposes: Scanning is a useful reading technique that can be used for various purposes, including research, finding specific information, and reviewing text.Critical reading

Readers will encounter the author's interpretation and opinion when reading acamedical poetry Each author will have a unique perspective Always read critically and search for restrictions, omissions, inconsistencies, oversights, and arguments that contradict whatyou are reading Terry Heick, (2008) stated that critical reading is the close, carefulreading of a text that is undertaken in order to understand it fully and assess its merits It

is not simply a matter of skimming a text or reading for plot points; rather, critical readingrequires that you read attentively and thoughtfully, taking into account the text’s structure, purpose, and audience, among other characteristics (e.g., tone, mood, diction, etc.)Critical reading is a process of analyzing and interpreting a text in a thorough andobjective manner It involves carefully reading a text, identifying its main ideas,evaluating its arguments, and considering its broader implications Critical readingrequires the reader to engage actively with the text, asking questions, making connections,and drawing conclusions based on evidence and logic

In order to practice critical reading, one needs to approach a text with an open mind,seeking to understand the author's perspective and intentions A critical reader should also

 be able to identify any biases or assumptions in the text, and evaluate the evidence andarguments presented This requires being able to distinguish between fact and opinion, aswell as recognizing logical fallacies or flawed reasoning

Ultimately, the goal of critical reading is to develop a deeper understanding of the textand to form well-reasoned opinions about its content By engaging in critical reading,readers can become more analytical, thoughtful, and informed individuals, able toevaluate information and ideas more effectively

Reading critically is referred to as reading critically So, reading critically in the academicsense is keeping an open mind, exercising judgment, and processing the informationlearned without allowing readers' personal biases or opinions to obscure the arguments.Reading critically also includes being conscious of one's own emotions towards the

material It indicates that they may rearrange their ideas, information, and understanding

to make room for fresh suggestions or points of view

Extensive readingExtensive reading is a method of language learning in which the learner reads largeamounts of literature or other authentic material, such as articles, books, or newspapers,with the aim of improving their overall reading proficiency, vocabulary, and generalcomprehension of the language It involves reading extensively on a wide range of topics,not just language learning material, and can sometimes involve reading for pleasure aswell The focus is on reading as much as possible, with a goal of increasing reading speedand fluency, and developing a deeper understanding of the language

Extensive reading is used to improve fluency, expand vocabulary, and developcomprehension skills When someone engages in extensive reading, they read a largequantity of material for an extended period of time, focusing on comprehension rather than breaking down every word or grammar structure This helps readers to become morecomfortable with the language and develop an intuitive understanding of grammar andvocabulary Additionally, it can be an enjoyable way to learn and sustain a love of reading

Additionally, extensive reading has numerous advantages, including: Improved readingcomprehension: Reading a variety of texts helps develop a better understanding of thelanguage and new vocabulary; Increased knowledge: Reading extensively exposes readers

to new ideas and concepts, and builds their general knowledge; Improved writing skills:Extensive reading can help learners develop a better understanding of the languagestructure and improve their writing style; Enhanced critical thinking: Reading extensively provides readers with a deeper understanding of different perspectives and trains the mind

to analyze and interpret complex ideas; Greater cultural awareness: Reading extensivelyexposes readers to different cultures and customs; Enjoyment: Reading for pleasure is one

of the most significant benefits of extensive reading

Close readingClose reading is a careful and intentional reading strategy that involves analyzing a text indetail to gain a deeper understanding of its meaning, structure, and language It involves

focusing on the details of the text and making inferences and interpretations based onwhat is stated explicitly and what is implied Close reading requires active engagementwith the text and involves asking questions, making connections, and consideringdifferent perspectives to uncover the author's intended meaning It is often used in literaryanalysis and critical reading and is a valuable skill for students and scholars acrossvarious disciplines.

The purpose of close reading is to carefully analyze a text, often a literary work, andidentify its key elements, themes, and literary devices This involves a detailed study of the text's structure, language use, and meaning in order to gain a deeper understanding of 

it Close reading is a valuable tool for literary analysis, critical thinking, and developinginterpretation and argumentation skills It helps readers appreciate the complexity of atext and identify the author's intended message or purpose

Close reading brings numerous advantages such as: Improved comprehension: Closereading helps readers to fully engage with the text, which leads to a deeper understanding

of the content; Increased critical thinking: Analyzing the author's purpose, language, andstructure challenges readers to think critically about the text and its meaning;Development of analytical skills: By closely examining the text, readers develop theability to identify patterns and trends, interpret data, and make informed decisions;Enhanced writing skills: Close reading teaches readers how to analyze and interpretdifferent styles of writing, which builds skills that translate into their own writing;Increased vocabulary and language skills: By encountering new words and phrases within

a text, readers can increase their vocabulary and comprehension of language

Active readingActive reading is a strategy where readers engage with the text to understand and retainthe information effectively It involves analyzing, questioning, and evaluating the text toimprove comprehension and long-term memory retention Active reading can involvestrategies such as asking questions, making notes, highlighting or underlining key points,summarizing the text in one's own words, and identifying connections between ideas.Effective active reading also requires a focused and attentive mindset, minimizingdistractions and creating an environment conducive to learning This strategy can be

 particularly helpful in academic settings when learning complex material, but it can also

 be applied to any type of reading materials, including novels or news articles Overall,active reading helps readers develop critical thinking skills and take a more proactiveapproach to learning

Active reading is used to improve comprehension: Active reading helps you better understand the content you are reading by engaging with the material and focusing onimportant details; Enhance retention: When you actively engage with the text throughnote-taking, highlighting, and summarizing, your brain is more likely to remember whatyou've read; Develop critical thinking skills: Active reading can help you analyze thematerial, identify patterns and connections, and form your own opinions; Improve writing:Active reading can help you identify good writing styles, sentence structures, andvocabulary choices that you can apply to your own writing; Engage with the author: Byactively reading and thinking about the author's purpose, tone, and perspective, you can better understand the author's message and appreciate the work as a whole

Passive readingPassive reading refers to a style of reading that involves little engagement and interactionwith the text being read It involves simply scanning through the text without making anyeffort to comprehend or retain information This approach is often employed when thegoal of reading is to complete a task quickly, without necessarily seeking to gain anydeeper understanding or insights

Passive reading brings readers some advantages such as: To gain a general understanding

of a text without analyzing or scrutinizing it in detail; To read for pleasure or entertainment, rather than for specific information or analysis; To develop and improvereading skills, such as reading speed and comprehension; To reduce stress by readingmaterial that does not require focused attention or cognitive effort; To improvevocabulary and language skills by being exposed to new words in context

Passive reading can be useful in certain situations, such as when you need to skim through

a large volume of text to identify key points or when you are reading for entertainment.However, it can also be ineffective if the goal is to acquire new knowledge or gain adeeper understanding of a topic In such cases, a more active approach that involves

focusing on understanding the material and making connections to prior learning is moreeffective.

2.4 Roles of reading skills in learning EnglishReading skills play a crucial role in learning English, as they help learners develop their vocabulary, grammar and comprehension abilities When we read in a foreign language,

we encounter new words and phrases, which can help us expand our vocabulary andimprove our understanding of the language’s grammar rules Reading can also improveour comprehension skills as we learn to infer meaning from context and understandingmore complex sentence structures Furthermore, reading in a foreign language exposeslearners to authentic language situations, such as news articles, literary works, and onlineforums This exposure can help learners develop their speaking and writing skills, as they become more familiar with natural language use and the cultural context in which thelanguage is used

2.4.1 The roles of reading skills in developing vocabulary and grammarThe activity of reading, which starts with the beginning of school age and continuesthroughout students’ life time, is the basic tool of learning Actually, the ability of reading

is acknowledged as the most stable and durable if the second-language skills Whereas,the Krashen (2004) stated that spending much time on reading is more fruitful and beneficial for students than the time spent on learning vocabulary He explained thatspending time on reading motivates students more than spending time on retelling texts or learning new words by rote memorization

Reading is considered as one of the most effective ways to expand one's vocabulary andimprove grammar When someone reads, they come across new words and see them used

in context, which helps them understand the meaning and usage of the word Thisexposure to new words through reading helps build a larger vocabulary Furthermore,reading provides examples of proper grammar usage in context Through reading, anindividual can see how a sentence is structured and how words are used together to createmeaning This helps them improve their grammar skills

According to Nagy & Herman, (1987), Extensive reading can cause an increase in therange of vocabulary the learner possesses Unlike direct vocabulary instruction, children between three and twelve grades can learn up to 3000 words a year thanks to reading.Additionally, Erbil (2019) stated that it has been widely advocated that extensive readingmakes a major contribution to language proficiency particularly through developinggrammar and vocabulary knowledge Extensive reading has been proven to provide gains

in building a better vocabulary and enhancing grammatical awareness Extensive reading

is carried out to get an overall understanding of the materials (Day &Bamford,1998).Extensive reading is a process of acquiring meaning In order to have a good command of L2, learners read abundantly by focusing on the meaning of the text Hafiz and Tudor states the aim of extensive reading as “to ‘flood’ learners with large quantities of L2 inputwith few or possibly no specific tasks to perform on this material” (1989, p 5) Whenlearners are provided abundant L2 materials, they are able to learn the target languagewith ease Meaningful materials in foreign language learning will absorb the attention of learners and facilitate learning process Extensive reading is a learning tool intended toextend learners’ knowledge of the language It will help learners with reinforcement of vocabulary and grammar knowledge

Moreover, reading often exposes individuals to a variety of writing styles, which can helpthem learn new linguistic structures and techniques, and apply them to their writing andspeaking skills, thus improving their overall linguistic proficiency

2.4.2 The roles of reading in improving other language’s skills (speaking, listeningand writing)

Reading is an important aspect of language learning that can have a significant impact onother language skills, including speaking, writing, and listening Through reading,language learners can improve their vocabulary, grammar, comprehension, and overalllanguage proficiency Here are some ways that reading can benefit these other languageskills:

Speaking: Reading can help language learners improve their pronunciation, intonation,and fluency By reading aloud, they can practice producing the language and learn tospeak more naturally

As mentioned above, reading is an effective way to widening range of vocabulary Ij-Elts,(2014), stated that Vocabulary knowledge is indispensable and overriding factor for effective communication Lewis (1993) states that learning vocabulary is the core task insecond language learning and any language skills of listening, speaking, reading, writing,and translating cannot exist without vocabulary Vocabulary can be tersely defined as to

 be the understanding of the meaning of a word, so communication does not occur if thereare no words Therefore, reading is probably the best way to learn new words Nation(1995) supports this idea and says that “reading has long been seen as a major source of vocabulary growth”

Writing: Reading can also help language learners improve their writing skills By readingdifferent styles of writing, they can learn how to structure sentences, use connectors, andwrite more cohesively

Listening: Reading can also help language learners improve their listening skills Byreading aloud or listening to audio books, they can improve their understanding of spokenlanguage and develop their ability to comprehend more complex sentences and phrases

In summary, reading canv play a key role in developing and improving language skills, as

it helps learners expand their vocabulary, grammar, and comprehension, leading toimprovements in speaking, writing, and listening abilities

2.4.3 The roles of reading skills in widening background knowledgeReading skills play an essential role in widening background knowledge By developing

an individual's reading skills, they are able to comprehend and analyze different types of texts, which in turn enables them to discover new concepts and ideas With a broadened background knowledge, individuals can make informed decisions and participate inintellectual conversations According to Ramelan (1990), reading is a good activity for learners, reading is also something crucial and indispensable since success of their studydepends for the greater part on their ability to read Reading plays very important parts inour life Throughvreading we canvexplore the world, countriesvthat havevnever beenvisitedv before the mindsvand ideasvof great peoplevin thev past, all of vwhich willvenrichour experiencevand knowledgevand broadenvour horizon If thevstudents’ readingvskills

are poor vthey arevvery likely tovfail in their vstudy, or atvleast they willvhave difficulty

in makingv progress On thevother hand, if theyvhave good readingvskills, they will have

a better chance in their study at school

Reading also allowsvindividuals to learn aboutvdifferentvcultures, societies,vand historythatvthey mayvnot have been previouslyvexposed to For example, readingvliteraturefrom a differentvtime periodvor geographicvlocation canv provide insightvinto different perspectivesvandvways of vliving Readingvnews articlesvor non-fictionvtexts can alsoincrease anvindividual's knowledgevon currentvevents, allowingvthem to participatevindiscussionsvand havevan informedvopinion Cook (1997) stated that the reading process,when readers are required to combine their prior experiences with the text they arereading, is covered by the schema theory The task for the EFL learner is enormous sincethey must cope with both the linguistic intricacies of a text, such as vocabulary and syntax,

as well as the content, which may be filled with unexpected cues from the target culture(Anderson & Pearson, 1984) So, it is crucial to activate the learners’ prior knowledge before having them read a book through a sequence of activities that will get them ready

to read and improve their understanding (Yule, 2000) Whereas, schema activation plays akey role, it is sometimes overlooked or ignored in discussions of reading text (Yin, 1985)

Furthermore, reading helpsvindividuals to develop criticalvthinkingvskills By analyzingtexts, readersvcan learnvto evaluate sources and detectv bias, which isvessential for making informedvdecisions and maintainingva well-roundedv perspective In the process

of vacquiring a newvlanguage, reading isvconsidered an importantv part of the learning process According to Rwanda Book Development Initiative, 2011, reading is considered

as a means of seeking knowledge, information or entertainment through the written words.Consequently, reading and academic success are strongly correlated, according toeducation specialists In other words, students who are skilled readers have a higher chance of succeeding academically and passing exams than students who are weak readers Reading increases readers' vocabulary, which broadens their language andimproves spoken and nonverbal communication

Thus, readingvskills are crucial invwidening background knowledge Byvincreasing theability tovunderstand and analyze variousvtexts, an individualvcan gain a deeper understanding of the worldvaround them and makevinformed decisions.

2.5 Factors affecting reading skills2.5.1 Internal factors

VocabularySimply said, vocabulary isvsignificant becausevit forms the foundationvof all languages.It's the fundamentalvelements that we may utilizevto communicate our thoughtsvandideas, exchangevknowledge, comprehend others, and strengthenvinterpersonal bonds.Vocabularyvknowledgevis likely the most significantvcomponent when it comes toreadingvcomprehension, both for native and non-native speakers

Educators are aware of the value of vocabulary instruction for their students Vocabularyinstruction is one of the five key proponents of reading instruction, and it is fundamental

to helping students to read The National Reading Panel (2000) explains that phonemicawareness, phonics and word study, fluency, vocabulary, and comprehension are theessential elements of reading education The terms that students need to know in order toacquire background information, articulate ideas, and communicate effectively areincluded in their vocabulary Because there is a strong correlation between vocabularyknowledge and reading comprehension, vocabulary training is critical for children at alllevels, and students should gain 2,000 to 3,000 new words each year to their readingvocabularies (Beck, McKeown, & Kucan, 2002)

The knowledge of word meanings and the ability to access the knowledge efficiently arerecognized as an essential factor in reading comprehension (Ali & Mohd Ayub, 2012;Bee Eng & Abdullah, 2003) Moghadam, Zainal and Ghaderpour (2012) state that when areader does not know many words in a text, such a condition would hinder theeffectiveness and efficiency of text processing, which leads to difficulties in the reader comprehending the text Since word recognition and lexical access often preventcomprehension, providing vocabulary instruction may help improve students’ readingcomprehension skills (Curtis & Longo, 2001) Second language learners are typically

conscious of their limitations in their vocabulary knowledge which would hinder their ability in performing reading comprehension tasks successfully (Read, 2004).

Also, past studies on vocabulary in both first language (L1) and second language (L2)have indicated that knowledge on vocabulary is one of the best predictors of readingability and the capability to obtain new details from texts (Nation, 2001; Qian, 2002; Read,2000; Tannenbaum, Torgesen & Wagner, 2006) Thus, this study attempts to investigatewhether vocabulary knowledge affects reading comprehension in L1 and L2 Another research by Hu and Nation (2000) and Schmitt (2000) hold the view that the amount of familiar and unfamiliar vocabulary is one of the significant aspects in distinguishing thedifficulties of a reading passage Thus, the relationship between vocabulary and readingcomprehension is a “vigorous” one and the knowledge of the vocabulary system of alanguage has constantly been the “foremost indicator of a text’s difficulty” (Stahl, 2003).Hence, the relationship between vocabulary knowledge in processing and understanding areading passage in L1 and L2 would be analyzed in this study In sum, the findings of paststudies have established the relationship between vocabulary knowledge and readingcomprehension, which findings suggest the importance of readers having the requiredvocabulary knowledge in text processing for comprehension purposes

GrammarGrammar v plays a crucial role in readingvskill development The abilityvto understandand use the rules of vgrammar like subject-verbvagreement, correctvuse of tenses, andother structures is essentialvfor comprehensionvand effectivevcommunication Poor grammar vcan impede readingvcomprehension andvmake written communicationconfusingvor difficult to understand A strongvgrasp of grammar venables readers todecodevcomplexvsentences and identifyvfigurativevlanguage, enhancingvtheir overallreadingvability In addition, a goodvunderstanding of grammar vhelps readers tocommunicatevtheir thoughts andvideas clearly andv precisely Therefore, improving one'sgrammar vskills can positivelyvimpact reading skillsvand overallvcommunication skills.According to Wanastra 2018, reading comprehension of inferring meaning from a textafter it has been read Operationally, reading comprehension can be assessed utilizing aseries of student-taken, objective tests Same rules apply to the grammatical proficiency

test It means that one’s ability to understand reading information may be impacted bygrammar While grammar is a crucial component of any language since it can be difficultfor the reader to understand a sentence’s meaning if the grammar is incorrect, but if thereader is familiar with the grammar rules, they can quickly correct the errors andunderstand the sentence’s meaning In other words, proper grammar might aid children incomprehending what they read Without it, understanding a sentence’s meaning in acommunication setting will be challenging From the theoretical background above,students have a greater chance of achieving effective reading comprehension the higher their level of grammatical mastery, particularly when it is associated with the readingdomain In order to more effectively transmit the meaning of reading materials, studentsneed to possess strong grammar skills.

Poor vgrammar can negativelyvaffect someone'svreading skill by making itvharder tocomprehendvthe meaningvof a text If a text isv poorly written and fullvof grammaticalerrors, it can bevdifficult for the reader tovunderstand the intendedvmessage Additionally,

if a reader has poor vknowledgevof vgrammar, theyvmay struggle tovidentify andunderstandvcomplex sentencevstructures, idiomaticvexpressions, and other vadvancedfeatures of writtenvlanguage This can limitvtheir vcomprehension of avtext and make itharder tovengage with thevmaterial Overall, havingva good grasp of vgrammar isessentialvfor developingvstrong readingvskills

FluencyAccording to Reading rockets, the definition of fluency is defined as “fluency in readingrefers to the ability to read text accurately, quickly, and with appropriate expression Afluent reader is able to recognize words automatically, without struggling, and can focus

on comprehending the meaning of the text Fluency involves several aspects, includingword recognition, automaticity, phrasing, intonation, and pacing Fluent readers are able

to read with ease, confidence, and enjoyment, which can enhance their overall readingcomprehension and motivation to read.” When it comes to spoken language, most peopleare aware of the definition of fluency, sometimes known as automaticity A person may

 be regarded as fluent in a second language, for instance, if they are at easy speaking,reading, and writing English

Although readingvfluency has been extensivelyvstudied as an independent reading process, it isvactually best considered asvthe product of vseveral lower-levelreadingvskills workingvtogether coherently and effectivelyvto produce the smooth,vfluentreading thatvis essential for vcomprehension This reviewv begins with avdefinition of readingvfluency beforevgiving a brief overview of howvreading fluencyvhas evolvedover the past 200 years.

After analyzing various studies that stress the significance of reading fluency for understanding text, it then explains the critical reading processes involved for fluentreading The paper concludes with a justification for the necessity of routine studentassessments of reading fluency and the fundamental procedures that result in fluentreading A study in 1973 conducted by Dahl and Samuels showed that to improve readingfluency where one group of students practiced automaticity at the word level while theother engaged in reading fluency practice with connected text Students in the fluencydevelopment group showed significant improvement beyond those who worked solely onword automaticity Two seminal studies, one by Chomsky (1978) and a second bySamuels in 1983, examined the efficacy of repeated readings to improve reading fluency

In a repeated reading strategy, students read a short text of 100 to 200 words four times or 

so over several days Readings are conducted in the company of a teacher or moreknowledgeable reader to assist with difficult word pronunciations The two studiesestablished that practice using repeated readings decreased word mispronunciations andimproved reading rate, resulting in improved reading fluency Additionally,comprehension improved as students focused less of their attention on word decoding andmore on creating meaning from the text The significance of these and other studies is thatwhen sufficient underlying reading skills are in place, reading fluency can be improvedthrough assisted reading practice For example, Lee and Yoon conducted a meta-analysis

of 34 studies where repeated reading was used as an instructional strategy for studentswith reading disabilities

So, fluentvreaders are able to use their knowledgevof grammar, vocabulary, and syntax toread withvexpression,vinflection, and appropriatev phrasing, which makesvtheir readingmore engagingvand enjoyable for vthemselves and their listeners Additionally, when

readers are fluent, they are able to access more complex texts and comprehend them morereadily, which is essential for academic success.

2.5.2 External factorsBackground knowledgeBackground knowledge has a significantvim pact on reading skills This isv because one'sunderstandingvand interpretation of vwritten materialvare influenced byvtheir  prior vexperiences, knowledge, and familiarityvwith the subject matter For instance,when reading a scientificvarticle, someonevwith a background invscience will have a better vunderstanding of the conceptsvand terminology used, as opposedvto someone whohas no prior vknowledge of the subject Whenvreaders have relevantv backgroundknowledge, their brainsvwill activate the relevantvschema, making it easier tocomprehend and retainvinformation They can easilyvmake connections, understandcontext, and drawvconclusions from the text

According tovTapiero, Citation 2007, reading activatesva set of v propositions that reading

is stored invlong-term memory as knowledge These ideasvare linked together andarranged into several schematcha that make up a person’svunderstanding of a specificconcept Since schematcha are constructed from the sumvof a person’s unique knowledgeand experience, the schematcha that each reader usesvto represent an ideavwill be unique.Kendeou, Rapp & can den Broek, Citation 2003; Langer, Citation 1984 also stated thatschematcha may vary in the organization, amount, and quality (how “true” or useful of information They consistently found that higher levels of background knowledge enablechildren to better comprehend a text Readers who have a strong knowledge of a particular topic, both in terms of quantity and quality of knowledge, are more able tocomprehend a text than a similarly cohesive text for which they lack backgroundknowledge This was evident for both skilled and low skilled readers (Marr &Gormley, Citation1982; Reutzel & Morgan, Citation1990; Taft & Leslie, Citation1985)

In contrast, when readersvlack backgroundvknowledge, they mayvstruggle withcomprehendingvand recallingvinformation They may encounter vdifficulties in makinginferences, understandingvnuances and figuring out the author'svintent In a study “ A

lack of vBackground knowledge canvHinder reading comprehension”, Tenaha, O’Reilly

of the Center for Research onvHuman Capital in Education at EducationalvTestingService (ETS), says that their findingsvshow that if students do not have sufficient relatedknowledge, theyvwill probably havevdifficulties understanding text Backgroundknowledgev plays a key role invstudents’ reading comprehension They also discoveredthat by utilizing naturalvlanguage processing techniques, it is possiblevto teststudents’understanding quickly A student will undoubtedlyvhave problemsunderstanding the text if vtheir knowledge score falls below the knowledge threshold.Obviously, backgroundvknowledge is an essential role in readingvcomprehension andshapes the wayvreaders approach andvunderstand written material

Motivation and attitude towards readingAttitude and motivation are key factors that can greatly affect an individual's readingskills Attitudev plays a significant role in readingvas it determines the level of vinterestand engagementvan individual has towardsvreading A positive attitudevtowards readingcan lead to a morevenjoyable and engaging reading experience, makingvit easier for thereader to comprehend and retain information In contrast, a negativevattitude can greatlyhinder one'svreading abilities, making it difficult tovconcentrate and understand what is being read.vWhereas,vmotivation isvanother important factor thatvaffects reading skills.Motivationvrefers to the drive or vdesire to read andvcan greatly influencevhow mucheffort an individualv puts into reading Whenvan individual is motivatedvto read, they arelikely to putvmore effort and timevinto reading, which canvresult in improvedcomprehensionvand retention of vinformation

Readingvisvinfluencedv byvattitudevandvmotivation.vItvisvsaidvthatvreadingvisv"thevv

mother of allvskills" (De Guzman, & Sabio, 2010) Grave (2002) addedvthatvonevof themostvcrucialvabilitiesvin academicvsettings is the ability to readvin a secondvlanguage asnew information is learnt, as well as alternate explanations and interpretations of thisknowledgevcompetence Since reading is a vitalvskill, it makes sense to determinevtheattitude andvmotivation towards this skill The abilityvto read in their mother vtongue hasdeveloped for students learning English as a second language, but their attitude towardreadingvin English may prevent themvfrom succeeding (Nation, 2009)

2.6 Summary of the chapterThis chapter provides a concise summary of reading, including its definition and manycategories Reading is acknowledged to be a very significant and useful skill in manyfacets of life in general and in learning the English language in particular Also, the author 

of this paper offers information on the variables influencing the growth of reading ability.Also, as a consideration and so that readers may have a general perspective on reading,the author of this paper also included his own opinion regarding reading This chapter’sessay is intended to assist readers’ understanding of the challenges they face as theydevelop their reading abilities and the importance of those abilities for learning English.The author hopes that the people who need it the most will receive helpful knowledge

CHAPTER III: METHODOLOGY

3.1 Subject of the study

71 students from group K27 of the Faculty of English at Hanoi Open University participated in this survey They are third-year students with immediate English skills.They are all in need of improving their skills and accustomed to taking English readingcourses

3.2 Data collection3.2.1 Survey questionnaireThird-year students who participated in this survey were given a survey questionnaire tocomplete in order to gather information about the difficulties, points of view they werehaving and recommendations which they think are helpful when learning reading skills.This was done so as to ensure the reliability and accuracy of the results

The survey questionnaire (see Appendix), consist of 14 questions attributed to help findessential information of the overview of studying reading, the roles of reading as well aschallenges faced by students Question 1, 2 aim to find out students’ attitude towardsreading The third question attempts to find out the improvement of reading skills of students The fourth question aims to find out how much time students spend on reading.Question 5, 6, 7, 8, attempt to discover students’ opinion towards the relationship betweenreading and other aspects such as written language, spoken language, the ability tounderstand and the ability to have retain English vocabulary The ninth question aims toresearch what kinds of reading exercises that students are interested in Question 10, 11,

12, attempt to find out challenges students faced when reading The question 13 aims tofind out the sub-skills students use when practicing reading The 14 questions attempt tofind out what methods students prefer to do to improve their reading skills

3.2.2 Class observation and discussionObserving class has many admirable and significant educational purposes The purpose of classroom observation is to obtain extra data that is thought to be crucial in helping tostrengthen the validity and credibility of the analysis of survey data

3.3 Data analysisCertain questions on survey forms are intended to find out how the third-year students of Faculty of English at Hanoi Open University are doing when it comes to masteringreading skills These are the findings’ description.

English has become increasingly significant in today’s globalized world, often serving as

a unifying language for international communication Its widespread use has permeatedvarious fields such as business, technology, science, education and tourism As a result, proficiency in English is considered a valuable skill that enhances job opportunities,fosters cultural understanding and exchange, and simplified access to a vast pool of knowledge available on the internet

The survey is carried out among the third-year students of Faculty of English at HanoiOpen University, who have been familiar with reading skills And after years of the process of learning reading skills, how do students feel about it?

3.3.1 Students’ attitude towards reading

TABLE 1: STUDENTS’ ATTITUDE TOWARDS READING

Q1 How do you find reading skills? Answer %