CERTIFICATE OF ORIGINALITY I hereby certify my authorship of the thesis submitted today entitled: AN EFFECTIVE WAY TO TEACH READING COMPREHENSION TO INTERMEDIATE ADULT LEARNERS AT ASIE
INTRODUCTION
THE PROBLEM AND RATIONALE OF THE STUDY
Vietnam faces a significant challenge in developing a skilled workforce to meet the demands following its WTO accession A major weakness in both international and domestic labor markets is the lack of foreign language proficiency among Vietnamese workers To align Vietnam's education system with international standards, the government is focused on enhancing the intellectual capabilities of its citizens Consequently, improving the methods of teaching adult learners at foreign language centers is essential, particularly in Ho Chi Minh City, the nation's largest commercial hub with a growing population.
Reading comprehension is crucial in learning a foreign language, as it connects the skills of speaking, listening, and writing Proper training in classes is essential for learners to grasp a foreign language effectively However, many Vietnamese students approach reading comprehension passively, viewing it as boring and time-consuming, and often reducing it to merely understanding words This limited perspective leads them to overlook the broader functions of reading comprehension in their learning journey Additionally, students typically rely on texts provided by teachers, missing opportunities for active skill development Many adult learners also hesitate to apply their knowledge in practice, resulting in a disconnect between understanding written content and using it in various contexts Consequently, low motivation hampers their progress, leading to disappointment in their reading proficiency The overall quality of English teaching and learning in Vietnam suffers from several issues, with ineffective teaching methods for reading comprehension being a significant factor.
The rise of English as a global language has led many learners to enroll in foreign language courses to enhance their skills This shift has prompted changes in teaching methods, fostering greater flexibility and engagement in the learning process Today, a diverse group of adults with varying needs and goals are seeking English language education Unlike younger learners, adults have distinct learning demands, influenced by their life experiences and specific objectives To create an effective learning environment for adult classes, it is essential to consider these factors As noted by Knowles (1976), a key trait of adult learners is their ability to self-direct, which can sometimes complicate the learning and teaching experience.
Unfamiliar teaching patterns and innovative activities can cause discomfort among adult learners, as their past experiences may lead them to critically assess these new methods Therefore, it is essential for teachers to carefully choose their instructional strategies in adult education settings.
In the context of English as a Foreign Language (EFL) in Vietnam, numerous teachers have conducted empirical studies on their reading instruction methods Mr Nguyen Tuan Khanh's survey highlighted the significance of learners' purposes for reading, their backgrounds, effective information recall strategies, and their attitudes towards existing reading materials Additionally, Ms Truong Thi Tuyet Hanh's research at the University of Natural Sciences identified that some reading difficulties stem from language issues These studies have significantly enhanced the understanding of reading comprehension teaching and learning, indicating a need for further exploration of various learner aspects This study aims to build on previous research to discover practical solutions for improving reading comprehension instruction for Vietnamese English learners.
This study aims to explore the needs of intermediate adult learners at ASIE in reading comprehension, contributing to a broader understanding of such learners in foreign language centers across Ho Chi Minh City and Vietnam As an English teacher at ASIE, I have observed significant challenges in teaching reading, primarily due to a lack of learner motivation This research seeks to identify effective strategies to enhance the quality of English as a Foreign Language (EFL) instruction and to sustain the motivation of intermediate adult learners, addressing the difficulties faced by teachers in this area.
1.2 AIMS OF THE STUDY AND THE RESEARCH QUESTION
There are six objectives in this thesis:
1 To find out some features of reading comprehension
2 To know more about EFL learners, especially their motivation considered as the key factor to the learning and teaching process
3 To realize that a learner-centered environment is adaptable to meet adult learners’ needs in reading comprehension lessons
4 To collect information about what intermediate adult learners are interested in their reading lessons at ASIE
5 To find out how the teachers in these classes sustain the learners’ motivation in the course of learning reading comprehension
6 To suggest some recommendations for an effective way to teach this skill to these classes on the basis of the theoretical background of learner-centered philosophy and the findings about the learners
1.3 OVERVIEW OF THE THESIS CHAPTERS
This thesis begins with an introduction that outlines the problem, rationales, aims, research questions, and overall structure The subsequent chapters will be organized to systematically address these elements.
Chapter 2 provides the background to the thesis with information about the definitions of reading comprehension; perspectives about foreign language teaching and learning; and a learner-centered environment is adaptable to meet adult learners’ needs in reading comprehension lessons
Chapter 3 presents an overview of the learning and teaching of adult classes at ASIE and describes the research designed and methodology
OVERVIEW OF THE THESIS CHAPTERS
This thesis begins with an introduction that outlines the problem, rationales, aims, research questions, and overall structure The subsequent chapters will be organized to systematically address these elements.
Chapter 2 provides the background to the thesis with information about the definitions of reading comprehension; perspectives about foreign language teaching and learning; and a learner-centered environment is adaptable to meet adult learners’ needs in reading comprehension lessons
Chapter 3 presents an overview of the learning and teaching of adult classes at ASIE and describes the research designed and methodology employed in this thesis, including when and where the study was carried out; what materials, techniques, samples, data, approaches, theoretical frameworks used in this study; and how the study was carried out
Chapter 4 provides results and discussion from the survey and the interview
Chapter 5 is the thesis conclusion The summary of the findings, recommendations for an effective way to teach reading comprehension to adult learners and pedagogical implications are clearly shown in the chapter.
LITERATURE REVIEW
READING IS NOT A SIMPLE PROCESS
Grellet (1991) defines reading comprehension as the efficient extraction of information from written texts He identifies two primary motivations for reading: for pleasure and for information Grellet emphasizes that reading is an active skill that requires guessing, predicting, checking, and self-questioning Additionally, he notes that reading comprehension serves a communicative function, suggesting that related activities should be flexible and diverse.
Reading is defined by Wallace (1992:4) as the process of interpreting and reacting to a written text as a form of communication This implies that readers engage with the text under the assumption that the writer has a specific communicative intent, and the reader seeks to understand this purpose.
Alderson et al (1992) assert that the reading comprehension process is primarily influenced by three key elements: the text itself, the reader's background knowledge, and the contextual factors that aid in interpreting the text They suggest that the depth of understanding derived from a text is contingent upon the reader's specific learning objectives.
Carter et al (1995) argue that reading is an active process that engages readers in the world created by the writer, allowing them to connect the text to their own experiences and interpretations They emphasize that "reading may be more active a process than we think" and advocate for teaching methods that enhance reader engagement To motivate students, it is crucial to demonstrate the relevance of reading to their individual lives The authors suggest that a productive approach is to gather students' ideas, feelings, and attitudes before they start reading, fostering a personal connection to the material.
In summary, perspectives on reading can be categorized into three main types: reading as a hierarchy of skills, reading as a psycholinguistic process, and reading as a social practice (Emmitt, 1998:2) Teachers often adopt an eclectic approach to theory and pedagogy, integrating new ideas and practices based on their individual philosophies and contexts Consequently, a teacher's method of teaching reading may encompass various theoretical elements Therefore, it is essential to consider these definitions and perspectives when discussing reading comprehension.
1 Reading comprehension is an active process so the activities in teaching should be flexible and varied
2 What the reader wants to learn from text is essential to decide on the level of detail learned from that text
3 Eliciting from the learners as many of their own ideas, feelings and attitudes as possible before they begin reading is a good starting point to reinforce the activity of reading and activate the readers in different ways
4 Teaching approaches which reinforce the activity of reading and which activate the reader in different ways may be appropriate approaches
5 The importance to motivate the students is that they need to see the point of reading
Having a clear purpose for reading, whether for learning or entertainment, significantly influences a reader's motivation, interest, and approach to the text According to Rivers et al (1978:187), there are seven primary purposes for reading that shape the reading experience.
To obtain information for some purpose or because we are curious about some topic
To obtain instructions on how to perform some task for our work or daily life (e.g., knowing how an appliance works)
To act in a play, play a game, do a puzzle
To keep in touch with friends by correspondence or to understand business letters
To know when or where something will take place or what is available
To know what is happening or has happened (as reported in newspapers, magazines, reports)
Understanding how readers derive meaning from texts is crucial, as it reveals insights into their cognitive processes during reading Researchers in the field of reading typically categorize reading strategies into two primary types: cognitive strategies and metacognitive strategies.
Cognitive strategies play a crucial role in helping readers derive meaning from texts Research in reading has typically categorized these strategies into two main types: bottom-up and top-down approaches.
Aebersold and Field (1997) highlight that reading involves multiple cognitive processes Initially, readers employ bottom-up strategies, concentrating on sentence-level information This includes identifying word meanings, grammatical categories, sentence structure, and specific text details.
Metacognitive strategies are strategies that function to monitor or regulate cognitive strategies (Devine, 1993; Flavell, 1981) They include
Effective problem-solving involves evaluating the results of actions taken, planning future steps, and monitoring the success of strategies employed (Baker & Brown, 1984) Skimming a text for essential information is a cognitive strategy, while assessing the effectiveness of this skimming process falls under metacognitive strategies (Devine, 1993).
Research on reading comprehension emphasizes the significance of cognitive and metacognitive strategy instruction Studies reveal that non-proficient readers often lack knowledge of effective strategies and primarily rely on bottom-up approaches However, instruction focused on comprehension monitoring can assist struggling readers in improving their skills A study by Carrell et al (1989) highlights the beneficial impact of combining cognitive and metacognitive strategies on reading comprehension in foreign language learners This suggests that teachers can leverage students' descriptions of their strategies to better understand and address their instructional needs.
Over the past few decades, the teaching of reading has undergone significant theoretical changes regarding the reading process As these theories have developed and spread, they have influenced various teaching practices Historically, the reading process can be categorized into three broad perspectives, providing a comprehensive understanding of how reading is taught.
The physical reading process emphasizes a hierarchy of skills that individuals practice until they achieve competence, a method prevalent before the 1970s that relied heavily on 'skill and drill' techniques Basal reading schemes were part of this approach, assuming that meaning and understanding would develop naturally with reading proficiency However, the psycholinguistic perspective shifted the focus to the learner's cognition, recognizing the importance of prior knowledge in interpreting texts This led to the rise of strategic reading approaches and the Whole Language philosophy, ultimately paving the way for literature-based reading programs to replace traditional basal readers.
Recent focus has shifted to the social and cultural contexts surrounding readers and texts, emphasizing reading as a social practice Since the 1980s, social theory related to reading has highlighted the interaction between the author's text and the reader, both of whom are influenced by their cultural and social backgrounds This perspective incorporates genre studies and underscores the significance of critical literacy within social approaches to reading.
PERSPECTIVES ABOUT FOREIGN LANGUAGE TEACHING AND
2.2.1 Motivation is one of the key factors that influence the rate and success of foreign language learning
2.2.1.1 What is the success of a learning activity dependent on?
Language learning extends beyond cognitive processes; it involves learners' attitudes towards the world and their self-perception, as well as their intrinsic motivation to learn (Benson & Voller, 1997:134-136) The success of language acquisition is influenced by affective factors, particularly self-esteem and the desire to learn, which are essential for overcoming challenges during the learning journey (Tarone & Yule, 1989:139) Therefore, understanding learner motivation is crucial in the language learning process.
Motivation plays a crucial role in foreign language learning, serving as a key factor that influences both the rate and success of the process It acts as the primary impetus to start learning a new language and is essential for maintaining the often lengthy and challenging journey According to Gardner and MacIntyre, motivation consists of three main components: the desire to achieve a goal, the effort put forth towards that goal, and the satisfaction derived from the task.
Motivation is a key factor in determining the success or failure of complex tasks, with proper motivation being essential for a learner's success Over the years, numerous definitions of motivation have emerged, reflecting various perspectives shaped by decades of research.
From a behavioristic standpoint, motivation is viewed as the expectation of rewards, particularly positive reinforcement This perspective suggests that learners' actions are heavily influenced by external factors.
Motivation, from a cognitive perspective, significantly highlights the role of individual decision-making Cognitive psychologists often attribute the driving force behind these decisions to fundamental needs or drives Ausubel et al (1968) delineate six essential needs that form the basis of motivation: the need for exploration, manipulation, activity, stimulation, knowledge, and ego enhancement.
A constructivist perspective on motivation highlights the significance of social context alongside individual choices (Williams et al., 1997) Maslow (1970) proposed that achieving ultimate goals requires navigating a hierarchy of needs, with key elements rooted in community, belonging, and social status.
The concept of motivation related to "needs" is relevant across various schools of thought, as fulfilling these needs can be rewarding and often involves making choices within a social context However, a learner may lack motivation to learn a foreign language if they do not recognize the rewards, view the learning as merely a superficial requirement, and fail to see a social context where this skill would be beneficial.
Motivation in learners is categorized into intrinsic and extrinsic motives Intrinsically motivated individuals engage in activities for personal fulfillment and self-perceived goals, while extrinsically motivated learners pursue tasks primarily for external rewards, such as money, grades, or praise According to Deci et al (1985), intrinsically motivated activities are valued for their own sake, fostering feelings of competence and self-determination In contrast, extrinsic motivation involves actions taken to achieve rewards or avoid punishment, although viewing challenges positively can lead to intrinsic benefits.
2.2.1.2 Which form of motivation is more powerful?
Research on motivation indicates a strong preference for intrinsic orientations (Dornyei, 1998; Dornyei & Csizer, 1998; Crookes & Schmidt, 1991; Brown, 2000) According to Piaget (1972) and others, humans are universally motivated by incongruity, uncertainty, and "disequilibrium," suggesting that we are driven to seek out reasonable challenges.
Maslow (1970) asserts that intrinsic motivation surpasses extrinsic motivation His hierarchy of needs indicates that once our fundamental physical, safety, and social needs are satisfied, we are driven to attain "self-actualization." Regardless of external rewards, the pursuit of self-esteem and personal fulfillment remains a primary goal.
Bruner (1966) argues that freeing adults from the constraints of rewards and punishments enhances their ability to think and learn The addictive nature of extrinsically motivated behavior can lead to a dependency on immediate rewards, which may diminish the desire to learn when those rewards are removed Oldfather (1993) highlights the significance of the learning process over mere outcomes, noting that students value free expression and connect their learning to their identities and interests Additionally, a motivating teacher is characterized by attributes such as care, understanding, trust, and respect for students' ideas and feelings (Oldfather, 1993: 679).
The intrinsic-extrinsic continuum in motivation is relevant in foreign language classrooms globally, highlighting the significance of both intrinsic and extrinsic factors Dornyei and Csizer (1998) identify key motivational strategies for teachers, including fostering relationships with learners, enhancing self-confidence and autonomy, personalizing learning experiences, and promoting goal-orientation, all of which align with intrinsic motivation The primary goal in language teaching is to discover effective pedagogical tools that empower intrinsically motivated learners in their pursuit of excellence, autonomy, and self-actualization.
Teaching a foreign language is intrinsically linked to learning, as it involves guiding and facilitating the learner's process According to Brown (2000), understanding how individuals learn shapes educational philosophy, teaching styles, and classroom techniques While cognitive factors are crucial in acquiring a foreign language, focusing solely on them neglects the essential role of motivation Research consistently shows that motivation is a vital component of effective learning (Dornyei, 1998).
Motivation plays a crucial role in determining the success or failure of complex tasks Over decades of research, various definitions have emerged from behavioristic, cognitive, and constructivist perspectives, highlighting that the concept of "needs" is integral to all three views Fulfilling these needs is rewarding and involves making choices, often interpreted within a social context Therefore, language teachers must consider this aspect in their teaching practices.
2.2.2 Sustaining motivation is one of the keys to the success of teaching
Language learning motivation varies among individuals, with some preferring individual work, others group work, and some pair work Identifying a single factor that influences motivation and involvement is challenging, as numerous elements impact students' commitment to study (Brown, 2000) Many of these factors, such as home background, physical fatigue, personal life events, health, prior educational experiences, personality traits, and adolescence, are often beyond the control of language teachers and occur outside the limited classroom time Nevertheless, understanding learners' motivations is crucial for effective teaching.
A LEARNER-CENTERED ENVIRONMENT IS ADAPTABLE TO MEET
As cognitive psychology advances and our understanding of EFL reading comprehension deepens, teachers are increasingly focused on adapting to the evolving needs of their students The contemporary approach emphasizes learner-centered teaching, enabling educators to create tailored instructional strategies that effectively engage every student in the classroom.
2.3.1 Learner-centeredness in effective teaching
Teaching reading in learner-centered classrooms is essential, as this approach is inherently adaptable to meet the diverse needs of students (Stuart, 1997) Teachers should prioritize students' needs over content when designing lessons to ensure effective learning Research indicates that learner-centered teaching enhances students' motivation and improves their learning and performance (McCombs & Whistler, 1997) Additionally, students in these environments tend to retain information for longer periods, as effective learning requires not just the reception of information but also its processing for storage and recall (Silberman).
The learner-centered approach actively engages students, particularly in foreign language learning, by allowing them to work with information, which enhances retention and fluency This method encourages meaningful conversation and creativity, reducing boredom and keeping students engaged despite the challenges of language acquisition As students take on responsibilities and succeed, they build confidence in their problem-solving abilities, leading to higher achievement when they attribute success to their own efforts A learner-centered classroom effectively addresses individual needs and styles, fostering autonomy and enhancing self-worth through techniques that promote creativity and collaboration This environment encourages communicative competence and meaningful negotiation of language, ultimately providing students with greater control over their learning Transitioning to a learner-centered model requires significant changes in teaching methods, emphasizing interactive activities and student involvement in lesson planning to create a more dynamic and effective learning experience.
The concept of learner-centered education is often controversial due to its varying interpretations Some educators perceive it as a threat to their professional roles, while others worry it shifts essential responsibilities from teachers to students Nunan (1999) emphasizes the importance of understanding learners' needs and their approach to learning He asserts that teachers in learner-centered classrooms must make decisions similar to those in traditional settings, but with a crucial distinction: decisions regarding content, teaching methods, timing, and assessment should prioritize the learners' perspectives.
2.3.1.2 How can the role of teachers be characterized in learner-centered classrooms?
Many learners do not enter the language classroom with an advanced understanding of pedagogy or the innate ability to make informed learning choices Instead, they must undergo a significant process of learning how to learn, which typically requires the support and guidance of a teacher Consequently, in a learner-centered environment, the teacher's role becomes increasingly important, and the skills required of educators are heightened.
2.3.2 Towards promoting a learner-centered environment in teaching reading comprehension to adult learners
A study by psychologist David Kolb reveals that adults learn best through self-initiated experiences They begin with a concrete experience, followed by observations and reflections to identify necessary knowledge or skills for improvement Utilizing available resources, they then develop abstract concepts and generalizations to guide their next steps Ultimately, they test these concepts in new situations, leading to further learning experiences.
While various learning theories, including behaviorism, cognitivism, and humanism, exist, none are universally applicable to every learner in every context However, certain commonalities can be identified among these theories.
Davenport and Davenport (1985) advocate for a blend of pedagogical and andragogical methods in adult education, as this balanced approach caters to a broader audience Similarly, Geber (1988) emphasizes the importance of skillfully integrating both instructional methods to effectively engage all learners at various times.
The concept of "needs" is crucial for motivation, and recent research highlights that learner-centered teaching fosters a student-centered environment, bridging gaps between students and teachers by granting learners greater autonomy This approach is inherently flexible, catering to the individual needs of each student (Stuart, 1997) Furthermore, learner-centeredness is emphasized in adult education literature, with Cervero and Wilson (1999) asserting that learners are central to practice, and the foremost ethical responsibility of educators is to engage learners in recognizing their own needs.
Adult learners differ significantly from younger learners, primarily due to their extensive history of learning experiences, which can include both successes and failures (Harmer, 1999) These varied experiences shape their expectations of teaching and learning processes Consequently, adult learners often possess a clearer definition of what learning means to them and may experience greater anxiety about the learning process compared to their younger counterparts.
2.3.2.3 When are pedagogical methods most appropriate for adults?
Feuer and Geber (1988:31-39) identify technical materials and foundational information as key elements in the pedagogical domain Cross highlights that individuals with advanced formal education tend to favor pedagogical techniques This preference is understandable, as organized education primarily relies on pedagogical principles, making those with higher education levels more familiar and comfortable in structured classes and lectures.
2.3.2.4 To what extent are the learner-centered practices actually used by adult teachers of English in these adult classes?
Kember, Kwan, and Ledesma (2001) emphasize that the learner-centered approach should be tailored to meet the specific needs of learners To effectively teach intermediate adult learners at ASIE reading comprehension, it is essential to understand their requirements from the reading lessons Motivation plays a more significant role in adult learners compared to younger ones, as adults tend to be more self-directed, reflective, and capable of articulating their learning goals Additionally, they are more inclined to integrate their life experiences into their learning process (Smith and Pourchot, 1998).
Research shows that as students age, their motivation tends to decline (Eccles et al, 1993) Consequently, teachers must put in greater effort to ensure that students have access to reading materials that align with their interests and are appropriate for their reading levels.
Teaching adults requires a distinct approach, as theories like andragogy highlight key characteristics of adult learners Adults seek meaningful learning experiences, are autonomous and self-directed, and draw on their prior experiences as valuable resources Their readiness to learn often coincides with transitional life stages or specific task requirements, and they tend to focus on problem-solving rather than content Intrinsic motivation drives their learning, and participation is typically voluntary The wealth of experience differentiates adults from younger learners, while critical thinking and transformative learning further set them apart Additionally, learner-centeredness is emphasized in adult education, with educators encouraged to engage adult learners in identifying their own needs.
In learner-centered teaching, the focus is on tailoring planning, instruction, and assessment to meet the needs and abilities of adult learners, emphasizing the importance of relevance in learning topics to their lives and interests This approach fosters higher motivation as students feel invested in their own education Rather than being the sole source of information, teachers share control, allowing students to explore and discover knowledge independently or collaboratively This method values diverse perspectives and encourages student choice in decision-making, promoting a classroom environment centered on options rather than uniformity Ultimately, learners are seen as co-creators in the educational process, deserving of attention and consideration for their unique ideas and issues.
SUMMARY
Reading comprehension is a complex process that can be understood through various perspectives, including skill hierarchy, psycholinguistic processes, and social practices Teaching approaches should align with individual philosophies, contexts, and student needs, incorporating cognitive and metacognitive strategies Instruction that considers individual, act, and social dimensions of reading is essential, and a blend of techniques from different methods should cater to the specific abilities and characteristics of students Flexibility in teaching methodologies is crucial for effective pedagogy Motivation plays a significant role in the success of learning, and teachers must address emotional factors that can hinder language acquisition Understanding learners' feelings about lessons and their preferred learning styles can be assessed through questionnaires This study emphasizes the importance of a learner-centered environment for intermediate adult learners, as motivation tends to decline with age Therefore, it is vital to ensure that reading materials are accessible and engaging for adult learners Ultimately, this research underscores the eclectic nature of teaching practices and their alignment with student needs and learner-centered philosophies.
1 Motivation is a key to language learning and as reading is not a simple process, it is proved that the combined effects of metacognitive and cognitive strategy instruction were effective in enhancing their motivation in learning reading comprehension Eliciting from students as many of their own ideas, feelings and attitudes as possible before they begin reading is a good starting point to reinforce the activity of reading and at the same time activate the reader in different ways The most important attributes of a motivating teacher are caring, understanding, trusting, and respecting students’ ideas, opinions, and feelings
2 It is unlikely that one 'right methodology' will be proper to teaching reading to adult learners Teachers need to be sensitive to the psychology aspect of language learning While learner-centered teaching is adaptable to meet the needs of adult students in reading lessons, teachers should make key decisions in what will be taught, how it will be taught, when it will be taught, and how it will be assessed with reference to the learners in order to teach them effectively.
METHODOLOGY
AN OVERVIEW OF THE LEARNING AND TEACHING OF ADULT
Adult learners at ASIE, located in District 7, primarily work in the Tan Thuan Export Processing Zone (EPZ) or nearby offices, seeking to improve their English skills for career advancement and academic success They bring valuable life experience and are highly motivated, enrolling voluntarily in courses However, balancing work, household management, and parenting presents significant challenges that can hinder their learning Consequently, teachers face the demanding task of keeping these learners engaged and motivated, particularly in reading comprehension.
In the classroom, learners are positioned as the focal point, actively participating in diverse activities designed to enhance their proficiency in the four essential language skills With class sizes ranging from 20 to 30 students, each individual brings unique learning styles shaped by their prior experiences in different language courses Following a placement test and preliminary classes leading up to the intermediate level, students often gain insights into their preferred methods for learning English, especially in reading comprehension.
All instructors in intermediate adult English classes possess a B.A degree in English and have a minimum of two years of teaching experience Additionally, some teachers have pursued further education by completing courses for a Master's degree in TESOL.
To create learner-centered classrooms, teachers serve as facilitators, providing students with opportunities to enhance their autonomy and maximize their engagement in the learning process.
3.1.3 The teaching and learning reading comprehension in the intermediate adult classes of ASIE
The primary aim of teaching reading comprehension in ASIE classes is to equip learners with the skills necessary to understand English texts for daily use, further studies, and to excel in various tests such as TOEFL, TOEIC, and IELTS, where reading comprehension often poses challenges To achieve these objectives, reading skills are emphasized within an integrated skills approach The coursebooks utilized for adult classes are part of the "Language In Use" series by Adrian Doff and Christopher Jones, specifically targeting intermediate adult classes to enhance their reading proficiency.
In the "Use" – Intermediate course, each student is equipped with a classbook, workbook, and four accompanying CDs for home listening However, implementing this coursebook for teaching reading comprehension presents challenges The syllabus spans three classes with 24 lessons, where reading lessons are integrated into every three lessons Each lesson is 1.5 hours long, but maintaining student interest in reading can be difficult, especially when the entire lesson focuses on a single text Additionally, students' reading comprehension skills are evaluated through a four-page test that includes Grammar and Vocabulary, Reading Comprehension, and Writing sections.
In order to find an effective way to teach reading comprehension to intermediate adult learners at this center, the methodology for this study is presented in the following section.
RESEARCH DESIGN
Applying a learner-centered philosophy in teaching reading comprehension can effectively sustain adult learners' motivation It is essential to consider the specific teaching context when developing strategies for a particular group of learners This study focuses on intermediate adult learners at ASIE, aiming to identify challenges they face in reading comprehension and propose solutions to enhance lesson effectiveness and student motivation Utilizing a mixed-methods approach, including questionnaires and interviews, this research gathers insights from learners to inform teaching practices.
What should be taught in the reading lesson?
How reading comprehension should be taught?
When reading comprehension should be taught?
How reading comprehension is assessed?
Moreover, some opinions from the teachers in these classes are also elicited from a semi-structured interview
The purpose of this qualitative and quantitative research is to find an effective way of teaching reading comprehension to intermediate adult learners of ASIE The central question is:
What should teachers do to teach reading comprehension to intermediate adult learners effectively at ASIE?
This question guides the study aimed at understanding learners' efforts to enhance their reading comprehension and offers effective teaching solutions for this skill.
This descriptive study employs various sources and methods, including questionnaires and interviews (Seliger et al., 2000), to gather data pertinent to the research question By utilizing both methods, the study aims to collect comprehensive information related to the specified aspect.
The research was conducted over four months, from June to October 2006, at the American South International English School (ASIE), involving 104 intermediate adult learners and 6 teachers The participants, who are genuinely interested in learning and teaching, provided honest and accurate insights about their experiences, making them representative of the broader population of intermediate adult learners and teachers at ASIE This study was carried out with the active participation of these informants and myself, as one of the teachers in the intermediate adult classes.
This study aims to identify effective strategies for teaching reading comprehension to intermediate adult learners at ASIE, with a focus on maintaining their motivation It provides insights into the teaching and learning dynamics in these classes, highlighting learners' perspectives on the purposes of reading comprehension, the content of reading classes, instructional methods, timing, and assessment approaches Additionally, interviews with teachers reveal their challenges in the classroom and the strategies they employ to overcome these difficulties.
The questionnaires aim to gather insights from intermediate adult learners about their perceptions of various aspects of reading learning Based on key points discussed in earlier chapters, these questionnaires are carefully designed and distributed to the learners.
The subjects of the survey are from intermediate adult classes at ASIE
A total of 150 questionnaires were distributed among six intermediate adult classes at ASIE, with 104 completed forms returned due to some learners' absences for personal reasons As noted by Nunan (1999) and Brown (2001), questionnaires are effective for gathering data from large groups and serve as the primary tool for this study.
In the questionnaire administration, respondents are instructed to select their options by marking a cross (×) for most questions, while open-ended questions, such as questions 4 and 15, allow them to express their thoughts in writing.
The questionnaires, written in Vietnamese, are distributed to learners who have consented to participate in the research I clearly explain the purpose of the questionnaires and provide detailed instructions to ensure accurate responses To maintain objectivity, no comments or explanations are offered during the completion of the questionnaires All completed questionnaires are collected immediately after the informants finish.
The questionnaire (Appendix 1) is organized into six main parts
Part 1 concerns the respondents’ background in learning English and the questions in this part act as facilitators to make them the learners fell at ease before more personal and direct questions coming next This part consists of questions about learners’ genders, ages, and their jobs
Part 2 is constructed on the basis of the existing theories and research presented in the literature review of the previous chapter More specifically, the questions can be divided in five main groups concerning their view on learning reading comprehension:
Group 1 – the view on the role of reading comprehension
The study aims to assess learners' perceptions regarding the challenges of reading comprehension in three key areas of their final paper test: Grammar and Vocabulary, Reading Comprehension, and Writing.
Question 2 is to see the part of the test that they spend most of the time on
Group 2 – what needs to be taught in a reading lesson
Question 3 asks the respondents to choose their reading purposes in the list of seven main purposes for reading suggested by Rivers and Temperly (1978: 187)
Question 4 makes some references on the learners about the topics they prefer to learn in reading lessons
Group 3 – when reading comprehension should be taught
Question 5 concerns what part of a ninety-minute lesson they prefer to spend for reading
Question 6 needs the learners to specify how long they think enough for their practice in reading comprehension in class
Group 4 – how reading comprehension is taught
Question 7 helps to discover whether they like to learn this skill with other skills
Question 8 relates to the reading arrangements they like best
Question 9 asks about their need for further reading practice at home
Question 10 concerns their preparation for their reading lesson
Group 5 – how reading comprehension is assessed
Question 11 deals with the learners’ view on how to assess their reading comprehension
Group 6 – the learners’ comments on their reading lessons
Question 12 concerns the learners’ comment on the reading part in their coursebook
Question 13 seeks to gather insights on effective strategies for enhancing reading comprehension The initial two options focus on cognitive strategies, while the remaining options pertain to metacognitive strategies, as outlined in the previous chapter.
Question 14 includes the comments on their reading lessons
Question 15 deals with their obstacles in improving this skill
3.2.3.2 Descriptive statistics for analyzing survey results
The aim of this research is to utilize descriptive statistics to characterize the responses of intermediate adult learners at ASIE to numerically coded questions This involves presenting the results through frequencies or percentages of different answers, and, when necessary, employing graphs or charts for a visual representation of the data.
Frequencies are utilized to quantify the number of items within a nominal scale For example, in my survey study, the gender distribution reveals 43 males and 61 females, where 43 and 61 represent the frequencies of males and females, respectively.
SUMMARY
To gain a comprehensive understanding of the issue, this study utilizes multiple data collection methods, including a questionnaire survey, descriptive statistics for analyzing the survey results, and interviews By employing these diverse approaches, the research enhances validation and triangulation, effectively addressing the research question.
The following chapter, chapter 4, will present the results and discussion about them.
RESULTS AND DISCUSSION
RESULTS FROM THE SURVEY AND THE INTERVIEW
This section shows the analysis of the data from the learners’ survey and teachers’ interview
The survey reveals that 41.35 percent of respondents are male and 58.65 percent are female While it is often believed that female learners are more diligent in memorization, the findings indicate that both male and female learners face challenges in acquiring skills, particularly in reading comprehension.
The ages of the respondents range from 19 to over 35, with the majority (58.7%) being between 19 and 25 years old, followed by 31.7% aged 26 to 35, and only 9.6% over 35 This age variation is significant as it may impact their motivation to learn Younger learners tend to be energetic, creative, and eager, yet they lack the life experience of their older counterparts Therefore, considering the learners' ages is essential when selecting appropriate activities to enhance their reading skills in class.
The data reveals the distribution of occupations among individuals, highlighting that the most common profession is business person, comprising 20.19% of the total Following this, shop-keepers account for 7.69%, while architects and security officers each represent 6.73% Other notable occupations include technicians at 5.77%, and students at colleges or universities at 15.38% The remaining professions, such as accountants, computer programmers, and doctors, each have a minimal presence, with percentages ranging from 0.96% to 4.81% This overview underscores the diverse range of occupations within the surveyed population.
The data reveals that the majority of learners, comprising 20.19%, are business professionals, followed by college and university students at 15.38%, and shopkeepers at 7.69% This diverse representation of occupations in intermediate classes highlights the varying motivations for learning English, particularly in reading Notably, the emphasis on English as a valuable tool in their respective jobs indicates that these learners possess genuine interest and specific goals in their language acquisition.
4.1.1.2 The respondents’ view on learning reading comprehension
4.1.1.2.1 The role of reading comprehension
Item 1: The learners’ view on the difficulty of each part in their final paper test
Parts in the final paper test Frequency Percentage
Table 2: The learners’ view on the difficulty of each part in their final paper test
The most difficult part in the paper test
The most difficult part in the paper test
Figure 3: The most difficult part in the paper test
The findings presented in Table 2 and Figure 3 highlight the critical role of reading comprehension in education, revealing that 49% of respondents identify it as their most challenging area This indicates a pressing need for increased practice and motivation in reading skills Additionally, 29.8% of participants noted difficulties with grammar and vocabulary, while only 21.2% found writing to be a challenge The data underscores that reading comprehension poses the greatest difficulty, primarily due to the obstacles presented by grammar and vocabulary, which impede test takers' ability to understand reading materials effectively.
Item 2: The part of the test that they spend most of the time on in the exam
In their exam preparation, learners dedicate a significant amount of time to reading comprehension, with 46.2% of respondents identifying it as the most time-consuming section The findings indicate that reading is not only the most time-intensive part of the test but also the most challenging Additionally, learners invest considerable effort in grammar and vocabulary, while only 17.3% of respondents consider writing to be their most demanding section.
Parts in the paper test Frequency Percentage a Grammar and vocabulary 38 36.5 b Reading comprehension 48 46.2 c Writing 18 17.3
Table 3: The part of the test that the learners spend most of the time on in the exam
The high scores in reading comprehension for items 1 and 2 indicate that reading is the most challenging aspect of the test Respondents provided various reasons to support their observations.
1 Those who think that the reading part is not the most difficult one make the following comments: They believe that they can guess the meaning, skim the text and assess the effectiveness of skimming for gathering textual information to answer the questions in the test The part of grammar and vocabulary is more difficult as they cannot use much of their guess for the answers Moreover, reading comprehension seems to be not so difficult to them as they have some background knowledge to predict and getting the gist of a text These respondents think that writing is more difficult as they have to invent their own ideas, build up their own sentences and choose proper words for their paragraphs
2 Those who think that the reading part is the most difficult one make the following comments: They cannot understand the meaning of the words in the reading and the reading text contains many complicated structures They think that if they are good at grammar and vocabulary, the reading part will become easier to them Furthermore, even though all the vocabulary in the reading texts is familiar to them, they cannot get the correct answers They think that beyond the understanding of the vocabulary and structures in the reading text, solving the problems in the questions of the test is a hard job for them
Intermediate adult learners face challenges in reading comprehension, highlighting the need for increased practice in this area They recognize the significance of this skill in their paper tests, making it essential to develop effective lessons aimed at enhancing their reading abilities By doing so, learners can achieve better results in their studies.
4.1.1.2.2 What need to be taught in a reading lesson?
Item 3: The learners’ reading purposes
The survey results reveal various purposes for reading among participants A significant 66.3% read to acquire new life skills, while 49.0% seek to gain more information on subjects of interest Additionally, 44.2% read to connect with friends, colleagues, and relatives, and 37.5% do so to make informed predictions about current events Furthermore, 28.8% engage in reading for enjoyment, 21.2% to update their knowledge, and 15.4% participate in reading to take part in games or quizzes.
Table 4: The learners’ reading purposes
The survey results indicate that 66.3% of respondents read to enhance their life skills, while 49.0% seek information on topics of interest Additionally, 44.2% read to connect with friends, colleagues, and relatives, and 37.5% aim to make informed predictions about current events Over 20% of respondents also read for enjoyment, social interaction, and to stay updated The data reveals a strong inclination towards purposeful reading, with a notable emphasis on applying knowledge to practical activities Interestingly, only 15.4% read for participation in games or quizzes, highlighting a goal-oriented approach to reading that prioritizes skill improvement and social engagement in the learning process.
Item 4: The materials the learners prefer their in reading lessons
The survey results indicate that readers have a strong interest in topics such as economy, job intentions, culture, sports, social issues, and science Additionally, they express a desire to read current news to enhance their vocabulary This diverse range of interests suggests that enjoyment plays a crucial role in their reading development, as engaging with preferred content can foster a deeper commitment to reading.
4.1.1.2.3 When reading comprehension is taught
Item 5: The time arrangements for learning reading comprehension in class
Table 5: Time arrangement for reading comprehension in class
Time arrangement for reading comprehension
Figure 4: Time arrangement for reading comprehension
A study on the timing of reading comprehension instruction reveals that 46.2% of participants favor introducing the reading text at the beginning of the lesson, while only 16.3% prefer it at the end This preference indicates that students find reading comprehension challenging and requiring greater concentration, making the initial part of the lesson more conducive to focusing on the text.
Some members may arrive late to class to maximize their learning opportunities with the support of their teacher or peers This demonstrates their positive motivation in improving reading comprehension and their commitment to effectively managing time pressures while making the most of their educational resources.
Item 6: The duration of time the learners need for their reading practice in class
Time for reading practice Frequency Percentage
Table 6: The duration of time the learners need for their reading practice in class
Time consumed for reading comprehension
Figure 5: Time consumed for reading comprehension
DISCUSSION ABOUT THE RESULTS OF THE SURVEY AND THE
4.2.1 Discussion about the results of the survey
As our understanding of effective adult education evolves, we recognize distinct preferences in adult learning, particularly in reading comprehension This study aims to highlight key aspects that can enhance motivation for adult learners, acknowledging that learning is a personal journey and individual patterns may vary.
4.2.1.1 Motivating the intermediate adult learners in reading lessons
Intermediate adult learners at ASIE are primarily motivated to improve their reading comprehension to address professional gaps or fulfill directives from superiors, influenced by their career stages Those higher on the professional ladder are more likely to seek practical reading purposes in class, focusing on lessons that directly benefit their work Teachers should clearly communicate the relevance of reading activities to participants' professional responsibilities and establish learning objectives before the course begins Additionally, recognizing and respecting the diverse experiences that adult learners bring to the classroom is essential, as they should be treated as equals and encouraged to share their opinions freely.
4.2.1.2 At the centre of a reading lesson are the intermediate adult learners
Learners often collaborate with colleagues or friends on reading tasks, seeking their expertise and experiences to enhance their own learning This collaborative approach can yield positive outcomes, as sharing insights from trusted peers can inform significant decisions regarding their education, finances, and professional growth However, over-reliance on others' opinions may lead to disappointment if the learning experience does not meet expectations Therefore, it is essential for teachers to facilitate reading activities that encourage learners to consider external opinions while also valuing their individual preferences.
To effectively motivate learners in reading comprehension, teachers must understand their needs, abilities, and characteristics This understanding allows educators to select appropriate materials, determine the timing of lessons, and establish effective teaching techniques Additionally, it guides the assessment methods for reading comprehension, ensuring a tailored approach to enhance student engagement and learning outcomes.
4.2.2 Discussion about the results of the interview
4.2.2.1 The difficulties the teachers have in sustaining their intermediate adult learners’ motivation when they teach reading comprehension
Recognizing learners' needs is crucial for creating effective reading tasks, yet this can be challenging due to their diverse ideas, feelings, and attitudes towards learning in a teacher-centered environment The fast-evolving landscape of continuing education necessitates that educators consistently evaluate and adapt their teaching methods to address the emerging needs of their students.
Adult learners possess a heightened awareness of their reading motivation, a greater interest in reading, and a wealth of prior knowledge; however, they still require guidance in employing specific reading strategies This guidance can facilitate the automatic application of these strategies, leading to enhanced comprehension If teachers overlook this aspect of their students' learning, they may implement unsuitable activities in reading lessons, which could negatively impact learners' motivation.
Adult learners engage in education to enhance their skills and achieve specific goals, often employing a blend of various methods to reach these objectives This complexity in learning necessitates greater flexibility from educators to maintain motivation during reading lessons Additionally, intermediate adult learners typically require more time to reflect on their prior knowledge and integrate new concepts from their experiences, indicating that a teacher-centered classroom may not effectively address their needs.
4.2.2.2 The teachers’ activities to sustain the learners’ motivation in reading comprehension
Teachers strive to create a learner-centered environment by engaging students in activities that align with their interests and reading levels, while also considering adult learning characteristics They focus on enhancing learner autonomy and encourage the application of reading skills to writing and speaking Utilizing mixed ability groups helps improve the self-concept of struggling readers, allowing them to progress through texts at a comfortable pace and concentrate on meaning rather than just decoding This group dynamic fosters responsibility for learning and accelerates personal growth Educators recognize the importance of instructional methods that address individual needs, social dimensions, and the act of reading, emphasizing the necessity for flexibility in teaching methodologies to effectively meet the diverse needs of students.
SUMMARY
This chapter presents an analysis of data gathered from surveys and interviews, highlighting learners' perspectives on their reading lesson needs Insights from teacher interviews offer a comprehensive understanding of the realities of teaching reading comprehension and emphasize the significance of a learner-centered environment for effective lessons Such an environment is crucial for maintaining the motivation of intermediate adult learners at ASIE The upcoming chapter will provide recommendations and implications that align with these findings.