Rationale
Reading is an essential English skill that offers numerous benefits, acting as a window to the world by providing knowledge and information It aids in vocabulary acquisition and is considered a crucial goal for foreign language students in learning and social interaction Reading serves as an indispensable communication tool influenced by social background, with its historical developments leading to diverse approaches.
In Vietnam, particularly at Hong Duc University (HDU), reading skills in English as a foreign language are highly emphasized by both educators and students, serving as a crucial tool for knowledge acquisition and further academic pursuits in a non-native English-speaking environment.
Reading comprehension in a foreign language, especially English, is strongly linked to thinking directly in that language To read effectively in English, one must think in English, avoiding translation from another language, which often hinders comprehension.
Hong Duc University EFL students are less exposed to training in reading skills The students do not know how to activate their schemata Thus, they encounter difficulties in comprehension
Nonetheless, in my opinion, the problem is about their approach to a text
If the students understand how the information is presented in English texts and are aware of the cognitive processes, they will be better at comprehension
First-year English students often struggle with English texts due to limited vocabulary, grammar, reading skills, and background knowledge, despite prior years of study.
Identifying students' reading comprehension difficulties and their causes at HDU is crucial, inspiring a study on the main challenges faced by first-year English majors and potential solutions This study aims to contribute to the improvement of English learning, particularly reading skills, among these students Furthermore, it seeks to provide useful suggestions for teachers to enhance reading instruction at HDU.
Aim of the study
This study aims to identify reading difficulties experienced by first-year English majors at HDU and propose solutions The research will focus on specific questions to address these difficulties and improve students' reading skills.
1 What are the difficulties in reading skill experienced by first-year
2 What are possible solutions to students’ reading difficulties?
Methods of the study
The study was carried out on the basis of quantitative research methods in which questionnaire was chosen as the main tool
Questionnaires were employed to enhance the objectivity of the researcher's evaluation, targeting first-year HDU students to identify their specific difficulties in reading skills and to propose potential solutions.
Analysing statistics from the survey questionnaire on reading activities was conducted with the cooperation of first-year English major students at
HDU All comments, remarks recommendation assumptions, and conclusion provided in the study were based on the data analysis.
Scope of the study
To improve English reading skills among HDU students, educators can employ diverse techniques, focusing on identifying the difficulties in reading and suggesting effective solutions, particularly for first-year English majors.
Design of the study
The study is composed of three main parts:
1 Part A is the introduction which consists of rationale, the aims, scope, methods, and design of the study
2 Part B is the development- the core of this paper which is divided into three chapters:
1 Chapter one is literature review which provides an overview of reading, difficulties in learning reading skill and factors affecting reading difficulties
2 Chapter two shows detailed explanation of the methodology
Chapter three identifies the challenges in reading comprehension faced by first-year English majors at HDU, proposes solutions to these difficulties, and suggests implications for enhancing reading instruction and learning at HDU.
Part C is the conclusion which summarizes what was given in previous chapters and limitations of the study as well as recommendations for further study
LITERATURE REVIEW
An overview of reading
Reading English texts is crucial for students as it supports their career goals, academic pursuits, and personal enjoyment Encouraging reading enhances language acquisition, with increased reading volume correlating to improved proficiency Furthermore, reading positively influences vocabulary, spelling, and writing skills, making it a fundamental aspect of language learning.
However, The student also feels complication learning to read as Козак indicates:
Reading is a complex activity encompassing perception and thought It consists of word recognition, perceiving written symbols corresponding to spoken language, and comprehension, making sense of text.
Reading definitions have evolved from a traditional focus on printed text to a cognitive view that emphasizes the reader's background knowledge, suggesting that the reader is central to the reading process.
Reading is a multifaceted process involving word recognition, comprehension, fluency, and motivation Learn how readers integrate these facets to make meaning from print
To - making meaning from print, we have to:
1 Identify the words in print – a process called word recognition
2 Construct an understanding from them – a process called comprehension
3 Coordinate identifying words and making meaning so that reading is automatic and accurate – an achievement called fluency (Diane Henry Leipzig,
Decoding written symbols to understand text is the essence of reading, as Nunan (1991) suggests, emphasizing the process of converting written words into their aural forms to derive meaning from the text.
A proficient reader grasps not just the explicit meaning of a text, but also its implicit meanings, enriched by their own experiences and prior knowledge This encompasses insights gained through direct experience, extensive reading, and information gleaned from others.
Proficient readers actively engage with texts, contributing their own knowledge and experiences to construct meaning They continuously make predictions, anticipating upcoming content and enhancing comprehension.
Reading is a fundamental language skill vital for foreign language acquisition, positively impacting vocabulary, spelling, and writing abilities Each linguist's definition reflects their unique perspective on the multifaceted nature of reading Listening, speaking, reading, and writing are four fundamental skills to acquire a foreign language.
1.1.2 The importance of reading skill
Reading skills are crucial for a student's academic success, enabling access to the curriculum and enhancing communication skills Furthermore, reading fosters imagination and introduces students to new perspectives.
Reading is crucial for English majors at HDU, a non-native environment, serving as both a knowledge source and a foundation for further study Effective reading involves listening and understanding, expanding vocabulary through exposure to diverse words and improving comprehension Students enhance their ability to grasp opinions and discussions, even without understanding every word, by imitating new sounds and phrases, driven by their need to engage with English materials and colleagues.
Why is reading so important?
Studies indicate that reading for pleasure significantly enhances students' educational performance, leading to improved reading test scores, a broader vocabulary, increased general knowledge, and a better understanding of other cultures.
In fact, reading for pleasure is more likely to determine whether a student does well at school than their social or economic background
In this section, according to Hafiz and Tudor (1989: 5), reading skill can be divided into two main types, namely, intensive and extensive reading
Intensive reading focuses on short texts to exemplify L2 system aspects or practice reading strategies Extensive reading aims to "flood" learners with large quantities of L2 input, often without specific tasks.
Students must understand the purpose of reading, and teachers should align reading skills with learning objectives to ensure efficient goal attainment.
So in this study, I relied on Maija MacLeod's analysis, the governor of the University of Calgary to make the types of reading more explicit He analyzed that:
Intensive reading focuses on specific strategies, treating the text as an end in itself, while extensive reading involves reading large quantities of material fluently, as a means to an end Extensive reading may include reading for pleasure or technical material, with academic texts often involving scanning for key details or skimming for essential meaning A quick read, after scanning or skimming, provides a global understanding.
Intensive reading, also known as narrow reading, involves students reading selections by the same author or multiple texts on a single topic, which helps improve reading comprehension The repetition of content and grammatical structures in narrow reading provides students with numerous opportunities to understand the text's meaning Familiarity with the text, whether through the subject matter or the author's other works, enhances comprehension, making narrow reading an effective strategy.
Intensive reading, as defined by Long and Richards (1987), involves a teacher-led, in-depth analysis of vocabulary and grammar within classroom settings, aiming for a thorough comprehension of the text This approach necessitates that educators balance their instructional goals for specific reading skills with students' ability to grasp the overall message effectively.
8 understanding every detail) and their natural urge to understand the meaning of every single word
Difficulties in learning the reading skill
Experts like Ann Logsdon (2018) and Alison believe that decoding, comprehension, and retention are the primary roots of reading problems, highlighting potential breakdowns in these areas.
Decoding is a key skill for learning to read, involving segmenting and blending sounds in words It requires knowledge of letter-sound relationships Apply that knowledge to successfully identify written words and make meaning.
For example, proficient decoders separate the sounds "buh," "aah" and
"guh" in the word "bag." A student who has reading difficulty especially (decoding difficulty), may not differentiate these phonemes "Buh," "aah" and
"guh" might be meaningless to them in relation to the word "bag" on the page
1 Trouble sounding out words and recognizing words out of context
2 Confusion between letters and the sounds they represent
3 Slow oral reading rate (reading word-by-word)
Decoding is essential to reading, enabling students to decipher familiar and unfamiliar words It forms the foundation for reading skills like fluency, vocabulary, and comprehension.
Retention necessitates decoding and comprehending written material, engaging high-level cognitive skills such as memory and the ability to group and retrieve related ideas, which becomes increasingly important as students advance through grade levels.
From first-year students, reading to learn is central to classroom work For English majors at HDU it is an essential task
1 Trouble remembering or summarizing what is read
2 Difficulty connecting what is read to prior knowledge
3 Difficulty applying content of a text to personal experiences
EFL learners often struggle with reading comprehension, particularly with vocabulary acquisition A common challenge arises from words with similar lexical forms, such as homophones like "boss" and "bus," or words with morphological similarities like "receptive" and "deceptive," impacting understanding.
Idioms and proverbs can be challenging for learners when they differ significantly from their own culture A word-for-word translation often fails to capture the true meaning, yielding only a literal interpretation Understanding the cultural context is crucial for accurate comprehension.
For example the proverb: ―he kicked the bucket‖ which means “he died”
Decoding is crucial for comprehension; students who struggle with decoding find understanding and remembering text difficult because their efforts to grasp individual words exhaust their resources, leaving none for overall comprehension, especially when translating proverbs word-for-word.
1 Confusion about the meaning of words and sentences
2 Inability to connect ideas in a passage
3 Omission of, or glossing over detail
4 Difficulty distinguishing significant information from minor details
5 Lack of concentration during reading
Farshad Farzami (2016) emphasizes that a limited vocabulary significantly hinders reading comprehension, as lexis is crucial for successful reading A robust vocabulary, acquired through habitual reading, facilitates easier understanding of texts Consistent reading habits expand vocabulary knowledge, simplifying the reading process.
Factors affecting reading difficulties
Reading difficulties, particularly those associated with poor decoding skills and often labeled as dyslexic reading problems, have been a long-standing focus of research, resulting in extensive literature on their causes, consequences, and remediation.
Dyslexia is a specific learning disability that is neurobiological in origin
Dyslexia is characterized by difficulties with accurate and/or fluent word recognition, poor spelling, and decoding abilities, typically resulting from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities, despite effective classroom instruction.
In this regard, David Morgan (2017) gives the 9 factors affecting reading difficulties and I more focus on the last difficulties of reading
Guessing short words and poor spelling
Struggling to decode long words
Skipping words and whole lines of text
Words “moving around on the page”
Poor focus while trying to read
Individual characteristics significantly influence reading success and linguistic outcomes in young learners, with attitudes, preferences, self-confidence, and motivation playing crucial roles.
Individual differences significantly impact L2 learning success, encompassing factors such as age, gender, cognitive style, and reading strategies Aptitude, personality, working memory, and self-regulation also play crucial roles in L2 acquisition Furthermore, anxiety, willingness to communicate, and learners' beliefs are key individual factors influencing success in second language learning.
10 categories of factors that may affect L2 reading achievement (Table A)
Table A: Individual factors affecting reading outcomes
4 Focus on meaning - Focus on form
10 Tolerant of ambiguity — Closure-oriented
Ellis (2008) categorized second language acquisition factors into abilities, including intelligence and language aptitude, and propensities, such as motivation and learning styles Learner cognitions, specifically beliefs, and learner actions, like learning strategies, also play a crucial role These elements collectively influence L2 learning outcomes.
Research indicates that age influences reading outcomes primarily when combined with other factors, such as the use of reading strategies (Šamo, 2009) Gender differences in reading are often studied in relation to interactions with individual factors like cognitive style and motivation, as well as contextual factors such as interaction opportunities (Enever, 2009; Griva, 2014; Lefever, 2010; Mihaljević Djigunović, 2013).
Motivation is a significant factor in L2 learners' success, determining the effort expended and ultimate proficiency Language teachers and learners frequently cite motivation as key to both success and failure Research emphasizes that intrinsic motivation, self-efficacy, and expectations for success predict reading volume and comprehension.
Grabe and Stoller (2011) emphasize the significance of comprehension development in reading Wang and Guthrie's (2004) research highlights that children's text comprehension relies on both cognitive and motivational processes The study also indicates a connection between students' reading habits and intrinsic and extrinsic motivation.
Aptitude, crucial for language acquisition, encompasses phonemic coding ability (vital for early learning), inductive language learning ability, grammatical sensitivity, and associative memory capacity, as defined by Saville-Troike (2006).
Contextual factors significantly influence learners' reading in EFL settings, with out-of-school exposure impacting linguistic outcomes These factors encompass both in-school and out-of-school learning environments, including teacher quality, teaching methods, socioeconomic status, home support, and opportunities for extensive reading and L2 exposure through various media Research increasingly recognizes the essential role of these contextual factors in early foreign language learning.
Table B: In-school & Out-of-school contextual factors affecting reading outcomes
School level contextual factors Out-of-school contextual factors grade curriculum out-of-school English classes school profile:
4 authentic books for children in
1 foreign TV programmes (series, shows)
3 technology videos, video games, music in English teacher qualifications Interacting with English-speaking people teacher attitudes reading English storybooks or comics teaching approaches using dictionaries classroom exposure to English parents‘ support (practising, explaining, checking homework) Classroom processes and activities siblings‘ support (practising, explaining, checking homework)
Mihaljević Djigunović's 2013 ELLiE study explored how contextual factors impact Croatian young learners' L2 English acquisition, using interviews, questionnaires, and observations The research identified school-level factors, including curriculum and resources, as key influences.
Key factors influencing young learners' English acquisition include classroom elements like equipment, teacher qualifications, teaching approaches, and out-of-school contextual factors such as private classes, media consumption, internet use, and interactions with English speakers Research indicates that these contextual factors significantly impact individual learner characteristics, including motivation and attitudes, leading to their variation over time.
Review of previous studies related to the topic
Nation (2004) reviews reading comprehension difficulties in children, indicating that not all children with comprehension issues struggle with basic decoding.
Hartney's 2011 study in Namibia revealed significant reading difficulties among grade 3 English as a second language learners, highlighting a lack of proper reading skills.
A study by Raihan and Nezami (2012) at Najran University in Saudi Arabia investigated comprehension strategies and common reading challenges among Arab EFL learners, aiming to understand the reasons for their low reading comprehension performance Data was collected through teacher questionnaires and student observation during reading sessions The study revealed that spelling and pronunciation difficulties significantly contribute to the students' reading comprehension problems.
Exposure to a second language (L2) within a national curriculum and through classroom practice is a key factor in L2 learning, as recognized by the European Commission (2012) Classroom exposure to L2 is crucial for language acquisition.
In 2012, the European Commission highlighted a critical need for educators and students to increase their use of the target language during lessons, as students reported that teachers did not consistently use the target language in the classroom The commission emphasized ensuring the target language is used more frequently by both teachers and pupils to enhance language acquisition.
This study synthesizes various perspectives on reading difficulties, aligning with Enever's (2011) research to pinpoint specific challenges faced by first-year English majors at Hong Duc University, as identified through questionnaire responses.
DATA COLLECTIONS AND ANALYSIS
Participants
The study included 30 first-year students aged 18-23 from English teaching and English language programs (K23) at HDU, randomly selected from all classes, with most participants originating from Thanh Hoa.
Students study English for over 12 years but often achieve only elementary or pre-intermediate levels due to time constraints from studying multiple subjects While they can communicate in English with teachers and classmates, their overall proficiency remains basic.
The English teachers currently teach 63 periods per semester, with five 50-minute periods per week, utilizing the "Active Skills for Reading 1" syllabus at the pre-intermediate level.
Instrument
Questionnaires were used to collect quantitative data, offering an efficient method to analyze and summarize responses, identify patterns, and pinpoint specific challenges in reading skills due to the standardized questions.
This study employs a 10-question questionnaire to investigate the individual and contextual factors contributing to students' reading difficulties Questions 1-6 focus on individual factors, while questions 7-10 explore contextual influences The questionnaire was administered in English due to the accessibility of the language for participants.
Data collection procedure
Step 1: Distribute the questionnaire to students
In order to collect data for the study, the questionnaire was distributed to
During recess, 30 students participated in a study, spending 10 minutes completing a personal information section and answering ten multiple-choice questions To ensure privacy, all responses were kept confidential for data analysis purposes.
Data were processed by using the descriptive statistics so as to find out the percentage of each factor leading to students‘ difficulties in reading skill
Step 3: Suggest possible solutions to students’ problems
Data analysis suggests pedagogical implications that can help reading teachers support students in improving their reading skills.
Reading difficulties of first-year English majors at HDU
Question 1: Compared to other students in your class, what do you think of your English Reading proficiency?
Elementary Pre-intermediate Intermediate Upper-intermediate Advanced
The pie chart reveals varying English reading proficiencies among first-year Foreign Language Department students, with a small fraction self-assessing at intermediate (10%), upper-intermediate (3%), and advanced (3%) levels Given their limited exposure to English, the majority likely possess elementary or pre-intermediate reading skills, impacting their overall reading competency.
Question 2: How much time do you spend on studying reading daily?
The bar chart reveals that the majority of students dedicate only 30 minutes to daily reading, indicating a potential lack of focus on study reading A mere 13.33% of students spend an hour or more on reading, highlighting that dedicating insufficient time to reading can negatively impact students' reading skill efficiency.
Time spend on studying reading daily
30 minutes a day An hour a day Two hours a day Other
Question 3: Are you in a habit of learning new words & completing reading homework assignments after each reading lesson in class?
Practicing reading skills involves cultivating a habit of learning new words and completing reading homework assignments after each lesson A bar chart visually represents the frequency with which students engage in these activities, offering insights into their reading practice habits.
Only a small percentage (3.33%) of students consistently learn new words and complete reading assignments, while a majority (60%) do so sometimes A significant portion either rarely (13.33%) or never engage in these activities, leading to limited vocabulary, which hinders reading comprehension Consequently, a lack of diligence negatively impacts reading skills.
Always Usually Sometimes Hardly ever Never
Question 4: Do you feel confident when communicating with foreigners with your current vocabulary?
A significant majority (67%) of students report feeling apprehensive about communicating with native English speakers, primarily due to concerns about insufficient vocabulary and inaccurate pronunciation, which they fear will lead to misunderstandings This timidity in communicating with foreigners presents a considerable obstacle to improving their reading skills.
Question 5: Do you apply reading strategies to deal with reading texts given in class and at home?
Only a small percentage (6.67%) of students always utilize reading strategies for assigned texts, with an equal percentage never employing them A significant portion (56.67%) applies these strategies occasionally, while 10% usually do, and 20% hardly ever use them.
Students who are sometimes, hardly ever or never not interested in applying reading strategies, often cope with a lot of problems during the reading English text such as:
1 Read and try to translate word by word, only interested for vocabulary without having a deep understanding of the reading text
2 Pay attention to small details leading to ignoring main ideas in the reading
4 Psychology of fear: long readings and a lot of new words
Always Usually Sometimes Hardly ever Never
This leads to a situation of feeling bored during the process of reading comprehension causing passive-aggressive psychology as well as difficulty in absorbing information in the reading text
Question 6: Do you often read a variety of English reading materials such as Internet news, printed newspapers, English storybooks and comics, etc to improve your reading skill?
A small percentage of students always (\$\\approx\$10%) or usually (\$\\approx\$26.67%) read English materials, while the majority (50%) only sometimes engage with such content A negligible 6.67% hardly ever or never read English materials, highlighting a potential area for improvement in encouraging more frequent reading habits.
To expand English vocabulary and grammar, students should cultivate a habit of reading diverse English materials, as repeated exposure to words and phrases reinforces learning and introduces new vocabulary; however, first-year English majors at HDU underestimate the importance of such reading for language acquisition.
Always Usually Sometimes Hardly ever Never
27 frequency in reading different materials that makes them face a lot of difficulties in reading skill
Question 7: Do you have a good exposure to English in school as well as out- of- school English class via various sources such as foreign TV programs, movies, cartoons, the internet, English music or interacting with English- speaking people?
A survey reveals a high percentage of students self-aware in learning English, with nearly half regularly practicing through various methods; however, the other half remain unaware of suitable learning strategies.
Students often turn to foreign TV, movies, and music for entertainment after school, but they don't leverage these resources to improve their reading skills This missed opportunity renders potentially useful tools ineffective for academic support, especially in enhancing reading proficiency.
Always Usually Sometimes Hardly ever Never
Question 8: How do you feel about teaching method of the reading teacher?
Nearly half of the students found the teaching methods of the teacher interesting whereas 40% and 6,67% students felt teaching method normal and boring respectively
A reading teacher's teaching method significantly impacts students' reading skills Engaging teaching approaches enhance student motivation in reading Fascinating methods correlate with increased student interest and improved reading proficiency.
Question 9 and 10: What do you think about the textbook and the curriculum being used for teaching reading skill at HDU?
Textbooks, curriculum, and extra reading materials have a limited impact on students' reading skills, with only 30% finding them interesting and a mere 7% considering them easy to learn A majority, 56.67%, perceive these materials as average, while the remainder find them ineffective, highlighting a need to re-evaluate and enhance the appeal and accessibility of reading resources to improve student engagement and learning outcomes.
What do you think about extra reading materials given by your teacher with a view to improving your reading skills in class as well as at home?
30 students admitted that the textbook, the curriculum and extra reading materials were boring and difficult
If reading material is too difficult, students may become unmotivated or resistant, which can hinder the effectiveness of reading sessions and create challenges in developing reading skills.
First-year English majors at Hong Duc University face reading difficulties due to a combination of individual and contextual factors Limited English competency, stemming from recent exposure to basic English, significantly hinders their reading skills Students' lack of time spent on reading, vocabulary acquisition, and utilizing English materials further exacerbates the issue Despite exposure to foreign media, students fail to leverage these resources for study, diminishing their effectiveness in improving reading skills A lack of strategic reading application leads to boredom and difficulty in information absorption Contextually, challenging reading materials and unengaging teaching methods contribute to ineffective reading periods and overall difficulties in learning reading skills.
SOME SUGGESTED SOLUTIONS TO READING
Reading reduces stress
Reading promotes relaxation by minimizing physical movement and slowing breathing, which helps to reduce stress as the reader becomes engrossed in the book's world, setting aside worries and tasks.
Reading helps us build a better vocabulary
Reading books enriches vocabulary, facilitating better expression and communication Increased reading leads to a more extensive vocabulary, unlocking a treasure trove of knowledge.
In addition, the first-year students need to have more contact with foreigners and should ignore thoughts and feelings about issues such as:
1 Afraid of communicating with native speakers
2 Awkward and shy when they meet foreigners
3 Pronunciation, grammar is not accurate
4 English vocabulary is not enough to express ideas, resulting in the misunderstanding among speakers
Practicing English with native speakers provides authentic vocabulary and exposes learners to idioms, dialects, and slang, enhancing their understanding of real-world language nuances.
To enhance vocabulary, language learners can leverage conversations with native English speakers by inquiring about topic-specific vocabulary and requesting assistance in identifying the right words when struggling to express themselves.
Besides, in order to read a paragraph or even a long text become easily, they should apply reading strategies to deal with reading texts
First-year students at HDU face increasingly complex texts, and their ability to understand this information is key to academic success Successful students possess a range of strategies to effectively use information in varied contexts.
Struggling readers need
1 knowledge of different types of texts and the best strategies for reading them
2 multiple and meaningful opportunities to practise reading in subject specific contexts
3 opportunities to practise reading with appropriate resources
4 opportunities to talk about their reading and thinking
5 background knowledge in subject areas
6 expanded sight vocabularies and word-solving strategies for reading subject-specific texts
7 strategies for previewing texts, monitoring their understanding, determining the most important ideas and the relationships among them, remembering what they read, and making connections and inferences
8 strategies for becoming independent readers in any context
And in this respect, Ontario Ministry of Education (2007) stated that effective readers use strategies to understand what they read before, during, and after reading.
Strategies for improving reading skills
• use prior knowledge to think about the topic
• make predictions about the probable meaning of the text
• preview the text by skimming and scanning to get a sense of the overall meaning
For example, in book Active skills for reading intro, in chapter 1: Meeting friends online Before you read, you will be asked to think about answers to the following questions:
1 What social networks do you use? How many friends online do you have?
2 How often do you meet friends? What do you do?
By brainstorming about these questions, it helps students to have an overall knowledge about the reading text and then it is easier to approach the text 3.3.2 During reading, they:
• monitor understanding by questioning, thinking about, and reflecting on the ideas and information in the text
While you read, Teachers would like to ask students questions based on text and will ask them to predict what will happen next
• reflect upon the ideas and information in the text
• relate what they have read to their own experiences and knowledge
• clarify their understanding of the text
• extend their understanding in critical and creative ways
Active reading comprehension involves clarifying answers based on the text and connecting the material to personal experiences.
Foreign TV programs, movies, and cartoons offer students an engaging way to expand their vocabulary and grasp English sentence structures, making language learning more accessible and enjoyable These tools provide exposure to diverse vocabulary and phrases in context, enhancing comprehension and retention.
35 repeated many times in combination with lively, which will help learners remember new words longer
HDU students often neglect readily available resources for improving reading skills, favoring entertainment over academic pursuits To address this, students should balance leisure with learning by engaging in educational games like Word Bingo, Hangman, Concentration, Prepositions of Place, and Scattegories, or by listening to English songs Furthermore, watching English films via platforms such as Popcorn Time, Ororo.TV, and Toomva can enhance reading skills alongside other language proficiencies.
For an engaging alternative to academic texts, explore captivating books available on platforms like Loyalbooks and The Online Books Page.
Effective teaching methods significantly enhance students' reading skills, beginning with teachers instilling a clear understanding of the importance of English and reading proficiency.
Lectures should employ appropriate and inspiring methods to engage all students, as fascinating teaching approaches can significantly boost student motivation and interest in the subject matter.
Classroom activities for better achievement in teaching reading skill
It has been suggested that evaluating reading comprehension inside the classroom should compose three phases; pre-reading activities, while- reading activities and post -reading activities
Guessing the story from the chapter headings and predicting what will happen from the pictures
Teachers should identify and explain new, challenging vocabulary from the story, writing terms on the board for review Post-explanation, teachers should engage students with targeted questions to reinforce understanding.
37 about the chosen words Students will be asked to use vocabulary in their sentences
Teachers can enhance reading comprehension by presenting jumbled sentences from a story and challenging students to collaboratively reconstruct the original sequence, fostering critical thinking and engagement with the text Upon completing the exercise, students can verify their arrangement by comparing it to the actual order in the story.
While reading teachers would like to ask questions based on text and will ask them to predict what will happen next
When learners are reading the story they should be asked to find information from the paragraphs
While reading the text, it is recommended that the teachers should ask students to identify previously discussed vocabulary words
Teachers should ask learners to read the text in pairs
After reading the text teachers would ask questions based on the text and will ask them to predict what will happen next
Once students read the text they will be asked to think of different endings in group and each group will be asked to share their endings in class
Students will be asked to summarize the story in their own words
Students will be divided into pairs and each pair will be asked to talk about their favourite character in the story
To effectively enhance reading skills, selecting appropriate teaching materials is crucial; educators should prioritize resources that are easily comprehensible to students, thereby fostering enthusiasm and engagement in the subject matter.
Summary
This research paper investigates the reading challenges faced by first-year English majors at Hong Duc University and proposes solutions for both students and teachers to improve reading skills.
Students face reading difficulties due to individual and contextual factors Individually, students dedicate insufficient time to reading, neglect vocabulary acquisition, and lack a reading habit, despite access to English media Contextually, challenging teaching methods and reading materials contribute to rebellious behavior, rendering reading periods ineffective and hindering skill development.
All the individual and contextual factors considered inspired the researcher to give some useful suggested solutions to reading difficulties faced by first-year English majors at HDU.
Limitations
This research acknowledges limitations due to time and knowledge constraints, primarily focusing on the reading skills of first-year English majors at HDU, while excluding listening, speaking, and writing skills, and other participants like sophomore, junior, or senior students.
Recommendations for further study
Limitations in data collection due to time constraints and a small sample size of first-year students suggest a need for further research with expanded data collection methods Future studies should address these limitations by employing larger and more diverse participant groups to enhance the generalizability of findings.
Future research should broaden the subject pool to include second, third, or final-year students to enhance data reliability and accuracy Further investigations could explore difficulties in speaking, listening, or writing to assess a wider range of language competencies This study aims to improve teaching and learning quality, serving as a valuable resource for teachers and students.
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This questionnaire aims to study the reading difficulties of first-year English majors at Hong Duc University, ensuring confidential and research-exclusive use of all answers, and your cooperation is highly appreciated.
1 Compared to other students in your class, what do you think of your English READING proficiency?
2 How much time do you spend on studying reading daily?
3 Are you in a habit of learning new words completing reading homework assignments after each reading lesson in class?
4 Do you feel confident when communicating with foreigners with your current vocabulary?
5 Do you apply reading strategies to deal with reading texts given in and at home?
6 Do you often read a variety of English reading materials such as Internet news, printed newspapers, English storybooks and comics, etc to improve your reading skill?
7 Do you have a good exposure to English in school as well as out- of- school English class via various sources such as foreign TV programs, movies, cartoons, the internet, English music or interacting with English- speaking people?
8 How do you feel about the teaching method of the reading teacher?
9 What do you think about the textbook and the curriculum being used for teaching reading skill at HDU?
10 What do you think about extra reading materials given by your teacher with a view to improving your reading skills in class as well as at home?
Thank you for your cooperation!