INTRODUCTION
Reasons for the study
English learning has gained significant popularity in Vietnam, driven by the country's growing international relations The necessity of English in various fields highlights its crucial role in regional and global integration As a result, there is a high demand for English proficiency, which serves as a vital means of communication worldwide Graduates with strong English skills are presented with enhanced career opportunities, prompting students to recognize the importance of English for their future jobs and to focus more on their English studies.
Reading is a crucial skill for language learners, as it enhances language expression and structure, broadens knowledge, and improves understanding and concentration It fosters lifelong learning and development in both first and second language skills For ESL and EFL students, mastering reading is often regarded as the most vital skill.
1999) Krashen and Terrell (1989) state that “reading is an important source of comprehensible input and can make a significant contribution to competence in a foreign language.”
Reading ability is a powerful skill that can transfer between languages, as noted by West (1941) Improvements in reading speed in a person's native language are likely to enhance their reading rate in a foreign language due to this transfer effect.
Effective teaching and learning techniques are essential for enhancing reading skills Numerous methods exist to boost both reading speed and comprehension, making it crucial to explore and implement these strategies.
All these important impacts of reading make me always think about the way how to apply repeated reading to language teaching and learning
All the afore mentioned reasons urge the author to carry out the study entitled
The study examines how repeated reading affects the reading speed and comprehension of 10th-grade students in English The findings aim to provide valuable insights for educators and researchers interested in enhancing reading skills among high school students.
Aims of the study
This study aimed to demonstrate that reading speed and reading comprehension of the 10th students at Hermann Gmeiner High School will improve with consistent use of repeated reading method
This study aims to assess students' reading skills, investigate the implementation of repeated reading in high school teaching, explore students' attitudes towards this method, and evaluate its effectiveness in reading lessons.
Methods of the study
This study investigates the effects of repeated reading on students' reading comprehension and speed through material collection and three essential assessments: a general test, a pre-test, and a post-test, along with classical observation methods.
The pre-test and post-test were designed to have an equal number of words, topics, and difficulty levels These assessments aimed to evaluate students' reading comprehension and speed, ensuring that participants achieved the necessary reading proficiency.
Scope of the study
English 10 has been piloted for only 1 year Therefore, both teachers and students have a lot of difficulties in teaching and learning a new curriculum
This study investigates the impact of repeated reading on the teaching and learning of reading among 10th-grade students A survey was conducted to gather essential data from 70 learners at Hermann Gmeiner High School.
New features in the study’s result
This research investigates the effects of repeated reading on the reading speed and comprehension of EFL learners The findings indicate that this method significantly enhances students' reading speed, as evidenced by an increase in their words per minute, and improves their comprehension through a higher number of correct answers Statistically, participants who received repeated reading instructions demonstrated a marked improvement in both reading speed and comprehension performance.
CONTENT
THEORETICAL AND PRACTICAL BACKGROUND
1 The importance of reading skill
Reading is crucial for understanding texts and effectively using a foreign language A person's future success and prosperity are increasingly linked to their reading skills.
It is therefore an important social responsibility to offer every person the opportunity to become a skilled reader, and in many cases, this means becoming a skilled L2 reader” (Grabe, 2009: 6)
Reading plays a crucial role in language learning, offering numerous benefits to learners According to William (1984: 13), it provides essential practice in the target language, allowing learners to deepen their understanding and knowledge Additionally, reading enhances language skills that are transferable to speaking and writing Without the ability to read, learners may struggle to comprehend the material Furthermore, reading enables learners to extract valuable information from texts, leading to greater comprehension and intelligence.
Reading offers numerous significant benefits that enhance language acquisition for learners It is a crucial skill that, when improved, positively impacts listening, speaking, and writing abilities Therefore, learners are strongly encouraged to engage in regular reading practice for optimal language development.
Repetitive exposure to words and patterns in reading enhances vocabulary retention and grammar comprehension Reading is crucial for introducing various vocabulary and structural forms Learners gain a deeper understanding of sentence structures when they grasp the meanings conveyed.
Reading is an independent activity that allows learners to practice their skills at their own pace Language learners can enhance their reading abilities whenever they choose, as this skill does not heavily rely on the presence of others.
Reading is a highly individual activity that encompasses various formats, including newspapers, magazines, and written texts Understanding the reading process is crucial to grasping its essence As noted by Harmer (1989), "Reading is an exercise dominated by the eyes and the brain," where the eyes receive messages and the brain interprets their significance Consequently, reading speed is largely influenced by the mechanical processes of looking and perceiving, with the reader ultimately determining their own pace.
One of the most important points to keep in mind when teaching and learning
Reading skills vary significantly, and readers must align their approach with their specific reading purposes Both educators and students will struggle to become proficient readers without adapting their reading strategies to their goals It is crucial to differentiate reading activities based on the methods employed and the intended purposes of reading.
3.1 According to manners of reading
Reading, according to manner, is divided into reading aloud and silent reading
Doff (1988: 67) defines reading aloud as the process of examining a text, comprehending its meaning, and vocalizing it While it serves as an effective method for sharing information, reading aloud is often overlooked outside of educational settings For educators, this practice primarily functions as a tool for enhancing pronunciation skills.
Reading aloud offers significant benefits for learners by facilitating the connection between sounds and the spelling of letters and words, while also enabling teachers to assess students' pronunciation It is essential to acknowledge that reading aloud is fundamentally an oral activity, making it particularly relevant for those teaching and learning foreign languages, as it emphasizes pronunciation.
Reading aloud can be a valuable skill, but its effectiveness is limited, especially when using unfamiliar texts that challenge learners' linguistic abilities Doff (1988) points out that reading aloud is infrequently practiced outside the classroom, making it less relevant for most people Additionally, readers often focus on pronunciation rather than comprehension, leading to a lack of understanding of the material In classroom settings, only one student is actively engaged while others may not pay attention or are exposed to poor reading models Furthermore, slow reading speeds can hinder the learning process, as whispering words can distract from overall comprehension.
Research indicates that reading aloud offers both advantages and disadvantages According to Anderson (1985), reading aloud is a crucial activity for developing knowledge essential for successful reading It enhances students' comprehension by demonstrating that text carries meaning, regardless of their reading skills Additionally, learners gain familiarity with phrasing, expression, and the flow of sentences through stories or texts read aloud to them.
Reading aloud is beneficial for beginners learning a foreign language as it helps establish a connection between sound and spelling However, the primary goal of reading extends beyond vocabulary and pronunciation; it includes comprehension and understanding of the text When students read aloud, they may struggle to concentrate on the meaning, leading to difficulties in retaining the main content This dual task of reading aloud while comprehending can hinder effective learning Therefore, while reading aloud is a useful tool for practicing pronunciation, it may not align with broader educational objectives.
Silent reading is a common practice we engage in when reading books, newspapers, and advertisements It is frequently utilized in everyday life and educational settings Defined as "the simplest method of reading," silent reading is often overlooked by language teachers This method, typically employed in our native language, is generally the fastest and most efficient way to read.
Silent reading is the predominant form of reading globally, as it allows for deeper comprehension and concentration on the text's meaning In educational settings, silent reading enhances students' ability to grasp reading comprehension materials effectively This method enables readers to process information at their own pace, facilitating a better understanding without the need to read every word If comprehension falters, readers can easily revisit or slow down for more intensive reading According to Doff (1988: 67), silent reading is fundamentally about reading for meaning.
Silent reading is a crucial activity that involves interpreting written texts, such as books and newspapers, to grasp their meanings According to Doff, it significantly aids in developing reading skills by allowing students to focus on the main ideas rather than the exact pronunciation of words This method enables learners to cover more material in less time and gives them the flexibility to revisit sentences or opinions they find challenging Consequently, silent reading proves to be an effective strategy for enhancing reading comprehension.
CONCLUSION
Part 3 present a summary of all the findings in this study Some pedagogicals are draw from these findings for teachers who want to improve students’ reading speed and reading comprehension through the use of the repeated reading method in EFL setting; limitations of the study and recommendation for further research are described at the end of the chapter
The current study highlights the positive impact of repeated reading on enhancing both reading speed and comprehension Based on these findings, several recommendations for instructional practices can be proposed Instructors should approach these pedagogical implications with careful consideration.
The "Repeated Reading" method demonstrated significant improvements in students' reading speed and comprehension, highlighting the necessity to enhance ESL/EFL students' reading speed Implementing rapid reading programs can lead to notable advancements in students' reading abilities, enabling them to process text beyond individual words and understand meaningful chunks of thought.
This study focuses on the critical balance between reading speed and reading comprehension While enhancing reading speed is essential in educational programs, it is crucial to remember, as Nuttall (1982) emphasizes, that speed without comprehension is ineffective Therefore, to effectively support ESL/EFL learners in improving their reading skills, it is vital to prioritize both speed and comprehension, encouraging students to read quickly while ensuring they understand the material.
The RR method effectively boosts reading speed, and teachers should complement it with independent silent reading to foster reading development across all student levels and enhance their overall language skills (Grap, 1991) Additionally, McEwan (2002) emphasizes that students require diverse reading experiences, including ten to fifteen minutes of daily silent reading practice, alongside their regular repeated reading sessions.
Teachers should promote extensive reading in class through guided repeated reading and encourage independent silent reading outside the classroom This combination of strategies fosters the development of reading skills in EFL learners effectively.
The current study, like any research, has potential limitations stemming from both the methods used and the evaluation measures adopted It is essential to highlight several significant limitations that may affect our findings.
One significant limitation of the study is the small sample size, with only 70 participants across two groups, which is insufficient compared to the total population of EFL learners The nature of the research necessitates substantial effort from the researcher to manage treatment group members, as individualized attention is required during pre and post-tests and timed readings This means that the researcher must invest considerable time and effort in calculating reading speed and correcting comprehension tests for each participant A larger sample size would enhance the ability to generalize the findings to a broader audience of readers.
A significant limitation of this study is the treatment duration, as the time factor plays a crucial role Speed is a skill that requires extensive practice over an extended period The study was confined to an eight-week timeframe, with only 15 minutes allocated for each reading session This brief duration hindered our ability to train students in paced reading effectively With a longer treatment period, students could have potentially achieved improved results.
A significant challenge in this study is aligning the difficulty of the passages with the students' proficiency levels The texts utilized were sourced from their English course book, making it challenging to guarantee uniformity in terms of difficulty, word count, and the types of comprehension questions presented.
My research demonstrated that repeated reading significantly enhances both reading speed and comprehension Given the study's findings and its limitations, I recommend further investigation into this effective reading strategy.
The research can be expanded to include a broader range of participants beyond the University, ideally involving a larger sample size if time permits This approach would enhance the effectiveness, reliability, and persuasiveness of the findings.
Also, the researcher should collect more longer texts out of the course book with various topics in order to ask students to practice repeated reading at home by themselves
Despite its shortcomings, this initiative aims to enhance the reading teaching and learning process for both teachers and students It seeks to provide students with the encouragement and knowledge essential for their educational growth.
This research investigates the effects of repeated reading on the reading speed and comprehension of EFL learners The findings indicate that this method significantly enhances students' reading speed, as evidenced by an increase in their words per minute, and improves their comprehension through a higher number of correct answers Statistical analysis confirms that participants who received repeated reading instructions showed marked improvements in both reading speed and comprehension performance.
1 Tran Thi Lan Anh (2011) Developing reading proficiency for the 1 st -year English non-majors at Nghe An JTTC through cognitive strategy training
Unpublished MA thesis Vinh University
2 Vo Thi Kim Cuc (2013) A study on EFL university students’ reading speed and reading comprehension Unpublished MA thesis Vinh University
3 Hoàng Văn Vân Tiếng Anh 10- Global success, Nhà Xuất bản Giáo dục, Hà Nội
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