INTRODUCTION
The aims of the study
The study aimed to enhance high school students' reading skills through Extensive Reading, fostering an engaging and active learning environment It sought to determine whether this approach would be beneficial and enjoyable for students in practicing their English, particularly in reading.
The significance of the study
The results of this study are expected for 2 groups:
Based on this study, the authors anticipate that Extensive Reading will be an effective method for teachers to enhance English reading skills and address students' challenges in learning This approach aims to make the learning process more engaging and dynamic for 11th graders in high school, both in and outside the classroom.
This study aims to provide students with engaging and beneficial English lessons through extensive reading By fostering excitement and interest in learning, students can easily grasp the meanings of words within sentences, which enhances their motivation, attitude, and reading proficiency Consequently, students become more open and receptive to new, meaningful, and enjoyable English lessons.
CONTENTS
Nature of reading
Reading, in general, is a natural and common habit in human life and in particular, is one of the four main language skills for the foreign language learners
Understanding the nature of reading is crucial for teachers, particularly those instructing foreign languages, as it significantly impacts their teaching methods in reading lessons Various theorists have explored and defined reading, offering diverse perspectives that shape instructional approaches in the classroom.
The concept of reading has evolved since Huey (1908) defined it as the act of gathering or selecting from written material, emphasizing the importance of values in effective reading Huey focused on how information is processed from the printed page, particularly the ideas conveyed in text Similarly, Thorndike (1917) described reading as an active reasoning process linked to problem-solving Both scholars highlight that reading involves integrating visual and non-visual information, aligning with contemporary research that shows prior knowledge of language—encompassing syntactic, semantic, and orthographic elements—enables readers to predict meaning effectively.
Reading is defined as "a process whereby one looks at and understands what has been written" (Williams, E., 1986:2) It is emphasized that reading aloud without comprehension does not qualify as true reading; however, complete understanding of every detail is not necessary Essentially, reading involves both "reading and understanding" (Ur, P 1996: 138) Harmer J (1991: 190) highlights that reading is an activity primarily involving the eyes and the brain, where the eyes receive messages and the brain interprets their significance Additionally, Rubin, J and Thompson, I (1982:91) describe reading as an active information-seeking process, where readers connect the text to their existing knowledge This perspective underscores the importance of a reader's language proficiency and world knowledge for successful reading.
In "Becoming an Effective Reading Teacher" (1941), Robinson and Good emphasize that reading comprehension is fundamentally an understanding of the printed page shaped by an individual's unique experiences They argue that reading transcends merely pronouncing words or grasping the author's intent; it is a personal encounter that evokes distinct ideas and responses Furthermore, language teachers view reading as a developmental process, where students gradually learn to read through continuous and sequential practice rather than in a single effort.
2.1.1.2 The importance of reading skill:
Reading is a crucial language skill essential for mastering a foreign language, as it facilitates further learning According to "Teaching Reading in Today's Elementary Schools" (1984), reading is a complex skill that must be developed Burns-RoeRoss emphasizes that foreign language learners primarily read to acquire information and knowledge rather than for enjoyment, making reading comprehension a vital tool in the learning process.
Reading comprehension is essential for learners as it facilitates the acquisition of information and the expansion of knowledge Through reading, individuals encounter new vocabulary and ideas, which help clarify and enhance existing concepts while integrating new information with prior knowledge As Bright and Gregor (1970, p.52) state, "Books provide most pupils with the situation in which learning takes place Where there is little reading there will be little language learning."
Reading is essential for language learners as it enhances various language skills and elements crucial for mastering a foreign language It significantly enriches vocabulary and grammar, leading to improved writing, speaking, and listening abilities.
Reading is an essential activity that extends beyond the classroom into students' daily lives Their natural curiosity drives them to explore and discover independently, leading to an increased desire to read in order to satisfy their everyday needs.
In summary, reading is crucial for mastering a foreign language, as it enhances students' knowledge, boosts their language skills, and contributes to their future success By adopting effective reading strategies, students can significantly improve their English proficiency.
2.1.1.3 Model of the reading process a) Bottom-up vs Top-down:
Researchers categorize the interaction between readers and texts into bottom-up and top-down models In the bottom-up model, readers derive meaning from the smallest units, such as letters, words, and phrases, engaging in a text-driven process where they play a passive role This involves two key tasks: decoding and comprehending Consequently, the construction of meaning from these small units becomes so automatic that readers often remain unaware of the underlying processes at work.
The top-down theory emphasizes the reader's central role in the reading process, highlighting that individuals utilize their knowledge, past experiences, language intuitions, expectations, assumptions, and questions to interpret the text and validate their predictions This approach suggests that readers integrate new information with their existing knowledge and reassess their understanding when they encounter unexpected details Additionally, the interactive model, as discussed by Stannovich (1980), further explores this dynamic interaction between the reader and the text.
Stannovich (1980, in Nunan, 1991) highlights a significant limitation of the bottom-up model, which posits that higher-level processes, like the use of background knowledge, must wait for lower-level decoding to occur Conversely, the top-down model fails to permit lower-level processes to influence higher-level ones Stannovich argues that the interactive model provides the most accurate representation of the reading process, as it addresses the deficiencies found in both the bottom-up and top-down approaches.
Interactive theorists propose that reading involves both top-down and bottom-up processes, which can occur simultaneously or alternately This dynamic process is influenced by the type of text, the reader's background knowledge, language proficiency, motivation, reading strategies, and culturally shaped beliefs about reading.
It is clear that people generally read when they have a reason for reading, i.e they have need of some kind that can be satisfied through reading Wallace, 10 C
(1992) mentions three personal reason for reading, namely reading for survival, reading to learn and reading for pleasure
Reading for survival refers to the practice of engaging with written material in response to immediate environmental needs This type of reading addresses practical requirements, such as understanding forms, bills, official notices, and transportation schedules like bus and train timetables.
Reading is essential for learning, as it enables individuals to acquire knowledge from books The primary goal of reading curricula is to foster this ability, which significantly contributes to a reader's intellectual development While there are various reasons for reading, the skill of reading to learn is particularly vital for personal growth and education.
Extensive reading
Extensive reading (ER) has been interpreted in various ways by educators and researchers Harold Palmer, a key figure in British language teaching, was the first to introduce the term "extensive reading" in the context of foreign language (FL) and second language (L2) pedagogy He defined extensive reading as the practice of quickly reading multiple books, emphasizing that the reader's focus should be on understanding the meaning rather than the language itself.
Extensive reading differs from intensive reading, which involves a thorough analysis of shorter, challenging foreign language texts aimed at achieving a complete understanding This method focuses on skills such as identifying the main idea, recognizing pronoun referents, and inferring the meanings of unfamiliar words (Bamford and Day, 1997).
Extensive reading (ER) is a method for learning to read a second language, applicable both in and out of the classroom Outside the classroom, students are encouraged to borrow books to read at home In the classroom, it is essential to allocate at least 15 minutes for sustained silent reading, allowing both students and teachers to engage in individual reading of their choice.
Extensive reading (ER) involves reading large volumes of material to gain a general understanding, prioritizing the overall meaning over individual words or sentences (Aebersold & Field, 1997) This approach to teaching reading emphasizes purpose and outcome, reflecting real-life reading dynamics by incorporating choice and personal motivation By allowing students to read at their own level and pace, ER fosters engagement in sustained silent reading, ultimately enhancing their learning experience.
Different researchers define extensive reading differently Parrot (1993) says that extensive reading is usually for one's own pleasure For Lewis and Hill (1985),
Extensive reading (ER) allows students to grasp the overall meaning of a text without needing to understand every single word It emphasizes the importance of reading a large volume of material to foster a general comprehension and cultivate positive reading habits, ultimately encouraging a love for reading.
In the early 21st century, Extensive Reading (ER) gained significance in modern language education, serving as both a general approach to foreign language teaching and a specific method for teaching reading Pioneers like Harold Palmer and Michael West laid the groundwork for second language ER Key characteristics of ER include fast reading of large texts, a focus on global understanding, and the enjoyment of reading Additionally, ER promotes individualized reading, allowing students to select their own books, which are not discussed in class.
Extensive reading (ER) emphasizes three key aspects: large quantities, general comprehension, and pleasure reading While large quantities are crucial for ER to be considered "extensive," there is no consensus on the exact amount required Different authors and researchers have varying perspectives on this measure Some quantify it in terms of pages or words, such as thirty pages per hour (Hill and Thomas, 1988), three pages per hour (Susser and Robb, 1990), or one to three pages per day during summer vacation for Japanese high school students (Matsumura, 1987, cited in Susser and Robb, 1990) Others prefer to measure reading time in hours or minutes, suggesting an hour per evening (Krashen, 1981, cited in Susser and Robb, 1990) or five hours by a specified date (Bowen, Madsen, and Hilferty).
1985, cited in Susser and Robb, 1990 ) an hour of extensive for every hour of intensive; thirty minutes per day for five stories, poems, or essays per week (Dalle,
Many researchers suggest that a reasonable quantity of reading should be measured by specific metrics, such as one chapter or one reader per week (Stoller, F.L., 1994), at least two books weekly (Carroll, 1972, cited in Susser and Robb, 1990), and a minimum of 36 simplified readers annually (Hill, 1983, cited in Susser and Robb, 1990) Additionally, some recommend 60 books per year (Bright & McGregor, 1970) However, the actual amount of extensive reading is influenced by teacher and student perceptions, and it varies based on the type of program, level, and other factors, rather than being strictly defined by hours, pages, or words.
Focusing on general comprehension in extensive reading reduces the demands on both teachers and students, aiming for fluency, speed, and enjoyment Broughton et al (1978, cited in Susser and Robb, 1990) emphasize that extensive reading should involve a "relatively low degree of understanding," which should be interpreted as allowing students to read for pleasure If a book is too challenging for enjoyment, it should be replaced rather than requiring the student to engage with it more intensively The level of understanding needed varies based on the student's language proficiency, the text's nature, and other influencing factors.
Pleasure in reading may seem questionable since it is often viewed as an assignment, which many do not find enjoyable However, the enjoyment of reading is relative, particularly when students engage with books they have chosen based on their interests When students select appropriate materials, these books become easier to read and understand Anecdotal evidence from EFL teachers supports this notion, as even less fluent learners find joy in the experience of reading in a foreign language Students in extensive reading courses frequently express their happiness at completing entire books in their target language.
Having some ideas and aspects of extensive reading, the following section will present some its benefits in EFL context
2.1.2.2 The benefits of extensive reading in foreign language learning
Over the past two decades, extensive research has highlighted the benefits of reading in the context of English as a Foreign Language (EFL) and English as a Second Language (ESL) Nutall (1982) emphasizes that immersing oneself among native speakers is the most effective method for language acquisition, with extensive reading being the next best approach Consequently, for EFL students, engaging in extensive reading is crucial for enhancing their English language skills.
Extensive Reading (ER) offers numerous advantages for learners, as highlighted by Grabe & Stoller (2002) It enhances automatic word recognition, expands vocabulary, and builds general background knowledge, ultimately improving reading proficiency Additionally, ER positively influences readers' motivation, strategic learning, and their capacity to "read to learn," fostering independent learning even in the absence of instruction.
Extensive Reading (ER) enables learners to engage with texts that match their proficiency levels and interests, facilitating learning beyond the classroom It enhances not only their vocabulary and grammar knowledge but also their communicative skills, including listening, reading, speaking, and writing.
A large number of studies with different samples, different methods and in different regions have provided consistent results, proving such positive effect of
Extensive reading (ER) significantly enhances students' reading speed and comprehension, as demonstrated by the experiments of Robb & Susser (1989) and Susser (1990) To improve reading skills, students must engage in regular practice, but their motivation to read extensively often hinges on their interest in the material When students are captivated by what they are reading, particularly texts that match their proficiency level, their reading abilities are likely to develop more effectively.
Extensive reading in teaching empowers students to explore topics that genuinely interest them, allowing for a more personalized learning experience Unlike traditional classroom reading, this approach encourages students to select materials they are passionate about, fostering a love for reading and enhancing their engagement.
PRACTICAL BACKGROUND
The study was conducted at a high school in Nghe An province, established in 1965, with approximately 1,200 students Despite English being a mandatory subject, the students exhibit low and mixed proficiency levels Most students hail from impoverished rural families in the district, limiting their opportunities to engage with native English speakers and enhancing their language skills.
This school features 30 classes, each with over 40 students, and employs 77 relatively young teachers, including 6 female and 1 male English instructors, one of whom holds a Master of Education The teachers are dedicated to implementing effective teaching methods to enhance English learning quality While most students demonstrate proficiency in grammar, they struggle with vocabulary, listening, reading, and speaking skills The allocated 45 minutes for listening practice often proves insufficient, presenting a significant challenge for both teachers and students to meet lesson objectives Consequently, teachers must be flexible and creative in designing engaging activities for student practice.
The English textbook for grade 11, published by the Ministry of Education, consists of 16 thematic units designed for a two-semester course, totaling 105 periods Themes include Friendship, Personal Experience, Volunteer Work, and Nature in Danger, among others Each unit is structured into five parts: Reading, Speaking, Listening, Writing, and Language Focus, which encompasses Pronunciation and Grammar, with each part covered in one period The content of these sections is closely aligned with the unit's topic, ensuring a cohesive learning experience.
To enhance reading skills, students should engage in group, pair, and individual activities that foster their communicative abilities This approach integrates various skills to ensure comprehensive development However, it is essential to adapt these methods to effectively motivate students in their learning journey.
Also, there are many problems and difficulties from the teachers and students and some unappropriate things from the textbook “Tieng Anh 11” that need to be taken into consideration
My survey reveals that while all teachers at my high school possess basic knowledge of Communicative Language Teaching (CLT), some misunderstand its principles, leading to teaching challenges Four out of seven teachers believe that CLT does not prioritize learners as the center of the classroom, and half feel it fails to foster a conducive language-learning atmosphere This indicates a lack of opportunities for students to actively practice English Additionally, half of the teachers frequently rely on traditional vocabulary teaching methods and seldom employ advanced techniques Their use of teaching aids is often minimal, and their instructions lack clarity and motivation Consequently, it is essential for teachers to adopt engaging teaching strategies that capture students' attention and stimulate their interest in reading Ultimately, the effectiveness of students' vocabulary learning is significantly influenced by the teachers' choice of methods and their ability to adapt their teaching styles to accommodate diverse learning preferences and interests.
The students’ difficulties are categorized into low English proficiency; mixed- able- level; lack of motivation
According to the survey carried out, the major factor that prevented students
After seven years of English education, many students struggle with limited vocabulary, insufficient background knowledge, and difficulty expressing their ideas, resulting in low English proficiency They often lack the necessary words and phrases to articulate their thoughts and may not fully understand task requirements Consequently, students feel anxious about presenting group or pair tasks in English during reading lessons, fearing embarrassment from mistakes or being unprepared for unexpected questions This anxiety can lead to reluctance in participating in activities, ultimately diminishing their interest in learning English, particularly in developing reading skills.
The effectiveness of engaging activities in English reading lessons hinges on both teacher organization and student participation However, mixed-ability groups pose significant challenges, as stronger students tend to dominate discussions while weaker ones struggle to share their thoughts This imbalance can hinder vocabulary acquisition and overall learning success Therefore, it is crucial for teachers to recognize these challenges and implement strategies to support all students in overcoming their limitations.
Motivation is crucial for effective English reading, as students are more likely to engage in learning when they enjoy the activities A lack of confidence stemming from low proficiency often leads to disinterest in vocabulary lessons, resulting in negative attitudes towards reading Weaker students tend to shy away from participation in games and group activities, becoming silent and reluctant to express their ideas Without appropriate teaching methods to foster motivation, these students miss opportunities to practice speaking English in class.
Quasi-experimental designs utilize a comparison group that closely resembles the treatment group in baseline characteristics to assess the impact of an intervention This approach allows researchers to infer that any observed differences in outcomes between the treatment and comparison groups can be attributed to the intervention itself In this study, propensity score matching will serve as the comparison method When reporting results from a quasi-experimental evaluation, it is crucial to detail the specific methodology, including data collection processes, as the effectiveness of these designs heavily relies on data quality Additionally, researchers should provide assurances regarding data quality and discuss the validity of the underlying assumptions of the methods employed.
In order to gain the valid data, some instruments were used They are explained as follow
2 2.2.2.1 Pre-test and Post-test
To evaluate students' performance before and after the study, both groups underwent pre-tests and post-tests aligned with the B1 level of the Common European Framework of Reference (CEFR) This level requires students to comprehend various spoken materials, such as announcements and discussions about daily life The tests were derived from Cambridge English First Certificate (FCE) samples, designed to assess and enhance school-aged students' English proficiency Each test consisted of 32 multiple-choice questions divided into five sections, with a total duration of 60 minutes Students marked their answers on provided answer sheets, simplifying the checking and scoring process.
A questionnaire was conducted to explore learners' attitudes towards vocabulary use in their learning process and identify ways to enhance it To ensure accurate responses, a Vietnamese version of the questionnaire was provided The survey aimed to examine the participants' listening and viewing habits in English during their free time, which was crucial for addressing the research questions.
A survey involving the practical state and evaluating the necessity and feelability of the proposed measurements in the study
During the treatment period, students engaged in a 14-week extensive reading program tailored to their interests, utilizing learning journals and books Prior to participation, teachers provided essential reading materials for weekly assignments For instance, students selecting book-related content were required to read two books each week They shared their favorite readings with classmates by submitting weekly reports in the class forum, which included the title, link, summary, and new vocabulary or structures learned through their extensive listening activities.
2.2.2.3 1 Analysis of the Pre Test and Post- test (Appendix 1)
The pre-test was conducted as a preliminary study to assess students' actual vocabulary competence before treatment It involved 32 multiple-choice questions designed to evaluate their mastery of English vocabulary The pre-test took place in October 2022, as detailed in Table 3.1a.
Table 3.a Results of pre- test
No Control Treatment No Control Treatment
In February 2023, a post-test was conducted to assess students' reading competence after undergoing extensive reading in English This test involved answering questions similar to those in the pre-test, allowing for a direct comparison of their mastery of English reading skills before and after the treatment The results of both the pre-test and post-test are presented for analysis.
Table 3.1.b Results of pre- test
No Control Treatment No Control Treatment
The pre-test results presented in Table 3.1.a indicate that the mean score was 10.67, highlighting that the majority of respondents achieved low scores.