INTRODUCTION
The rationale
Reading is essential for personal development and success, as it allows us to acquire new knowledge, enjoy literature, and perform daily tasks effectively The ability to read and write is fundamental; without it, a person struggles to thrive in life In today's fast-paced world, increasing living standards and technological advancements require continuous reading to stay informed and adapt As a result, reading opens up new worlds and opportunities, empowering individuals to navigate the complexities of modern life.
Learning to read is a fundamental educational goal, especially when learning a foreign language, where reading is one of the four main skills students must develop Teaching reading aims not only to introduce students to literature in that language but also to improve their vocabulary and grammar knowledge, thereby enhancing their overall communicative competence According to Nunan (1999), significant resources are invested worldwide in teaching reading at elementary and secondary levels, emphasizing its crucial role in language education.
Reading has traditionally been recognized as one of the most effective methods to enhance knowledge, but today society is witnessing a decline in students' interest in reading This trend is partly due to the allure of alternative entertainment options like video games, computer games, and music videos that attract students' attention Additionally, many students prefer reading on digital screens rather than traditional books, which further reduces their engagement with printed material.
Encouraging students to read regularly is essential for academic and personal success, yet many struggle with motivation and concentration when it comes to reading English texts Students often complain about falling asleep, difficulty understanding the content, and an inability to retain information after reading This lack of engagement raises questions about the reasons behind their boredom with reading and what English language teachers can do to inspire a passion for reading To make EFL reading both useful and enjoyable, teachers need to implement motivating strategies that address these challenges and foster a positive reading experience.
Motivation is a crucial factor influencing second language acquisition, with highly motivated students putting more effort into learning and ultimately achieving greater success Specifically, motivation related to reading can be particularly powerful, fostering a lasting love and desire for reading that benefits students throughout their lives To cultivate this lifelong passion for reading, the researcher initiated studies aimed at understanding how to inspire and sustain students’ motivation for reading and language learning.
The research questions
The study is guided by two main research questions and three sub-questions as follows:
1.2.1 What concerns do the students have regarding self-study in reading?
To answer this question, the author of the study examines three sub-questions:
(1) Do the students self-study in English reading?
(2) Do the students find it necessary to learn reading English?
(3) What kind of help do the students need in learning English reading?
1.2.2 Does the teacher use of authentic materials motivate students to read?
The aims of the study
This study investigates first-year non-majored English students' concerns regarding self-study in reading at Dong Thap University It examines how authentic materials contribute to enhancing students' reading motivation Additionally, the research offers practical recommendations to help learners overcome their challenges and improve EFL reading comprehension These findings aim to support effective teaching strategies and promote better learning outcomes in EFL reading at the college.
To achieve these objectives, a survey and experiment were conducted, utilizing two questionnaires: one assessing students' self-study in reading and another evaluating their reading motivation.
The subjects of the study
This study involves 80 first-year English students and an English teacher at Dong Thap University Further detailed information about the participants will be provided in Chapter 3, ensuring clarity and comprehensive understanding of the research context.
The scope of the study
The study is carried out in A2 level class from March 2017 to May 2017 at Language Center of Dong Thap University.
The academic and practical significance of the study
The author of the study firmly believes the research is worth doing for the following reasons:
The study reveals the key concerns students have during self-study, providing valuable insights for educators By understanding these student concerns, teachers can adapt their teaching methods to enhance learning effectiveness Implementing targeted strategies based on these findings can improve student engagement and academic performance in self-directed learning environments.
This research provides evidence of the positive impact of authentic materials on students' comprehension of reading in a foreign or second language The findings help teachers select appropriate materials that motivate students and enhance the effectiveness and engagement of reading instruction These insights also have important implications for future pedagogical strategies and curriculum development in language teaching.
This research makes a significant contribution to the field of second and foreign language education by addressing the limited existing studies on the impact of authentic materials on students' reading motivation It highlights the importance of incorporating real-world resources to enhance learner engagement and foster motivation in language learning contexts.
This study highlights the effectiveness of using authentic materials in teaching reading at Vietnamese colleges, paving the way for future research on reading resources It offers valuable insights for educators and researchers interested in improving reading instruction Specifically, at Dong Thap University, these findings can inform teaching strategies and curriculum development to enhance students' reading comprehension skills.
The overview of the study
This study is comprised of six main chapters:
Chapter 1 of the thesis provides an introduction that outlines the research rationale, clarifies the study’s objectives, describes the study subjects, and defines the scope of the research It also highlights the academic and practical significance of the study, establishing its importance and relevance within the field.
Chapter 2, Literature review, is a brief summary of the literature relevant to the thesis topic
Chapter 3 describes the methodology employed in the study: the survey research This chapter includes a presentation of the research methodology, the research design, a description of the participants, research instruments and teaching materials In addition, the presentation of data collection procedures is introduced
Chapter 4 analyzes and discusses findings of the questionnaires from students‟ responses
Chapter 5 draws conclusion about the findings
Chapter 6 presents suggestions of improvement in teaching and learning of EFL reading comprehension at Dong Thap University so that both teachers and students at this college can enjoy their work.
LITERATURE REVIEW
An overview of reading
Reading is very complex phenomenon Different authors view reading differently, so it is very difficult to define exactly what reading is
From the cognitive viewpoint (Day and Bumford, 1998:12), “reading is the construction of meaning from a printed or written message”
Similarly, Nuttall (1996:4) “reading means getting out of the text as nearly as possible the message the writer put into it”
According to Alyousef (2005), reading is an interactive process between the reader and the text, where the reader engages actively to elicit meaning and utilize various types of knowledge.
Besides, Alderson (2000:28) aslo defined reading as “ an enjoyable, intense, private activity, from which much pleasure can be derived and in which one can become totally absorbed”
The author of this study defines “reading” as a tool for the teachers convey not only the skills to read but aslo background knowledge in real life
Reading involves understanding written texts through key processes such as word recognition and comprehension Word recognition is the ability to perceive how written symbols relate to spoken language, while comprehension involves making sense of words, sentences, and connected texts Readers often utilize background knowledge, vocabulary, grammatical understanding, and personal experience to enhance their reading comprehension These strategies are essential for effective interpretation and overall reading proficiency.
Reading serves various purposes, but it always aims to fulfill a specific goal According to Nutall (1996), the primary reasons for reading are for survival, learning, and pleasure Understanding the purpose of reading is essential for enhancing reading skills and choosing appropriate strategies Optimizing your reading approach based on these goals can lead to more effective comprehension and engagement.
Reading serves various purposes depending on the context; it can be a survival skill driven by environmental needs or a daily necessity for information Reading for learning typically occurs in educational settings and is goal-oriented, focusing on acquiring knowledge In contrast, reading for pleasure is optional and primarily driven by personal enjoyment rather than necessity According to Nuttall (1996), the core ideas behind reading emphasize its functional, educational, and recreational roles in communication and personal development.
(2) The transfer of meaning from one mind to another;
(3) The transfer of a message from writer to reader;
(4) How we get meaning by reading;
(5) How the reader, the writer and the text all contribute to the process
Currently, there have been three different models of reading being employed They are Top-Down, Bottom-Up and the Interactive model
Bottom-Up processing involves the reader constructing meaning by analyzing the smallest units of text, such as letters and words, to understand sentences comprehensively This decoding process requires careful examination of syntax and vocabulary, making it essential for effective reading comprehension Although typically associated with slow readers, Bottom-Up processing can occur in various reading situations, emphasizing its fundamental role in literacy.
Top-Down processing involves understanding the overall meaning of a text by using contextual clues and the reader’s existing schema knowledge This process allows readers to make predictions about upcoming information based on their prior knowledge, enhancing reading comprehension Typically associated with skilled readers, Top-Down processing enables quick and efficient reading by leveraging prior experience and contextual cues.
Nuttall (1996) stated that both Bottom-Up and Top-Down are used to complement each other Sometimes one predominates, sometimes the other, but both are necessary
The interactive model provides the most comprehensive understanding of the reading process, emphasizing that comprehension is constructed through the interaction of various knowledge sources with the written input (Lee & VanPatten, 1991:191) Nuttall (1996) elaborates that readers utilize their background knowledge and world understanding to interpret the writer's intended meaning, actively testing their assumptions as they read This process involves a dynamic blending of Bottom-Up and Top-Down strategies; Top-Down helps predict the meaning, while Bottom-Up verifies it According to Nuttall (1996:17), readers continually shift between these approaches, consciously choosing the strategy to enhance their understanding, making both crucial for effective reading comprehension.
Intensive and extensive readings are described traditionally as two complementary approaches in reading
In terms of intensive reading, Palmer (1917), quoted in Day and Bamford, (1998) considered it as the careful reading of short, complex texts for detailed understanding and skills practice
Nuttall (1996) emphasizes that intensive reading involves approaching texts under the guidance of a teacher or specific tasks that direct students to focus deeply on the material This method aims to enhance students’ comprehension by understanding both the meaning of the text and how that meaning is constructed Intensive lessons focus on training students with strategies they can apply to analyze and interpret other texts independently, fostering skill development and analytical thinking.
Extensive reading aims to develop good reading habits, enhance vocabulary and structural knowledge, and foster a positive attitude toward reading, according to the Longman Dictionary of Language Teaching and Applied Linguistics Michael West (1995), cited in Day and Bamford (1988), fully supported this definition but considered extensive reading as a supplementary activity Additionally, Mikulecky (1990), referenced in Day and Bamford (1998), described extensive reading as “pleasure reading,” emphasizing its role in making reading an enjoyable and engaging experience.
Reading should focus on overall comprehension rather than word-by-word decoding or grammar analysis, encouraging students to read extensively and enjoy the process Effective reading strategies involve exposing students to large volumes of longer, easy-to-understand materials, primarily outside the classroom, tailored to their reading levels The goal is to foster a love for reading while improving understanding through enjoyable and accessible reading experiences.
Literature on motivation
What do theorists and researchers think of the role of motivation in teaching and learning a foreign language?
Connie Frith (1998) pointed out that motivation is “paramount” to student‟s success, in other word; it is a key to learning a second language
Day and Bamford (1998) shared the same ideas: motivation has a strong effect on reading of students
Ellis (2002) also believed that motivation is one of the important factors determining the success of second language attainment
Dornyei (2001) stated that without sufficient motivation, even the best learners are unlikely to continue long enough to attain any useful language
Most writers agree that student motivation is a crucial factor in the success of any teaching program Reading motivation is particularly powerful, yet understanding what motivation truly entails and what factors contribute to reading motivation remains essential Ultimately, fostering strong motivation can significantly enhance students’ engagement and achievement in reading.
Motivation is an internal drive that compels learners to study hard and efficiently According to the study's author, this intrinsic desire significantly influences academic effort Additionally, renowned scholars have also defined motivation as a key factor in enhancing learning outcomes, emphasizing its importance in educational success.
Good and Brophy (1990: 360) defined motivation in terms of needs They are “the need for achievement, the need for affiliation incentives, habit, discrepancy and curiosity”
Robert Franker (1998 cited in Day and Bomford 1998) gave a definition as follow:
Motivation is defined as the internal drive that compels individuals to take action or avoid certain behaviors Being motivated means being moved or inspired to pursue specific goals, while an unmotivated person lacks the inspiration or desire to act Understanding what influences people's motivation can help in identifying why they do (or do not) engage in particular behaviors, making motivation a key factor in behavioral change and personal development.
Keller (1983) identified two fundamental dimensions of motivation: the magnitude and direction of behavior This means that motivation influences the choices individuals make and the level of effort they are willing to exert, highlighting its crucial role in shaping human actions and performance.
Wigfield and Guthrie (1995) proposed the theory about reading motivation According to their theory of reading motivation in 11 reading motivation is divided into three categories that consist of 11 sub-components:
Competence and Reading Efficacy (1) reading efficacy
Achievement Value and Goals Intrinsic motivation
(9) reading for grades Social Aspects of reading (10) social reasons for reading
The first component emphasizes reading efficacy, highlighting students’ confidence in their ability to succeed at reading It also covers reading challenges, reflecting their satisfaction when mastering or comprehending complex ideas in the text Additionally, reading work avoidance addresses students’ dislikes or frustrations related to reading tasks, providing a comprehensive view of their attitudes towards reading.
The second category of motivation includes both intrinsic and extrinsic factors Intrinsic motivation encompasses reading curiosity, which is driven by a desire to explore specific ideas and is closely related to reading interest (Renninger, 1992; Schiefele, 1996) Reading involvement reflects the enjoyment and engagement a reader experiences when engaging with various texts (Wigfield & Eccles, 1992) The importance of reading pertains to how individuals perceive the significance of reading in shaping their identity Within this category, competition in reading motivates individuals to improve their skills relative to others, fostering a sense of achievement Reading recognition involves seeking approval from teachers or peers, while reading for grades relates to evaluation and assessment of learners' reading performance by teachers.
Wigfield and Guthrie (1995) built the last category based on the assumption that
Reading can be a social activity when students engage in reading within social settings to achieve social goals Social reading involves sharing the meaning of texts with important people like friends and family, fostering social connections through reading Conversely, reading compliance refers to reading assignments that are required by teachers, emphasizing the educational purpose of reading in academic settings.
Based on these theoretical aspects of reading motication Wigfield and Guthrie (1995) developed the Questionnaire for Reading Motivation (see Appendix 3)
There are many ideas of what motivation is Different definitions of the concept
Motivation has been understood from various perspectives, including psychology, sociology, and linguistics According to Gardner (1985), motivation can be best described as the combination of effort and desire to achieve language learning goals, along with positive attitudes toward learning the language.
The thesis author highly values Wigfield and Guthrie's theory on reading motivation and plans to adopt their perspective They intend to revise the Motivation of Reading Questionnaire accordingly to better align with the study's objectives, enhancing its relevance and accuracy.
Most experts agree that understanding the construction of motivation is essential, viewing it as a multi-factorial entity rather than a single factor Recognizing the complexity of motivation allows for a comprehensive approach to its study and application Additionally, diverse perspectives on motivation have led to the identification of various types, highlighting its multifaceted nature.
Keller (1983) developed the ARCS Model of Motivational Design, which focuses on four key components that build student motivation: Attention, Relevance, Confidence, and Satisfaction The model emphasizes that teachers should first capture learners' attention and relate the material to their personal goals and needs, fostering confidence and satisfaction in the learning process These elements collectively enhance students’ motivation to learn The ARCS model highlights the importance of engaging students and creating meaningful learning experiences to improve educational outcomes.
Ames (1992) developed Goal Orientation Theory, which comprises two key components: mastery goals and performance goals Mastery goals emphasize a focus on learning and understanding the content, fostering intrinsic motivation In contrast, performance goals center on demonstrating ability and achieving favorable grades, highlighting external validation Understanding these goal orientations is vital for promoting effective learning strategies and enhancing educational outcomes.
Similarly, according to Goal Setting Theory (Locke & Latham, 1990, cited in Brown
According to research, people take action when they have clear purposes, which require setting and pursuing specific, challenging goals Goals that are specific and difficult tend to lead to the highest performance, especially when individuals demonstrate strong goal commitment.
Gardner and Lambert (1972) distinguished between two types of motivation in language learning: instrumental and integrative motivation Integrative motivation involves a learner's desire to connect and blend with the culture of native speakers, fostering cultural understanding and integration In contrast, instrumental motivation is driven by practical benefits, such as improved career prospects and increased chances of promotion through language competence Understanding these motivations can enhance language learning strategies and outcomes.
Self-determination theory, developed by Deci and Ryan in 1985, categorizes motivation into two primary types: intrinsic and extrinsic motivation Intrinsic motivation refers to engaging in activities because they are inherently interesting or enjoyable, fostering genuine interest and personal fulfillment In contrast, extrinsic motivation is driven by external rewards or separable outcomes, such as earning rewards or avoiding punishment, emphasizing performance driven by external factors Understanding these distinctions is essential for promoting effective motivation in various settings, including education, work, and personal development.
Literature of authentic materials
Concerning authentic materials, there are also many different definitions about them
Young (1993) defined authentic materials as “unedited, unsimplified materials written for native speakers.”
Wallace (1992) emphasized that authentic materials are primarily designed for native speakers, but he highlighted an additional key characteristic: these materials are real-life texts that contain genuine language use.
Thornbury (2001) aligns with Young and Wallace in emphasizing the importance of authentic materials in language learning He highlights various authentic sources, including newspapers, songs, literary texts, the Internet, theater programs, brochures, news broadcasts, leaflets, and other real-world materials, to enhance language acquisition and engagement.
According to Peacock (1997), they are “ materials they have been produced to fulfill some social purposes in the language community.”
Authentic materials share the common goal of exposing students to real language in their own community, despite varying definitions These materials can be sourced from a wide range of outlets, including the internet, newspapers, magazines, songs, theater programs, brochures, news broadcasts, and leaflets, making them highly versatile for classroom use.
2.3.2 Advantages of authentic reading materials in the classroom
We have seen that in the last few decades, the use of authentic material in EFL classroom has considerably increased This increase has evolved the following advantages
Authentic materials provide learners with real-world information, enabling them to stay updated on current events and global happenings Using authentic resources helps students experience the target language as it is naturally used in everyday life, enhancing language immersion According to Nunan, this approach makes learning more relevant and engaging, fostering genuine language acquisition outside the classroom.
In 1989, the importance of using authentic materials in language learning was emphasized, as these materials bring content to life for learners Authentic resources establish a crucial connection between the classroom and real-world situations, enabling students to develop practical skills for handling real-life scenarios outside the classroom.
Guariento and Morley (2001) stated that getting real information from a real text can be motivating “therefore, increasing student‟s motivation for learning by exposing them to real language”
Authentic reading materials offer a variety of texts and topics that closely match students' interests and needs, making it easier for teachers to engage students and foster a desire to read According to Swaffar (1985) and Young (1989), authentic texts not only provide engaging language but also enhance reading comprehension success Nunan (1989) emphasizes that learners should be exposed to a wide range of authentic materials, as increased reading practice significantly improves their overall reading skills.
Authentic materials significantly boost student motivation, playing a crucial role in successful reading programs According to Ruth and Yapp (1991), cited in Day and Bamford (1998), providing students with engaging, motivating materials and involving them in diverse, interesting activities is essential for enhancing learning outcomes and fostering a positive reading experience.
Day and Bamford (1998) emphasized the importance of using authentic materials in language teaching, especially in reading instruction They highlighted that authentic materials are "interesting, engaging, culturally enlightening, relevant, and motivating," making the learning process more effective Additionally, these materials encourage students to read for enjoyment, enhancing their overall language skills.
Nuttall emphasizes that authentic texts are highly motivating because they demonstrate real-life language usage by genuine speakers, providing learners with practical and relatable content (Nuttall, 1996, p 172).
Using authentic materials in the classroom offers numerous significant advantages that motivate educators to incorporate them into their teaching practices According to Bacon (1992), cited in Young (1993), authentic texts serve as a vital source of meaningful "input," enhancing language learning experiences These genuine resources not only increase student engagement but also improve real-world language comprehension, making them an essential component of effective language instruction.
2.3.3 Disavantages of authentic reading materials in the classroom
Alongside with these benefits, authentic materials contain some disavantages
Unlike textbooks which can be updated or replaced, authentic materials such as news, stories and articles can become outdated very quickly
According to Richard (2001), authentic materials often feature challenging language, unnecessary vocabulary, and complex structures, which pose difficulties not only for teachers but also for students with low language proficiency.
Authentic materials can be overly culturally biased, making it essential for readers to have a solid understanding of the cultural background (Martinez, 2002) Additionally, authentic texts often contain a mixture of numerous language structures, which can pose significant challenges for lower-level learners to decode and comprehend effectively.
Authentic materials can sometimes have a negative impact on language learners by demotivating them rather than motivating progress As Rivers (1981) explains, rushing students into reading materials that exceed their current comprehension level, even with occasional contextual guessing, can damage their confidence and hinder their learning experience.
2.3.4 The criteria for selecting authentic materials
Using authentic materials can present challenges, making careful selection from various sources essential To maximize their effectiveness, authentic materials should align with students' abilities and be paired with appropriate tasks and teacher support As Senior (2005) emphasizes, educators must have a clear pedagogic goal, precisely defining what students are expected to learn from these materials.
Nuttall (1996) gave five main criteria for choosing materials to be used in the classroom They are suitability of content, exploitability, readability, variety and presentation
*Suitability of content Does the text make the student interested?
Is the text relevant to student‟s need?
Does the text represent the kind of material that the students will use outside the classroom?
*Exploitability Can the text exploited for teaching purposes?
For what purpose should the text be exploited?
What skills/strategies can be developed through exploiting the text?
Is the text too easy or difficult for the students to read?
Does the text contain too many complex structures?
How much new vocabulary does the text include? Is it relevant?
Is a variety of text used?
Does the text look authentic?
Does the text look attractive?
Does the text catch the students‟ attention?
Does the text make students want to read more?
Figure 2.1: Criteria in selecting authentic reading materials
The suitability of content is the most important criterion, as reading materials must engage and motivate students Additionally, these materials should align with students’ needs to ensure relevance and effectiveness in their learning experience.
METHODOLOGY
Methods of research
The study was carried over three month-period, from early March 2017 to May 2017 at Language Center of Dong Thap University This research conducted in two approaches survey and experiment
Surveys are commonly used in language education for research purposes and curriculum development, providing valuable insights into people's characteristics, attitudes, views, and opinions (Brown, 1997) They are effective tools for answering research questions related to description, explanation, or exploration of individual and group behaviors Additionally, Coben and Manion (as cited in Numan, 1994) highlight that surveys help researchers understand people's attitudes, opinions, habits, desires, and beliefs, making them essential for gathering comprehensive social information.
This study utilized a data collection method to gather essential background information about participants, including their gender, age, hometown, and duration of English study The primary goal of the survey was to explore students’ self-study habits, attitudes toward reading, and their expectations from teachers Conducted prior to the experimental phase, this survey provided baseline data before implementing the use of authentic materials in the classroom.
An experimental study involving 80 first-year English students and their instructor was conducted alongside a survey to investigate how authentic materials impact learners' reading motivation The experiment took place over nearly three months, from March to May 2017, providing students ample time for practice and meaningful engagement with authentic reading resources.
A total of 80 first-year students participated in the study and were randomly divided into two groups based on the class list The control group, consisting of 40 students numbered 1 to 40, did not receive any treatment In contrast, the experiment group, also with 40 students numbered 41 to 80, received a specific treatment Both groups completed the same reading motivation questionnaire twice—once before and once after the treatment—to assess changes in their reading behavior and motivation.
Pre-questionnaire for investigating reading motivation
Students in both groups were asked to respond to the questionnaire for investigating reading motivation and check their reading motivation levels at the beginning
- The control group: no treatment given
- The experimental group: treatment applied
Treatment method: The authors of the research divided the experimental group into
Ten small study groups, each consisting of five students, selected their favorite reading materials provided by the instructor to read at home Students took turns sharing their completed readings with group members until everyone had read all assigned texts Weekly, students documented their reading progress in a reading diary, including the book title, author’s name, publication year, and a brief summary of the texts read This structured approach promotes active reading, facilitates peer sharing, and encourages regular reflective writing, enhancing students' comprehension and engagement.
Post-questionnaire for investigating reading motivation
Following the experimental period, students in the experimental group completed a reading motivation questionnaire to assess their engagement levels To maintain participant interest, the question order was randomized, reducing the risk of boredom The entire process was carefully structured according to a specific experimental timeline to ensure accurate and reliable data collection.
Table 3.1: The experiment timeline and the research schedule
March 6, 2017 Administering the questionnaire for investigating reading motivation for both the control and experimental group
March 10, 2017 Implementing authentic materials for the experimental group
April 10, 2017 Implementing authentic materials for the experimental group
May 10, 2017 Implementing authentic materials for the experimental group
Administering the questionnaire for investigating reading motivation for both the control and experimental group
March 1 , 2017 - Administering a questionnaire for investigating reading problems for 80 students
March 6 , 2017 - Administering a questionnaire for investigating reading motivation for both the control and experimental group
March 10, 2017 - Implementing Authentic materials for the experimental group
- Control group was given reading lessons in the course book -Fact and Figures
April 10, 2017 - Implementing Authentic materials for the experimental group
- Control group was given reading lessons in the course book-Fact and Figures
May 10, 2017 - Implementing Authentic materials for the experimental group
- Control group was given reading lessons in the course book-Fact and Figures
June 15, 2017 - Administering a questionnaire for investigating reading motivation for both the control and experimental group
Research design
This section describes the design of the study in three parts: (1) the subjects involved in the study; (2) the instruments; and (3) the authentic materials used for the experimental group
3.2.1 The subjects of the study
This study was conducted from March to May 2017 during the second semester of the 2016-2017 academic year The research focused on one English teacher and 80 first-year Vietnamese students at Dong Thap University Students were divided into two groups to facilitate the research.
A total of 50 students were randomly divided into two groups, each consisting of 50 participants Both groups served as their own controls, as the first questionnaire was administered to all participants before any intervention, with a one-week interval and without the use of authentic material This methodology ensured unbiased comparison of results and increased the reliability of the study's findings.
A summary of characteristics of learner subject in terms of gender is presented in Figure 3.1 male, 29%
Figure 3.1: A summary of learner’s gender
The above figure shows that of all the respondents 23 (29%) were male and 57 (71%) were female In other words, nearly two-thirds of them are girls
In term of age, all students (100%) were from 18 to 22 At this age students are young and active, so they can enjoy many advantages in acquiring a language
Table 3.2: A summary of learner’s age
Concerning students‟ hometown Figure 3.2 will clearly summarize where learners come from
Figure 3.2: A summary of learner’s hometown
Learners from six different provinces participated in the program, with Tien Giang and Vinh Long each contributing 3 learners (3.75%), Ben Tre providing 2 learners (2.5%), while Kien Giang and Tra Vinh each had 1 learner (1.25%) The diverse regional representation highlights the program's broad reach across multiple provinces.
Nearly 87.5% of the learners, totaling 70 students from Dong Thap, highlights the university's strong connection to its local community This high percentage aligns with Dong Thap University's primary educational strategy of serving regional needs, as most students choose to study locally to contribute to their hometown's development.
Among 80 students who come from Dong Thap province there are 30 students who live in Cao Lanh District, while the rest live in different districts of Dong Thap Here is a summary of the number of students from Dong Thap
Figure 3.3: The number of students from Dong Thap
A total of 70 students from six districts in Dong Thap—Cao Lanh, Thap Muoi, Tam Nong, Lap Vo, Lai Vung, Sa Dec, and Chau Thanh—participated in the study Notably, 60% of these students, amounting to 48 learners, reside in boarding houses, as illustrated in Figure 3.2.
Cao Lanh Thap Muoi Tam Nong Lap Vo Lai Vung Sa Dec Chau
Most students live far from their families, with only 40% residing in dormitories while the rest stay with their families This high percentage indicates that nearly all students face the challenge of living apart from their loved ones Living far from their families often leads to difficulties in daily life and impacts their academic performance, highlighting the importance of supportive living environments for student success.
Figure 3.4: A summary of learners’ living conditions
All 80 students at the university have learned English for a considerable period, with none having studied English for less than three years This extensive experience means that all students possess a solid general knowledge of the English language, which benefits their ongoing language learning and academic success.
Table 3.3: The duration of learning English
Stay in the boarding houses or in the dormitory
The teacher participating in this study was also the researcher, with over six months of teaching experience at the Language Center of Dong Thap University The researcher holds a BA in Teaching English from Dong Thap University, obtained in 2015, and is currently pursuing an MA in TESOL at Vinh University.
This section provides an overview of the physical facilities, teaching staff, and English reading syllabus for first-year students at Dong Thap University It also outlines the current teaching methods used to develop reading skills among students The purpose is to offer essential background information necessary for understanding the key issues addressed in this thesis.
3.2.2.1 Physical conditions at the Dong Thap University
The physical environment of the school plays a crucial role in shaping students’ learning experiences A well-designed classroom positively impacts students by creating a comfortable and conducive setting for learning It is essential to consider the visual, auditory, and tactile elements students encounter, as these factors significantly influence their motivation and engagement Therefore, maintaining a clean, safe, and stimulating classroom environment is vital for promoting effective student learning and academic success.
Dong Thap University, established on January 10th, 2003, is a prominent public higher education institution in Dong Thap Province Located at 782 Pham Huu Lau Street, Ward 6, Cao Lanh City, it is one of four public colleges in the region The university offers diverse programs, including 6 master's degrees, 33 university majors, and 19 college majors By the end of 2016, Dong Thap University had approximately 13,961 students enrolled, reflecting its growing influence in regional education.
Our educational institution features four modern buildings, encompassing a total of 120 comfortable classrooms, eight fully equipped laboratories, and four spacious halls to support diverse learning activities Each classroom is designed for an optimal learning environment, featuring a teaching board, four electric fans, five lighting fixtures, a teacher's desk, and student tables and chairs arranged in four series with thirteen rows Additionally, the campus includes five advanced audiovisual laboratories dedicated to enhancing students' listening and speaking skills through practical practice sessions.
3.2.2.2 The characteristics of teaching staff
Teachers play a crucial role in students' learning and academic success Therefore, it is essential to review and understand the qualifications and expertise of the teaching staff at Dong Thap University to ensure a high-quality educational experience.
Dong Thap University employs a total of 591 teachers, all with a minimum of four years of experience teaching English The Foreign Language Teacher Education Faculty comprises 25 faculty members, including 4 with Ph.D degrees, 16 holding Master's degrees, and 2 with Bachelor's degrees This highly qualified team's extensive teaching experience supports the university's commitment to quality English language education.
DATA ANALYSIS AND FINDINGS
Learner's responses to the questionnaire for investigating their reading problems 42
4.1.1 Learners’ responses to their self-study in their learning English and English reading
Learners' self-study was measured by five questions (from 8 to 12) The first two questions were closed-ended questions Learners were asked tick off one choice
Question 8: Do you spend your time on self-study?
Question 8 was concerned with learners' self-study Unfortunately, up to 44 (55%) respondents reported that they did not spend time on learning, whereas only 36 (45%) learners spent time on self-study
Question 9: Do you spend your time on self-study English?
Figure 4.2: Learners' self-study English
Similarly, for question 9 which focused on self-study English, over half of the learners (55%) said that they did not save their time to self-study English The remaining
36 learners (45%) reported that they used their time at home to learn English what would happen if learners spent no time at home reviewing or practicing the lesson?
Question 10: Do you spend your time on self-study in English reading? If yes, why? And If no, why not?
Figure 4.3: Learner’s self-study in English reading
The remaining 30 (38%) respondents said "yes" for question 10
If we compared the students' responses of 3 questions 8, 9, and 10, we figured out that the percentage of lack of self-study increased See Figure 4.4
Figure 4.4: Comparison of learners' self-study habit
A lack of self-study habits in English reading can significantly hinder learners' ability to read effectively To address this, teachers play a crucial role in inspiring and motivating students to develop their reading skills Encouraging self-directed learning and fostering a positive reading environment are essential strategies for improving English comprehension.
Students spent time on self-studying in English reading to improve their language skills and enhance comprehension Many learners cited the desire to expand vocabulary and better understand complex texts as key motivations Self-study allows learners to tailor their learning pace and focus on areas needing improvement Additionally, students believe that consistent practice in English reading boosts their confidence and academic performance Overall, dedication to self-study reflects learners' commitment to achieving fluency and mastery in English.
Self-study Self-study in English Self-study in English reading
Table 4.1: Reasons for self-study in English reading Reason for self-study in English reading Total of respondents (N0t)
Reading to fulfill the course 16 53.3 %
Reading to get high marks in the exam 4 13.3 %
Reading useful for their jobs 6 20 %
Reading helps them to understand about lifestyles and cultures of English speaking countries
Over half (53.3%) of respondents study English reading primarily to fulfill their course requirements, indicating strong extrinsic motivation among students This high percentage demonstrates that most learners are motivated by the necessity to pass exams and complete their education The data suggests that the primary driver for studying English reading is the educational obligation imposed by their schools, highlighting the importance of curriculum requirements in student motivation.
As to the second reason, there were 4 learners (13.3%) who stated that they learn reading to get high marks in the exam
Six learners (20%) reported practicing reading at home, highlighting the importance of reading in their professional development This shows that learners recognize the necessity of understanding English documents related to their field of work, emphasizing the connection between reading skills and career success.
In regards to reading for enjoyment, only 2 learners (6.7%) found that reading is enjoyable This percentage was rather low
The respondents to the last reason "to understand about lifestyles and cultures of English speaking countries" There were only 2 (6.7%) respondents approved of this reason
Many students lack a genuine love for reading, primarily engaging with texts for external reasons rather than personal interest This motivation issue makes reading sessions unengaging and challenging, especially during lengthy courses As a result, most learners find reading tedious and struggle to stay committed, highlighting the need to foster intrinsic motivation and improve reading engagement among students.
For the majority of the respondents who did not spent time on reading there were three main causes to explain this
Figure 4.5: Reasons for not self-study in English reading
According to the survey data presented in Figure 4.5, a significant 40% of respondents identified speaking and listening skills as more important than reading Additionally, 32% of learners cited a lack of reading materials as a major barrier to reading practice, while only 28% reported insufficient time as a reason for not engaging in reading activities.
Question 10 reveals that time is not the main obstacle preventing students from engaging in self-study of English reading Instead, students often neglect reading practice because they prioritize speaking and listening skills and face a shortage of suitable reading materials Additionally, learners tend to study English reading as part of a broader language learning strategy, emphasizing other skills over independent reading practice.
Speaking and Listening more important
Many individuals learn English either out of necessity for their studies or work, or simply for personal enjoyment However, there are relatively few students who engage in reading English purely for pleasure, primarily due to a lack of intrinsic motivation This underscores the importance of teachers implementing strategies that foster genuine interest and motivation in reading By understanding these motivational factors, educators can better support students in developing a positive and autonomous attitude toward learning English.
Question 11: How often do you self-study in English reading?
Table 4.2: The frequency that students self-study in English reading?
Question 11: How often do you self-study in
English reading? Total of respondents ( N0t)
Number of learners giving feedback Percentage
According to the survey, 73.3% of respondents read approximately once a week, indicating regular engagement with reading activities Meanwhile, 16.7% of participants dedicate time to reading every day, highlighting a consistent daily reading habit Conversely, 10% of respondents read only about once a month, suggesting infrequent reading habits These findings underscore varying levels of reading frequency among individuals, emphasizing the importance of promoting regular reading for improved knowledge and literacy.
The next question (question 12) was concerned with time that learners invested for reading when they read The following figure will illustrate clearly the results
Question 12: When you read, how much time do you often spend on reading?
Figure 4.6: Time invested for reading
The results from questions 11 and 12 indicate that learners' self-study in English reading is insufficient, as they dedicate limited time to reading activities This suggests that their self-directed learning in this area needs improvement to enhance overall language proficiency.
4.1.2 Learners' attitudes toward learning English and reading
This part consisted of five closed-ended questions (from questions 13,14,15,16 and
17) It required them to tick for one choice It aimed at finding out learners' attitudes toward learning English and reading
Question 13: Do you like studying English?
Figure 4.7: Learners' interest in learning English
English is increasingly important in today's world, and many learners recognize its significance Approximately 64% of learners express a positive attitude towards learning English, highlighting its value in personal and academic development However, 36% of learners responded negatively, indicating varying perceptions about the language This data underscores that while a majority understand the crucial role of English in their studies, there is still a notable portion who may face challenges or lack motivation in learning the language.
Question 14: Which language skill is important in your learning English?
Figure 4.8: Learners' evaluation for language skills
A significant 42.5% of learners consider speaking the most important language skill, highlighting its priority in language acquisition Listening skills are the second most valued, accounting for 23.8%, while only 20% of learners focus on reading Writing is viewed as the least important, with just 13.7% of learners prioritizing it.
Question 15: Do you like English reading?
Figure 4.9: Learner’s attitudes toward reading Question
16: Do you find it necessary to learn English reading?
43 %Very necessary Rather necessary Necessary Unecessary
Figure 4.10: Learners' opinions of reading
Although many learners did not enjoy learning reading, they recognized its importance Only 4% considered the English reading program "very necessary," while 6% found it "rather necessary," and 47% believed it was "necessary." Conversely, 43% of respondents did not think the English reading program was necessary for their studies.
Question 17: What do you think of the role of extensive reading to your process of learning English?
Figure 4.11: Learner’s opinion of extensive reading necessary" and 44% "necessary" It made a total of 61% of the first-year learners supporting extensive reading tasks
Question 18 concerned the learners'efforts on reading It was quite different from what the researcher thought Have a look at Figure 4.12
39 %Very necessary Rather necessary Necessary Unecessary
Question 18: Do you put a lot of effort into reading?
Figure 4.12: Learners' responses to reading efforts
A significant portion of respondents, 57%, admitted they did not put in their best effort when studying English reading, indicating low motivation or engagement Conversely, only 43% of participants reported that they tried to study English reading as diligently as possible This disparity highlights the need to encourage greater motivation and effective study strategies for improving English reading skills.
Despite students increasingly recognizing the importance of reading for their learning and future careers, their lack of motivation prevents them from engaging in reading activities This indicates a prevailing negative attitude toward reading among students To address this issue, teachers must adopt effective strategies to motivate students and foster a more positive outlook toward reading, thereby improving their overall engagement and academic success.
Question 19: In your opinion, to improve the learning and teaching of reading comprehension, what should be done?
Table 4.3 The learner’s suggestions to the teacher Learners' suggestion Total of respondents (Nt)
Number of learners giving feedback
1 Teacher should organize more classroom activities such as playing games, guessing meaning of new words
2 Teacher should explain vocabulary as much as possible before reading
3 Teacher should supply supplementary reading material related to students' major
4 Teacher should provide interesting, up- todate reading materials that are suitable for students' level for them to read at home
5 Let students share their reading materials with their classmates
Learners‟ responses to the questionnaire for investigating reading motivation
In any kind of measurement, reliability takes an important role It concerns how the students interested in their reading English is as well as their purposes on this
4.2.1 Levels of reading motivation of the experimental group
This study explores the impact of authentic materials on students' motivation to improve reading skills An experiment was conducted to test the hypothesis that authentic materials enhance motivation, with the researcher utilizing the t-test to analyze potential differences between the two groups According to Herbert and Elana (1989), the t-test is an effective statistical tool for comparing the means of two groups, one exposed to the treatment and the other serving as a control The findings aim to determine whether authentic materials significantly increase students' motivation in reading.
Statistical analysis helps determine the researcher’s confidence that observed differences between the experimental and control groups are not due to chance (Herbert and Elana, 1989) Table 4.6 presents the mean scores of the experimental group before and after the treatment, highlighting the effect of the intervention.
Table 4.5: Paired Samples Statistics of the experimental group
Following the experimental period, the experimental group's mean score significantly increased from 1.8500 to 2.3837, demonstrating a positive correlation between the use of authentic teaching materials and enhanced student reading motivation This finding highlights the effectiveness of authentic resources in boosting learners' engagement and interest in reading.
4.2.2 Levels of reading motivation of the control group
Table 4.6: Paried Samples Statistics of the control group
Before treatment, the control group had a mean score of 2.0508 with a standard deviation of 0.4804, indicating baseline reading motivation levels After the treatment, the group's mean score slightly increased to 2.0683 (SD = 0.4550), suggesting minimal change The similar mean scores before and after the intervention demonstrate that there were no statistically significant differences in reading motivation between the pre- and post-questionnaires, indicating the treatment did not substantially impact motivation levels. -Boost your article’s impact with concise, SEO-friendly summaries tailored just for your research—[Learn more](https://pollinations.ai/redirect/397623)
4.2.3 The comparison about the mean scores between the experimental and control group
Table 4.7 Statistics comparison of two groups
Questionnaire Group Number Mean Std