A study on student interaction in learning english reading comprehension at vinh university masters thesis in education

INTRODUCTION

Rationales

English is now spoken worldwide, serving as a vital tool for international communication across various fields such as economics, politics, science, and sports Recognizing its global importance, an increasing number of people are prioritizing learning English to enhance their opportunities and connect with the world.

In Vietnam, English has become a compulsory subject in the school curriculum, with increased emphasis on teaching and learning this international language Effective English education involves not only teaching the language itself but also its practical usage, guided by skilled teachers Students are encouraged to master four key language skills—reading, writing, listening, and speaking—to achieve successful communication in English Among these skills, reading is particularly vital for expanding students’ general knowledge and supporting their future academic growth.

Reading comprehension is the essential skill of understanding written text, enabling meaningful interaction between the words on the page and the reader’s prior knowledge (wikipedia.org) It is vital because without strong comprehension skills, reading does not effectively convey information or insights Developing reading comprehension allows learners to acquire new knowledge and enhances their overall language skills, including writing, speaking, and listening Therefore, both students and educators should prioritize improving reading comprehension to support language development and academic success.

Many students at Vinh University struggle to understand what they read, often due to a lack of motivation and negative attitudes toward reading, which is compounded by teachers’ observations that students mainly read only to pass exams This reading difficulty may stem from poor use of reading strategies, limited prior knowledge, and minimal engagement in reading activities Additionally, traditional reading lessons are often conducted in quiet classrooms, highlighting the importance of interaction in reading education Classroom interaction—meaning communication between students and teachers—significantly enhances reading comprehension by motivating students and fostering meaningful relationships Incorporating interactive teaching methods, especially under Communicative Language Teaching (CLT), provides learners with more opportunities to practice reading skills and stay engaged The literature in English Language Teaching (ELT) underscores classroom interaction as a vital tool for increasing learning motivation and improving overall reading outcomes.

Many students overlook the importance of interaction in their learning process and struggle to implement effective strategies This motivates my choice of the thesis topic, "A Study on Student Interaction in Learning English Reading Comprehension at Vinh University." The research aims to raise students' awareness of the value of classroom interaction and enhance their reading comprehension skills, contributing to more effective language learning outcomes.

Purpose of the study

The aims of the study are as follows:

- Deeply understanding the perception of interaction in reading class of students

- Deeply understand how the student interaction is applied in non-English major reading classes

- Applying more activities and reading strategies in interactive reading classes

- The study is the hope of the author to make some contributions to the improvement of teaching reading comprehension for non-English majors at Vinh University.

Scope of the study

This study investigates student interaction in non-English major reading classes at Vinh University Due to time constraints, the research focuses specifically on classroom interactions, involving 20 teachers and approximately 100 pre-intermediate students across two classes The findings aim to enhance understanding of how student engagement influences language learning outcomes in non-English settings.

Research questions

In order to meet the aims of the study, the following research questions are generated:

- What reading strategies have been used in non-English major classes at Vinh University?

- How do student interactions effect on reading comprehension in non-English major classes at Vinh University?

- What suggestions can be made to improve the teaching and learning of the reading skill via student interactions?

Research materials

The current teaching material for non-English major students is the "New Headway Pre-Intermediate, Third Edition" by Liz and John Soars This comprehensive textbook effectively covers the four essential language skills—listening, speaking, reading, and writing—ensuring balanced skill development It integrates traditional language teaching methods with modern communicative approaches, promoting both grammatical accuracy and practical communication skills.

The 12-unit textbook is programmed to be taught in 2 semesters as presented below in Table 3.1:

Table 1.1 Distribution of time and units in 2 semesters

Time (50- minute lesson period/ week) Units Textbook

1 3 45 lesson periods per 15 weeks 1-5 NewHeadway

Pre-intermediate the third edition

The Organization of the study

This part will introduce the issues leading to the study, purpose, scope, and organization of the study.

LITERATURE REVIEW AND THEORETICAL BACKGROUND

Previous studies related to the topic

Classroom interaction involves both teacher and student engagement, emphasizing a collaborative effort where all participants contribute to shaping the learning experience According to Tsui (1995), "Classroom interaction is a co-operative effort among participants in which each participant contributes in determining the direction and outcome of the interaction." It is essential to recognize that classroom interaction is not merely something teachers do to students but a collective activity where students actively participate and collaborate Promoting active student involvement through meaningful interaction enhances language learning, classroom dynamics, and overall educational outcomes.

Effective classroom interaction and communication strategies are essential for learning English as a foreign language, as highlighted by Matheja Dagrin (2004) Teachers play a crucial role in facilitating students’ development of interaction skills, creating an engaging learning environment that encourages active participation Students can also apply various strategies to enhance their communication abilities, becoming more confident and effective foreign language speakers Implementing these strategies improves language acquisition and fosters meaningful classroom interactions, ultimately enhancing overall language proficiency.

Research in Vietnam has highlighted the importance of classroom interaction in EFL learning Luu Trong Tuan and Nguyen Thi Kim Nhu's 2010 study, titled "Theoretical Review on Oral Interaction in EFL Classrooms," emphasizes the critical role of oral interaction in second language acquisition Their review explores the connection between classroom interactions and language learning development, focusing on the input hypothesis, interaction hypothesis, and output hypothesis as key theoretical frameworks.

Researchers have significantly contributed to enhancing language teaching and learning strategies, particularly in developing English skills However, they have largely overlooked the importance of reading skills in this context Therefore, this thesis aims to address this gap and provide a focused study on effective reading skill development in English language education.

Classroom interaction

Interaction is usually defined as an exchange between two or more objects that influence each other, emphasizing the importance of a two-way effect This concept requires at least two parties to occur, making it a fundamental aspect across various sciences In chemistry, chemical interaction refers to how different elements affect one another, while in physics, it describes the fundamental forces through which elementary particles communicate and interact.

Classroom interaction plays a crucial role in enhancing students' speaking and listening skills, enabling them to share opinions more easily and participate more actively in class activities According to Sims (1999), interaction facilitates learner input by encouraging various forms of communication among participants, making learning more engaging This type of interaction not only helps students discover their preferred learning methods but also allows teachers to monitor the frequency and nature of student engagement inside the classroom Overall, effective classroom interaction is vital for promoting active participation and improving language proficiency.

Effective classroom interaction, as emphasized by Ellis (1990), is essential for facilitating information exchange between participants and preventing communication breakdowns There are two primary types of classroom interaction: non-verbal, which includes head nodding, eye contact, and hand gestures, and verbal, which encompasses written and oral communication Written interaction involves students expressing their opinions or thoughts in writing, while oral interaction includes speaking, answering questions, making comments, and engaging in discussions Robinson (1997) summarized that interaction can be either verbal, through spoken or written words, or non-verbal, conveyed through gestures, facial expressions, proximity, and eye contact, highlighting the importance of diverse communication modes in the learning process.

Classroom interaction encompasses various activities where students actively participate, enabling them to recognize different graphic forms of interaction and understand the underlying meanings Despite some differences in perspectives, it is clear that these interactions play a crucial role in enhancing student engagement and comprehension This study will be based on the aforementioned definitions, emphasizing the importance of diverse interaction types in the learning environment.

Learning a new language enables effective communication through spoken and written forms, with classroom interaction serving as a key method to achieve this goal Interaction facilitates the exchange of thoughts, feelings, and perspectives among learners, significantly impacting their language development Students enhance their language skills by engaging in authentic linguistic activities such as listening, reading, discussions, skits, problem-solving tasks, and dialogue journals, allowing them to use all their learned and absorbed language in real-life exchanges (Rivers, 1987) According to Wagner (1994), interaction is an activity within the student environment designed to influence learner behavior towards educational goals, fostering a positive learning atmosphere In the field of second language acquisition, Joan Kelly (2000) emphasizes that interaction is vital for language learning, highlighting that effective communication is more important than mere knowledge of the language Creating an interactive classroom environment is crucial in English teaching, as it provides learners with opportunities to practice the target language, thereby facilitating their language development and communicative competence.

Effective communication in the EFL classroom is essential for successful language learning, as interaction is central to classroom activities According to Van Lier (1996, cited in Walsh, 2006), classroom interaction is the key to mastering a foreign language, emphasizing that teachers must prioritize interaction to become more effective in facilitating second language acquisition (SLA).

To enhance learning motivation in EFL classrooms, teachers must understand and effectively apply classroom interaction strategies According to Long (1983, 1996, as cited in Walsh, 2011), learning is promoted through communication when learners engage in the negotiation of meaning The quality of interaction between teachers and students significantly influences language acquisition, with face-to-face communication playing a crucial role Teachers should skillfully organize activities tailored to students' proficiency levels, acknowledging that varying levels and knowledge of English affect activity suitability Classroom interaction is characterized by dynamic activities between teachers and students within sociolinguistic contexts where spoken language serves social and pedagogical functions, extending beyond conveying propositional content to establishing classroom relationships (Cazden, 1988) Additionally, classroom language functions foster language development by generating rich input through interaction, which is believed to support effective language acquisition (Ellis, 1984, 1990; Krashen, 1982).

In language learning, classroom interaction plays a crucial role, with a particular focus on the impact of teacher talk on second language acquisition (SLA) According to Krashen (1980, 1989), meaningful teacher talk is essential for effective language learning Researchers have extensively studied the features of teacher talk that facilitate comprehension, including syntactic complexity, speech rate, and utterance length Understanding these features helps optimize classroom interactions to support successful SLA.

Classroom interaction plays a crucial role in language teaching and learning by creating a communicative environment that fosters student engagement It encourages collaborative learning, which enhances language acquisition and comprehension Additionally, effective interaction serves as a key vehicle for communication, boosting students' motivation and actively supporting their language development Incorporating interactive methods in the classroom is essential for promoting a dynamic, motivating, and productive learning experience.

Types of classroom interaction

Classroom interaction is a crucial feature of communicative language teaching

It can take place between the teacher and students, or between student and students

According to Angelo (1993), classroom interaction comprises teacher-student and student-student interaction, which is one of ten principles of effective teaching:

Creating an active learning environment is essential for student success, as it helps focus attention, connect knowledge, and encourage active participation Providing timely feedback and demanding high-quality work motivate students to excel while balancing high expectations with supportive guidance Enhancing motivation to learn is further achieved through strong faculty-student and student-student interactions that foster communication and engagement Additionally, supporting students in managing their time effectively leads to more productive learning experiences, allowing learners to acquire greater knowledge from lessons through active participation.

These are the most frequent ways of organizing classroom interaction, depending on who communicates with whom: a) Teacher – student interaction b) Student – student interaction c) Student-content interaction

2.3.1 Teacher – student interaction 2.3.1.1 Teacher – student / a group of students’ interaction

Teacher-student interaction, where the teacher addresses the entire class and prompts individual students or groups to respond, is a common method for assessing student understanding This interaction pattern is effectively used to evaluate individual performance and encourage active participation Additionally, it can serve as an informal conversation at the start of a lesson or as a transition into less structured, student-led activities Using this approach promotes engagement, supports formative assessment, and facilitates smooth classroom dynamics.

Teacher-student interaction typically occurs when the teacher addresses the entire class simultaneously, establishing a classroom dynamic where the teacher acts as a leader or controller In this setting, the teacher decides the types and processes of activities, primarily focusing on controlled practice of specific language structures or vocabulary This method of practice is also known as "drill," emphasizing repetitive and guided learning to reinforce language skills effectively Incorporating this approach enhances language acquisition through structured classroom interaction.

Student interaction primarily occurs among learners, with the teacher serving as a monitor to facilitate the process Students actively participate as main contributors in various interaction formats, such as group interactions and pair interactions Group interaction promotes collaborative learning, while pair interaction encourages focused student engagement, both essential for enhancing comprehension and communication skills.

Pair work is an interactive teaching method where students collaborate in pairs to complete a specific assignment, fostering teamwork and communication skills During the activity, the teacher acts as a consultant or adviser, providing guidance and support when needed Afterward, students share their work with the entire class, promoting peer learning and presentation skills This approach enhances student engagement and allows for active participation in the learning process.

Effective student communication in the classroom enhances collaborative learning and knowledge construction Creating opportunities for peer interaction encourages students to share responsibility, discuss diverse perspectives, and actively shape their learning experience Emphasizing cooperative and collaborative approaches in scientific education fosters a supportive environment where students collaboratively explore concepts The pedagogy in action module on cooperative learning offers valuable insights into structuring student-student interactions both inside and outside the classroom to promote active engagement and deeper understanding.

Lecture-focused classes with low student interaction are typically well-organized and present material clearly using minimal text and carefully selected images Instructors are often highly knowledgeable but tend to teach in a way that limits student engagement and interaction This teaching style emphasizes clarity and structure but may reduce opportunities for student participation and active learning.

A student-focused classroom encourages active student participation through small group discussions and whole-class conversations, fostering deeper engagement One key measure of this approach is the proportion of class time dedicated to student-to-student dialogue, emphasizing the importance of meaningful exchanges High-quality discussions involve tasks that allow for multiple answers, promoting critical thinking and potentially guiding the lesson's direction Successful discussions create an inclusive environment where all students have the chance to contribute, listen, and consider diverse ideas, enhancing overall learning outcomes.

According to Johnson (1995), well-structured and managed student-student interaction significantly enhances cognitive development and educational achievement It fosters collaborative learning, allowing students to develop their capacities through peer engagement Additionally, this interaction promotes the formation of social relationships and a sense of learning community within the classroom, reducing feelings of isolation and encouraging social competencies.

Student interaction, also known as group work, enhances collaborative learning by encouraging students to work together effectively In this approach, the teacher acts as a facilitator or consultant, guiding students through their activities Following group work, students present their findings in reports, promoting accountability and reinforcing their understanding This method fosters teamwork, improves communication skills, and creates an engaging classroom environment that supports active learning.

In this interaction pattern, students work in groups of more than two, with the most extreme case being class-wide interactions such as presentations Even during group presentations, where multiple students present a topic to the entire class, the primary mode of interaction remains student-student communication, as typically only one student presents at a time.

Classroom interaction plays a crucial role in fostering positive attitudes and enhancing student achievement, as highlighted by Sutton (1999) Increased interaction boosts learning motivation and student attention, making it an essential component of effective learning environments (Moore, 1989) Group work activities, which involve completing individual tasks related to a common topic followed by collaborative sharing and discussion, promote active engagement During these activities, teachers monitor student progress and offer support as needed, while group members take turns presenting and responding to questions, comments, and feedback, thereby enriching the learning experience.

Pair and group work are particularly effective methods for fostering student interaction, especially in large classes where they enable more students to practice the foreign language Research (Long et al., 1976 in Nunan, 1991, p.51) indicates that students utilize more language functions during pair- and group-work compared to other interaction forms These collaborative activities are perceived by students as more enjoyable and relaxing, leading to better communication (Phillips, 1983 in Hatch, 1992, p.93) Such approaches promote independent learning and simulate real-life communication, as students engage with peers in small groups or pairs However, maintaining whole-class organization remains important for guided and controlled activities to ensure comprehensive learning.

Teaching and learning activities promoting interaction

Interactive activities are essential for promoting student engagement through meaningful communication with peers and community members, facilitating real-world language use These activities serve practical purposes such as gathering information, breaking down cultural barriers, and enhancing cultural knowledge Incorporating interactive exercises into lessons—even those focused on reading and writing—enhances overall learning outcomes Research in second language acquisition (SLA) indicates that students achieve greater learning in active, task-based environments compared to traditional teacher-led classrooms.

To promote interaction in the classroom, teachers must recognize the importance of incorporating interactive activities that encourage student participation Effective planning for pair and group work can significantly enhance student engagement and collaborative learning Students should understand that these activities not only foster communication skills but also support their overall language development To maximize the benefits of interactive tasks, teachers should consider key strategies such as clear instructions, creating a supportive environment, and selecting activities that maximize student interaction and language use.

To promote effective learning, teachers should minimize their talk and focus on student engagement When students struggle to understand an activity, teachers should provide clear demonstrations, explanations, or repetitions to clarify instructions Encouraging learners to participate independently, whether individually, in pairs, or small groups, enhances overall classroom success and fosters active learning.

To create a comfortable and engaging EFL classroom environment, teachers should design lively, interactive, and fun activities that promote active learning Incorporating dynamic, interactional tasks encourages social, cultural, and linguistic development, making lessons more meaningful Interactional activities provide students with numerous opportunities to communicate with peers, fostering confidence and language proficiency in a supportive setting.

In short, interaction mostly makes contribution to the effective learning if

Effective teachers leverage learners' existing knowledge and experiences in the classroom to enhance learning, as highlighted by Head & Taylor (1997) Encouraging learners to discover and evaluate new ideas independently fosters deeper understanding, rather than simply being told what to learn.

The role of the teacher in classroom interaction

In traditional classrooms, the teacher primarily plays a central role in delivering new knowledge to students However, in communicative classrooms, this role has evolved, and the teacher assumes various functions based on different classroom situations According to Littlewood (1981, p 92), the teacher's roles in this context include multiple responsibilities that adapt to fostering effective communication and language learning.

-A general overseer of learning, who coordinates the activities so that they form a coherent progression from lesser to greater communicative ability

- A classroom manager, who is responsible for grouping activities into lessons and for their overall organization

- A language instructor, who presents new language, controls, evaluates and corrects learners‘ performance

- In free communicative activities he will act as a consultant or adviser, helping where necessary He may move around the classroom and monitor student‘s progress, strengths and weaknesses

- Sometimes he will participate in an activity as a ‗co-communicator‘ with the learners He may encourage learners without taking their main role

Certainly! Here's a coherent, SEO-friendly paragraph based on the key ideas from your article:Different roles in the classroom, such as assessor, observer, and co-communicator, are often interconnected and contribute to effective teaching Among these, the roles of a consultant and co-communicator are particularly effective in fostering classroom interaction However, to maximize their impact, these roles should be supported by additional roles like organizing and controlling activities, ensuring a well-rounded and dynamic learning environment.

Definitions of reading, reading comprehension, and reading strategy

Reading is a vital cultural skill that people of all ages, genders, and social backgrounds should develop While reading is a common activity in daily life, many individuals do not fully understand what reading comprehension truly entails Numerous definitions of reading exist, often leading to confusion, as no single explanation can satisfy everyone’s understanding of the concept.

According to Harmer (1989, p 153), the reading process primarily involves the eyes and the brain, with the eyes capturing messages and the brain interpreting their meanings The speed of reading depends largely on the mechanical processes of looking and perceiving, allowing the reader to control how quickly they read the text.

Reading is defined by Smith (1985, p.102) as the process of understanding the author's thoughts However, the challenge lies in how readers interpret written texts, since the meaning of words depends heavily on their context The better the reader's shared understanding of the context with the author, the more accurately they can grasp the intended message Ultimately, this comprehension heavily relies on the reader’s reading proficiency and familiarity with the context.

Reading is an active and fluent process that involves both the reader and the reading materials in constructing meaning, emphasizing that meaning does not solely reside on the printed page or within the reader According to Anderson (1999), effective reading requires the reader to engage actively with the text to build understanding Nunan (2003) further explains that reading involves combining information from the text with the reader’s background knowledge to achieve comprehension Ultimately, the primary goal of reading is to develop a clear and thorough understanding of the material.

Reading is a psycholinguistic process where the reader reconstructs the original message encoded by the writer through a cyclical cycle of sampling, predicting, testing, and confirming (Goodman, 1988) This act of reconstruction involves interaction between the text and the reader, emphasizing the importance of decoding and understanding the writer’s message Nuttal (1996) simplifies this by comparing reading to a communication process, stating that “reading means getting out of the text as nearly as possible the message the writer puts into it,” highlighting the goal of extracting the intended message through interactive engagement.

―text is full of meaning like a jug of water; the reader‘s mind soaks it up like sponge‖

Reading is an active skill that requires regular practice and engagement Effective reading involves making logical connections between the text's language and the reader's mental perception, which means the language should match the reader's level Instead of relying solely on traditional comprehension checks, students should actively negotiate meaning both individually and collaboratively, fostering a deeper understanding Maintaining interest in the activity and the text itself is crucial for sustained engagement and improved reading skills (Greenwood, 1998, p.89)

Reading is an interactive process where the reader uses their knowledge to understand the author's intent beyond just the words on the page Although opinions may vary, all authors agree that the essence of reading involves grasping the author's underlying message rather than focusing solely on the text itself Ultimately, reading requires active engagement, with readers constructing meaning through a dynamic exchange with the text.

Comprehension is recognized as an acquired skill that is focused on the understanding of input Oxford English Dictionary (2010) defines comprehension as

Comprehension is the process of understanding and grasping ideas through the mind, involving the ability to receive, analyze, and interpret information accurately According to Brown (2007), comprehension includes receiving language via listening or reading, serving as a foundation for meaningful communication Effective comprehension skills require active engagement and strategic thinking to process input cohesively, as noted by Lin (2010) Reading comprehension specifically refers to the ability to read, interpret, and derive meaning from text, which is influenced by individual traits such as inference-making ability Difficulties in word recognition can hinder comprehension, as excessive focus on decoding leaves fewer resources for understanding Improving reading comprehension involves strategies like expanding vocabulary and developing effective reading techniques to enhance overall understanding.

Reading comprehension, as defined by Tompkins (2011), is the ability to understand a text or message through the interaction between written words and prior knowledge It is a "creative, multifaceted process" that relies on four key language skills: listening, speaking, reading, and writing Proficient reading depends on quickly recognizing words (Adams, 1994) and is influenced by cognitive development, which involves constructing thought processes Factors such as prior knowledge, language skills, and the ability to make inferences play a crucial role in determining how successfully an individual comprehends a text.

According to Anderson and Pearson (1984), critical evaluation of text ideas involves making connections between new information and existing knowledge, which enhances comprehension The interactive model of reading emphasizes that understanding is constructed through the interaction of various knowledge sources with input from the written page Comprehension is the process of relating incoming information to what is already stored in memory, allowing readers to integrate new insights into their knowledge base As Lee and Vanpatten (1995) highlight, effective reading requires allowing new information to enter and become part of one's stored knowledge.

Grellet (1981) defines reading comprehension as the ability to extract required information from a written text as effectively as possible, emphasizing the importance of understanding the meaning based on the reader's background knowledge Similarly, Swan (1975) views good comprehension as the ability to read accurately and efficiently to gain maximum information with minimal effort, which is demonstrated through practices like summarizing or answering questions to re-express the content Both scholars highlight that effective reading comprehension involves understanding and interpreting a text to communicate its meaning clearly.

Reading comprehension involves the ability to recognize graphic forms in the text and understand the implied meaning behind them It requires readers to interpret not only the written words but also the writer's intentions, opinions, and perspectives Through this process, readers can master relevant language structures and vocabulary within real-life contexts, enhancing their overall language proficiency.

Reading strategies are defined as processes controlled by the reader that emphasize metacognition, intentionality, and flexibility, focusing on reasoning (Schumm, 2006) They are also considered deliberate, goal-directed efforts to manage and adapt decoding, word comprehension, and meaning construction to enhance overall understanding (Afflerbach, Pearson, and Paris, 2008).

Reading is an interactive process that combines top-down and bottom-up processing, making it essential for students to utilize effective reading strategies to enhance comprehension According to Barnett (1989), a strategy refers to the mental operations involved when readers intentionally approach a text to understand it Effective reading comprehension depends on the integration and application of various strategies and skills, enabling readers to make sense of the material.

According to Oxford (1990), six essential and easy-to-learn reading strategies can significantly enhance reading comprehension These strategies include predicting, skimming, scanning, inferring, guessing the meanings of unfamiliar words, and self-monitoring Mastering these techniques motivates learners to become more confident and effective readers Implementing these reading strategies can improve overall language proficiency and foster a deeper understanding of texts.

METHODOLOGY

Research method

Based on the theoretical background, interactive teaching and learning differ significantly from traditional methods This approach was applied in English reading classes for EFL learners at VU to enhance student engagement and comprehension A comprehensive survey involving second-year students and English teachers was conducted to assess the current practices, the implementation of interactive reading lessons, and the perceptions of both teachers and students regarding classroom interaction The study aimed to identify challenges and provide actionable suggestions to promote more effective, interactive English reading instruction To achieve these goals, both quantitative and qualitative research methods were employed for a thorough understanding of the teaching and learning dynamics.

This study utilizes both qualitative and quantitative analysis to comprehensively address the research questions Qualitative research is employed to explore teachers' and students' attitudes, providing in-depth insights into their perspectives Meanwhile, quantitative analysis is used to examine the test scores of two groups, allowing for measurable comparison and statistical validation of the results.

Research instruments

The research consists of questionnaires, interviews, and tests The questionnaires investigate the current situation of teaching and learning reading for EFL students at VU

The interviews provided valuable insights into the current state of classroom interaction in teaching reading, revealing important aspects of how students and teachers engage during lessons Additionally, they offered practical suggestions for enhancing interactive teaching methods to improve English reading comprehension These findings underscore the significance of fostering interactive learning environments to promote more effective English reading instruction.

The test was designed to find an answer to the question: ―How does student interaction affect reading comprehension in EFL class at VU?

Context of the study

A study conducted at VU highlights that English is a compulsory subject for non-English major students, requiring them to pass a placement test to enroll Students must score at least 5 points (50%) on the test to register for any English class To fulfill their curriculum requirements, students need to complete 7 credits in English, which is equivalent to 105 periods of 50 minutes each.

At the end of each semester, students take a comprehensive written exam focused on grammar, vocabulary, reading, and writing skills Throughout the semester, students must complete at least one midterm test—scheduled by their teachers—to earn the necessary marks to be eligible for the final semester exam Regular assessments like midterms and the final exam help evaluate students' progress and ensure they meet academic standards.

Participants

This study explored classroom interaction with a focus on student engagement during class activities Participants included both EFL teachers and students at VU, ensuring diverse perspectives on classroom dynamics To maintain confidentiality, no administrators, teachers, or students were identified by name, preserving anonymity throughout the research.

Most teachers responsible for instructing non-major English students number around 20, primarily holding an M.A in applied linguistics and English teaching methodology Their specialized qualifications ensure effective language instruction and support for diverse student needs.

Twenty teachers, all trained at Vietnamese universities such as the College of Foreign Languages, Vietnam National University-Hanoi, and Vinh University, participated in the questionnaire to identify strategies for enhancing classroom interaction These educators teach non-English major students at Vinh University and range in age from 31 to 60 years, with a minimum of five years of teaching experience Half of the teachers (50%) have over ten years of teaching experience, while 30% are highly experienced with more than fifteen years in the field.

Two teachers hold Ph.D degrees, while fourteen have M.A degrees, representing 60% of the staff The remaining teachers, accounting for 30%, hold B.A degrees and are currently pursuing M.A courses Each teacher is responsible for teaching three to four classes, with class sizes ranging from 40 to 50 students All teachers are required to follow the textbook "New Headway" for their instruction.

Pre-Intermediate the third edition‖ by Liz and John Soars in 105 periods in the training program

Table 3.1.Teachers’ background information 3.4.2 Students

A total of 100 second-year students from two English classes across various majors, including Financing and Banking, Accounting, Information Technology, Business Administration, Math, Literature, and Law, participated in a questionnaire that provided valuable insights for the researcher Overall, the students' English proficiency is relatively low and varies significantly; most have studied English for about seven years, while many had only three years of high school English focused solely on written skills, and some have never studied English in high school at all Additionally, several students have learned other languages such as French or Russian, leading many to self-study or attend short English courses at foreign language centers before taking placement tests.

Most of the learners have already learned English However, their time of learning English is quite different Their background information is described in the table 3.3

The data indicates that the minimum English learning duration among students is less than three years, while some have studied for over ten years Notably, certain students have never learned English, having focused on French or Russian during secondary and high school Additionally, students’ major areas vary significantly, which contributes to diverse learning attitudes These gaps and differences impact students' motivation and approach to learning English.

Instruments for data collection

In this study, to get information for the research, main tools, namely questionnaire and interviews for teachers and students, class observation and the test were applied

This research utilized both open-ended and close-ended questionnaires to gather comprehensive data The questionnaires consisted of a set of questions or statements, designed to assess respondents' perceptions regarding the importance of reading comprehension and classroom interaction Participants were asked to answer the questions and return the completed questionnaires to the researcher This approach ensured a detailed understanding of students' views on key aspects of learning and engagement.

The study utilized two questionnaires: one for teachers and one for students Each questionnaire comprised two main sections; the first gathered background information such as participants' places of domicile, years of experience in learning or teaching English, and students' major areas of study The second section focused on students' attitudes towards English reading comprehension, including their views on interaction in learning and teaching the skill, as well as their expectations regarding teachers' methodology and materials to enhance their English proficiency.

To facilitate accurate student understanding and responses, all questions were written in Vietnamese Additionally, students answered in Vietnamese, allowing them to express their ideas clearly and effectively This approach enhances comprehension and ensures that students can communicate their thoughts with ease.

To ensure the reliability of the questionnaire results and explore the effectiveness of classroom interaction in teaching English reading skills to second-year EFL students at VU, the researcher conducted classroom observations These observations focused on non-English major classes at VU, where the researcher carefully documented teacher practices and the use of communicative activities This approach provided valuable insights into how classroom interaction influences English reading comprehension among students.

The interviews serve to validate and complement the findings from the questionnaire and classroom observations, providing quick and direct insights To ensure comprehensive data collection, the researcher will conduct interviews with both students and teachers alongside the observation questionnaires, enhancing the accuracy and reliability of the study results.

The researcher developed an interview checklist consisting of five key questions, which was used to interview three randomly selected English teachers These interviews were conducted immediately after observing their reading lessons, allowing for real-time insights The teachers willingly shared their perspectives, ideas, and teaching experiences, providing valuable data for the study.

An informal interview checklist of five questions was administered to five randomly selected students in the experimental class, ensuring a relaxed environment that encourages honest responses To gather reliable insights, the interviews were conducted either after observing reading classes or during break times, facilitating a comfortable setting for students to share their experiences This approach aimed to enhance data accuracy and foster open communication between the interviewer and students.

This final achievement test evaluated the effectiveness of classroom interaction in teaching reading compared to other instructional methods The researcher conducted the test in two different classes: Class NN1(35), a controlled class with limited student interaction, and Class NN1(37), an experimental class emphasizing increased student interaction The comparison aimed to determine how varying levels of classroom interaction impact reading comprehension and overall learning outcomes.

At the end of the first semester, the students were asked to do the same test to compare the results

The reading comprehension test comprised four distinct types of exercises designed to assess understanding It consisted of multiple-choice questions, each presenting a word followed by four options—one correct answer and three distracters This format effectively evaluates the test-taker's ability to interpret vocabulary and context, ensuring a comprehensive assessment of reading skills.

Data collection

The initial focus of the study was to investigate the application of classroom interaction in teaching reading at VU The research process involved designing and distributing questionnaires to gather relevant data The collection and distribution steps are detailed and systematic, ensuring comprehensive insights into how classroom interaction influences reading instruction at VU This study aims to highlight the importance of interactive teaching methods to improve students' reading skills, aligning with current educational best practices.

- Studying available documents and choosing the most appropriate data

- Revising questionnaires in terms of language as well as instructions so as to make it clear and reader-friendly

- Distributing questionnaires to 2 nd -year students at VU

- Gathering findings from respondents, analyzing and interpreting the data

Twenty copies of questionnaire for teacher were distributed to the teacher at

VU with the rate of return of 100% Questionnaire for student was issued to the students of 2 classes with the return rate of 100%

An insightful interview was conducted through a workshop involving three English teachers and the researcher, fostering collaborative discussion of key issues During the workshop, the participants engaged in a comprehensive discussion of four interview questions, with responses carefully documented for subsequent data analysis Additionally, the researcher conducted individual interviews with five students after the lesson to gather diverse perspectives This mixed-method approach enhanced the depth and reliability of the collected data for understanding the research problem.

At the end of the semester, an achievement test was conducted for two classes, comparing traditional teaching methods with more interactive approaches The class that employed traditional teaching methods, characterized by less student interaction, showed lower achievement scores In contrast, the class that incorporated increased student interaction demonstrated significantly higher academic performance These results highlight the positive impact of interactive learning strategies on student achievement.

Data analysis

The data analysis process involved reviewing relevant previous research, designing targeted questionnaires and interview questions, and systematically organizing and analyzing the collected data The researcher presented findings clearly by categorizing the data and discussing key insights Finally, the researcher drew conclusions and provided practical implications based on the analysis, ensuring a comprehensive understanding of the research topic.

Summary

This chapter outlines the research methodology, including the research approach, participant characteristics, and study methods It details the data collection process, describing the instruments and procedures used to gather data Additionally, the chapter explains the data analysis techniques employed to interpret the findings, providing a comprehensive overview of the research process.

FINDINGS AND DISCUSSIONS

The reality of teaching and learning reading skills in EFL classes at Vinh

4.1.1 The teachers’ and students’ attitudes toward the importance of teaching and learning reading skills

The study explored the attitudes of teachers and learners toward reading comprehension by asking, "How important do you think reading skills are for EFL students?" through a structured questionnaire The results, illustrated in the accompanying charts, highlight the perspectives of both groups on the significance of reading skills in language learning, providing valuable insights into their beliefs and attitudes.

Chart 4.1 Teachers’ and students’ attitude toward the importance of reading skills

The survey results indicate that the majority of teachers and students have positive attitudes towards teaching and learning reading skills, with 70% of teachers and 58% of students considering reading to be very important Furthermore, a similar proportion of teachers (20%) and students (30%) believe that reading skills are equally important as other language skills A small percentage, 10% of teachers and 15% of students, think that reading is not very important, while 5% of learners feel that reading is unnecessary Importantly, none of the teachers perceive reading as unimportant, highlighting its overall significance in language education.

Reading is an essential skill that plays a vital role in our daily lives, as it helps us understand and acquire new information "First we learn to read, and then we read to learn" highlights the importance of developing reading comprehension for academic success and personal growth Being able to interpret the context of words and grasp multiple concepts in longer passages is crucial for effective reading We engage in reading comprehension daily, whether we're reading newspapers, browsing job classifieds, exploring travel brochures, or understanding appliance manuals Reading serves multiple purposes, including gaining information, entertainment, vocabulary enrichment, relaxation, and continuous knowledge development Overall, reading enhances our language skills, relaxes the mind, and helps us stay informed and inspired.

Reading is a vital skill for EFL learners to acquire language effectively, as it helps develop vocabulary and comprehension When learners focus on expanding their vocabulary through reading, they quickly incorporate new words and phrases into speaking and writing, and improve their listening skills At VU, EFL students often lack opportunities to practice speaking English in a natural environment after graduation, relying mainly on reading, internet research, and translation tasks Therefore, strong reading skills are essential for their future success in an English-speaking context Recognizing this, both teachers and students at VU emphasize the importance of reading and continuously strive to enhance their language learning strategies.

A small percentage of students (5%) believe that English is only a compulsory subject and do not recognize the importance of reading for their studies or future careers, which leads to a lack of motivation and negative attitudes toward the subject These students often ignore the significance of English reading, focusing solely on grammatical structures and vocabulary Their primary goal in reading is to complete required textbooks to pass achievement routine exams, demonstrating minimal engagement with the broader benefits of English proficiency.

Reading skills are essential for English learners as they are closely interconnected with writing, listening, and speaking First, reading enhances writing ability through activities like summarizing, continuing stories, or describing characters Second, reading supports listening comprehension, allowing students to engage with stories, plays, or presentations and adding vividness to their understanding, as highlighted by Rivers and Temperly (1978) Third, reading fosters oral communication by providing material for discussions and debates, enabling students to share their insights and improve their speaking skills Incorporating diverse reading activities is crucial for developing well-rounded English language proficiency.

Strong reading skills are essential for overall language proficiency, as they directly impact writing, speaking, and listening abilities Understanding the relationships between different language components enhances learners' success in acquiring a new language According to Swan (1992), while knowledge of the foreign language is important, it is not the only factor in successful comprehension, since some students excel in speaking and writing but struggle with understanding This highlights the importance of comprehension instruction in the reading process, emphasizing that English teachers should focus on developing students' reading habits to ensure effective language learning.

Based on questionnaire data, 62 students found their reading lessons at VU uninteresting, highlighting a significant student perception The reasons behind these opinions may include lack of engagement or ineffective teaching methods, emphasizing the need for improved instructional strategies to enhance student interest in reading classes at VU.

38 students evaluated it exciting The following chart accounts for their evaluation:

Chart 4.2: The reasons of students’ evaluation about the reading lessons

From the figures in Chart 4.2 we can clearly see the reasons why students at

A survey conducted by VU revealed students’ perceptions of their reading lessons' interest level Among the 38 students who found reading lessons engaging, 34.2% cited speaking English opportunities in class as the main reason, while only 18.4% valued gaining new knowledge from reading texts Additionally, 21.1% of students enjoyed the variety of interesting topics, and 26.3% appreciated the numerous exercises provided In contrast, students who found the reading lessons uninteresting often pointed to a lack of engaging activities and interaction opportunities, with 37.1% and 32.2% respectively citing these issues Furthermore, 16.1% of students felt that reading classes consumed too much time, a concern echoed by 9 students who believed there were limited opportunities for interaction These findings highlight the importance of engaging content and interactive activities in enhancing students’ interest in reading lessons.

The above result gives us quite clear information why students do not like the reading class In fact, as I have presented in the context of study, English classes at

Large classes with over 50 students often face challenges such as varied and limited English levels, negative attitudes toward reading, and difficulty understanding texts Teachers struggle to plan engaging lessons due to time constraints, which hinders effective reading instruction To address these issues, teachers should introduce more interesting reading activities beyond textbook tasks and teach students reading strategies that foster motivation and classroom interaction Additionally, changing students’ attitudes towards English reading is crucial; encouraging them to prepare reading materials in advance, such as looking up unfamiliar words and researching topics, can lead to more efficient lessons Proper preparation enables teachers to focus more on interactive activities, improving reading skills and student engagement.

The survey explored students’ and teachers’ opinions regarding the reading texts in the New Headway Pre-Intermediate, Third Edition course book When asked, “What do you think about the reading texts in the course book?”, both groups expressed differing perspectives Teachers and students provided diverse insights, highlighting varying attitudes toward the suitability and effectiveness of the texts for language learning This feedback underscores the importance of considering multiple viewpoints to enhance the course material’s relevance and engagement.

Both teachers and students largely perceive the texts as challenging, with 35% of teachers and 38% of students finding them difficult However, a minority of teachers (30%) and students (27%) consider the texts suitable for learning Attitudes toward the reading texts vary significantly, as 25% of teachers and students find them interesting, while only 10% consider them boring Overall, perceptions of the texts highlight differing levels of engagement and difficulty among educators and learners.

‗boring‘ is almost equivalent (19% and 16% respectively)

These opposite ideas are easily understandable, as researchers have noted that non-English major students at VU have diverse English proficiency levels, backgrounds, majors, and attitudes toward English, leading to varied evaluations of reading texts The course book *New Headway Pre-Intermediate* (third edition) is designed for students with similar English levels, covering all four skills—listening, speaking, reading, and writing—across twelve units, each with distinct topics like "The Market Place," "Place and Things," "Fame," and "Things That Changed the World." While reading these texts helps students acquire language knowledge and enhance social and cultural insights, many teachers and students find the texts challenging due to the extensive vocabulary across different fields, complex grammatical structures, and confusing hot verbs, as exemplified in units like Unit 11.

The "What if…" language focus emphasizes the second conditional, the modal verb "might," and structures such as "so," "such," "so many," and "so much," along with literal and idiomatic phrasal verbs However, interviews with teachers and students reveal that reading activities in the textbook tend to be repetitive, primarily focusing on certain types of exercises like true-false statements in units 3, 6, 7, 10, and 11, and wh-questions in units 1, 2, 4, 5, 6, 7, 8, 10, and 12 This repetitive pattern contributes to perceptions that the reading texts are boring and lack variety, reducing overall engagement in the learning process.

Using a textbook can streamline teaching and learning, but both teachers and students still need to prepare thoroughly for each class Incorporating additional reading materials related to the lesson enhances understanding and engagement For instance, when teaching the text "Drama Queen," providing students with short stories about Hollywood film stars can enrich their learning experience and make lessons more interesting.

4.1.2 Reading strategies used in EFL classes at VU

Interaction pattern in the reading classes at VU

This study investigates teachers' and students' attitudes toward classroom interaction to understand their perceptions of its role in the teaching and learning process It aims to assess how both educators and learners evaluate the effectiveness and importance of classroom interactions, highlighting their impact on educational outcomes and engagement Understanding these attitudes can provide valuable insights for improving interactive teaching strategies and fostering a more dynamic learning environment.

Chart 4.3 Teachers and students’ perception of interaction

According to Chart 4.3, most students believe that classroom interaction plays a crucial role in developing English reading skills When asked about the role of classroom interaction in enhancing English reading abilities, approximately 40% of students selected that reading is significantly supported through interactive classroom activities This indicates that students recognize the importance of active engagement and communication in improving their reading comprehension in an English learning environment.

According to the study, 32% of students consider classroom interaction to be "very important," which is twice the percentage of those who view it as "not very important" (32% compared to 18%), while only 10 students believe interaction is "not important at all." All teachers interviewed regarded classroom interaction as important, with nearly all acknowledging its role in developing students' communicative competence Teachers emphasize that interaction enhances student-centered learning, makes lessons more engaging, and increases motivation and excitement for both students and teachers These findings highlight the vital role of classroom interaction in creating an effective and dynamic learning environment.

The important of interaction in learning also is presented in the students and teachers‘ description for learning reading comprehension situations When be asked

To make reading lessons more effective, most students (44%) emphasize the importance of interaction with others, a view supported by over half of the teachers (55%), who believe learners benefit from help from friends or teachers In contrast, about one-fourth of both teachers and students think that learners often need teacher assistance when facing learning difficulties Additionally, informants suggest that self-study alone is not sufficient for improving English skills, as only 10% of students and just one teacher believe that memorizing vocabulary and grammatical structures can lead to mastery Furthermore, only 15% of teachers and 18% of students advocate for doing many exercises to enhance English learning, indicating a consensus that interactive learning and teacher support are crucial for effective language acquisition.

Interaction plays a crucial role in enhancing learning and teaching English, as students find English reading classes more engaging when they learn collaboratively Teachers believe that motivating students through interactive methods requires careful lesson planning, including incorporating various activities that encourage participation However, implementing these interactive strategies often demands significant time and effort to prepare engaging games and activities, highlighting the importance of well-designed lessons to foster effective language learning.

The next question is ―Which type of classroom interaction do you like during reading lessons?‖

Chart 4.4.The classroom interaction teachers and students prefer

The data indicates that individual classroom interaction is the most prevalent, with 30% of teachers and 38% of students favoring this method during reading lessons Whole class discussion ranks second, at 25% and 27%, respectively Many informants noted that group work and pair work are rarely utilized in reading sessions at VU Teachers attribute this to factors such as student shyness, which makes them reluctant to move or participate actively; the lack of habit in working collaboratively, leading to increased time for completing tasks; and students' fear of sharing opinions and making mistakes, which hinders active engagement in group activities Implementing varied interaction strategies could enhance engagement and improve reading comprehension outcomes.

The survey results reveal teachers' perceptions of the most useful classroom interaction patterns in reading classes According to the data, a significant number of teachers favor student-centered interactions, emphasizing active participation and peer collaboration Many believe that interactive dialogue between teachers and students enhances reading comprehension and engagement Additionally, some educators highlight the importance of teacher-led discussions to guide understanding and provide direct feedback Overall, the results suggest that a balanced combination of student engagement and teacher guidance is viewed as most effective for reading instruction.

Table 4.3 Teachers and students’ perception of interaction patterns

According to the data, 60% of teachers highly value the student-student pattern, as it fosters skill development and promotes a more collaborative and cooperative learning environment Additionally, 30% of teachers emphasized the significance of enhancing teacher-student interaction, which plays a crucial role in supporting student learning In contrast, only 10% of teachers prioritize student-content interaction, indicating its comparatively lesser importance in classroom engagement Incorporating these interaction patterns is essential for creating effective, student-centered learning experiences.

According to recent student feedback, 54% of students prefer interacting with teachers, while 38% enjoy engaging with classmates, highlighting a strong desire for active classroom participation However, only 8 students prefer working independently with texts, indicating limited interest in solitary study The data suggests that most students value a dynamic learning environment, as they feel more relaxed and confident when participating in classroom activities They believe active involvement helps reduce anxiety about making mistakes, encourages idea sharing, and enhances their ability to construct sentences and discuss topics effectively.

During the pre-reading stage, teachers typically utilize the teacher-student interaction pattern to motivate students to learn key vocabulary, grammatical structures, and develop language skills such as speaking and listening In classroom settings, student-student interactions are often more dominant, as this approach provides students with more opportunities to build confidence in their communicative competence through activities like idea exchange and classroom presentations For instance, promoting student-student interactions enables learners to practice using new words in meaningful conversations, enhancing their language proficiency.

Effective student-student interaction significantly enhances learning outcomes by enabling learners to share ideas and allocate resources efficiently for processing information Students recognize the importance of interaction, which fosters a collaborative learning environment Interviews reveal that students' knowledge and understanding improve notably when engaging with teachers or higher-achieving peers, highlighting the key role of peer interaction in academic success.

4.2.2 Interaction pattern in the reading classes at VU

Observations of five second-year non-English major reading classes at VU reveal that the dominant verbal interaction patterns can be categorized into three main groups: Teacher-student, Student-student, and Student-content interactions, as illustrated in Chart 4.5.

Chart: 4.5 Common interaction patterns in reading classes

The chart indicates that three classroom interaction patterns are implemented in VU’s reading classes, with data from surveyed questions revealing the most frequently used techniques Teachers predominantly focus on the during-reading stage, while activities in pre- and post-reading are less emphasized During pre-reading, the most common activities are providing guiding questions for individual responses (30%) and whole-class discussion (35%), likely due to their simplicity and minimal time requirements Only 15-20% of teachers incorporate pair or group discussions on the text topic during pre-reading, suggesting a preference for easy-to-implement, discussion-oriented activities at this stage.

Table 4.4 The activities teachers usually use in Pre-reading stage

Observation data indicate that teachers primarily focus on the while-reading stage, dedicating more time to this phase and engaging students through frequent classroom interaction During a recent observation of Class A, I noted that the lesson centered around the reading text "London: The World in One City" from Chapter 6, highlighting the emphasis placed on active reading and student engagement at this stage.

At the pre-reading stage, you often Number teachers Percentage

Give guiding questions for students to answer individually 6 30

Ask students to work in pair to discuss the topic of the texts 3 15

Ask students to work in group to discuss the topic of the texts 4 20

Give guiding questions for the whole class to answer 7 35

Read introduction to the article on this page Choose T or F

Ask students to the introduction to the article and choose

T or F sentenses Check the answers with whole class

Students read through the text

Each student gives one answer

Teacher-student Student-content Individual

Work in groups to answer the questions about your texts

Devide students into 4 groups of 12, ask them to read four texts

Monitor to help them with vocabularies

Group A and B read text 1&2, group C and D read text 3 & 4

Discus answers in their groups

Student-student Student-content Teacher-student

Work with a partner from the other group

Compare the communities, using the answer to exercise 4

Tell students to give their answer of their groups Check the answers with whole class

Students of each group go to the blackboard to write down their answers

Teacher-student to whole class

Table 4.5 An observed reading class process at VU

The chart reveals detailed insights into the application of classroom interaction techniques in a reading class, highlighting the prominent use of all interaction patterns The teacher predominantly employed the teacher-student interaction pattern with the whole class, emphasizing its effectiveness Additionally, group work was favored over pair work, indicating a preference for collaborative learning among students.

Interaction‘s effect on English reading classes

Implementing interactive teaching methods in reading lessons significantly increases student engagement and interest Students in the experimental class responded positively to classroom interaction, despite it being a new approach for many Interviews with five randomly selected students revealed that they appreciated the interactive techniques, indicating that such methods can enhance their learning experience and motivation in reading activities.

Student A claim: ― I am very excited about this new teaching method I have chance to exchange opinion with other students I can learn a lot of from them”

Student B said: ―I see that the class room atmosphere changed a lot with new teaching reading method I feel really relaxed and comfortable when learning”

Student C considered: ―I feel English is more interesting when learning in interactive atmosphere I haven‟t thought that English is a boring subject anymore‖

Students generally held positive perceptions of classroom interaction, noting increased emphasis on engagement during lessons They appreciated that interaction was promoted both individually and through group work, fostering a collaborative learning environment The teacher's use of diverse activities provided valuable practice opportunities, contributing to an enjoyable classroom atmosphere This positive learning environment enhanced students' motivation and overall learning experience.

Classroom interaction has been integrated into reading lessons for over two months, allowing for an evaluation of its effectiveness in enhancing reading skills When students self-assessed the impact of interactive methods, 63% found these tasks effective, while 37% did not perceive them as beneficial The reasons behind the perceived ineffectiveness highlight the challenges and limitations of using interaction techniques in reading classes, emphasizing the need for further refinement to optimize learning outcomes.

Student E stated: “I can improve my communicate skills in interactive reading class However I am shy when speaking in front others because my speaking skill is not very good.”

Student F mentioned that they now carefully prepare lessons before class, which is a change from their previous habits They noted that this new approach is necessary because some of the activity requirements are too challenging for them This shift highlights their efforts to improve their academic performance and adapt to more demanding coursework.

In short, what mainly cause many difficulties for the students when they engaged in interaction are multi-level class and interactive requirements

4.3.2 Analysis of test results 4.3.2.1 Results of the test scores of the two groups

At the end of the semester, the researcher administered a post-test to two classes, asking students to complete the same assessment for comparison The collected results provided valuable insights into students' progress and learning outcomes This data enhances our understanding of the effectiveness of the instructional methods used during the course.

The reading comprehension test included four question types: multiple-choice, true-false statements, wh-questions, and matching, totaling 25 questions Each correct answer earned 0.4 points, with scores rounded to the nearest 0.5 The test was completed within 30 minutes, and students were prohibited from exchanging ideas during the exam Scores were recorded using both a 10-point system and a letter grading system, with an A corresponding to a score of 8.5.

- 10), B (7.0 – 8.4), C (5.5 – 6.9), D (4.0 – 5.4), F (< 4) F is which does not meet the requirement mark

This study analyzes the test results of 100 students to determine how student interaction influences reading comprehension in EFL classes at VU, addressing the research question: “How does student interaction affect reading comprehension in EFL classes at VU?” The collected scores are summarized in the table provided in Appendix 4, offering insights into the relationship between student engagement and reading performance.

Thanks to the test scores of the two classes above, the researcher cumulated the frequency of each mark as follows:

From the valid percentage gained in Table 4.4, the author tried to present them in charts so that is easier to see the differences between two classes:

Score Frequency Valid percent (%) Score Frequency Valid percent (%)

Chart 4.6 Frequency of mark distribution

The chart illustrates the distribution percentages across two classes The experimental class has 48% of students scoring A and B, compared to 32% in the control class Notably, the A mark in the experimental class is more than twice as high as in the control class, at 22% versus 10% Conversely, the control class has a higher percentage of C scores, with 48% compared to 38% in the experimental class Additionally, the D mark is slightly more prevalent in the control class at 14%, compared to 12% in the experimental class.

The experimental class demonstrated superior reading test results compared to the controlled class, with only 2% of students failing to meet the requirements, versus 6% in the traditional teaching group Overall, the data indicates that interactive reading instruction significantly enhances student performance, making it more effective than conventional teaching methods.

From the results of Table 4.5 we can calculate the mean of two classes as follows:

Table 4.7 The statistic parameters of the two classes

Class Cases Number of test Total score

The analysis showed that the experimental class scored higher overall, with a mean score of 6.71 compared to 6.22 in the controlled class This indicates that students in the experimental group demonstrated better reading abilities, suggesting the effectiveness of the instructional method used.

Suggestions for promoting interaction and communication in teaching and

Interactive classroom activities engage learners in speaking and listening tasks that promote information exchange and barrier reduction, enriching their linguistic resources These activities are essential for building students’ confidence in communicating in English, even in lessons focused on reading skills Incorporating meaningful interactions transforms the English classroom into an active, safe, and enjoyable learning environment that fosters both skill development and learner motivation However, designing effective interactive lessons at VU presents challenges, including integrating various forms of interactions, achieving lesson objectives through these activities, ensuring student participation, and facilitating engagement from all learners for optimal language acquisition.

A significant majority of students (62%) find reading lessons uninteresting, largely due to a lack of engaging activities, as reported by 37.1% Additionally, 32.3% believe limited opportunities to read contribute to their disinterest, making lessons feel boring and insufficiently motivating At VU, aliteracy—having the ability to read without the motivation—is a widespread concern To address this issue, teachers must focus on improving students' reading skills while fostering a genuine desire to read, thereby increasing motivation and interest in reading lessons.

To enhance students' reading effectiveness, teachers should employ diverse reading strategies and promote positive, extensive reading habits Studies reveal that vocabulary is the most challenging aspect of reading English for students, often due to limited vocabulary and background knowledge related to the reading topics Engaging in extensive reading outside the classroom can significantly enrich vocabulary and expand general knowledge As Nuttal (1996) emphasizes, "the best way to improve your knowledge of a foreign language is to go and live among its speakers," with extensive reading being the next best method Therefore, teachers need to provide students with relevant reading materials from various sources, such as books and websites, and guide them on effective reading strategies to maximize their language learning progress.

Increasing students’ awareness of their important role in the reading classroom is essential, as they should willingly engage in reading tasks and participate actively in pair or group work Encouraging students to read more and discuss challenges with peers and teachers fosters a supportive learning environment To motivate participation, teachers can reward students with marks that contribute to their mid-term grades Additionally, varying interesting reading activities and providing different tasks across lessons helps prevent boredom, thereby boosting students’ motivation to participate actively in reading classes.

Effective reading activities hinge on teachers providing clear instructions to prevent student confusion and build confidence Ensuring all students are silent before giving directions and explaining tasks precisely helps students understand expectations Additionally, teachers should specify the expected duration of activities and verify students' understanding by asking a few students to repeat the instructions before starting the task.

Creating an enjoyable and relaxed classroom environment is essential for fostering students' interest in reading and encouraging active interaction Teachers should design lively, interactive activities such as games, role plays, and crosswords to make learning more engaging and fun When students feel comfortable, they are more likely to learn effectively and participate actively An active, cooperative classroom promotes social, cultural, and linguistic development, leading to comprehensive learning experiences Additionally, teachers should monitor classroom dynamics and provide helpful prompts to support student engagement With supportive guidance from teachers, students can overcome difficulties, build confidence, and become more willing to participate in learning activities.

In my experimental reading class, sample activities were implemented as warm-up exercises for the reading text "Blind Date," designed to enhance students' interest and engagement in subsequent reading stages These activities aimed to boost student interaction and motivation, preparing them effectively for more in-depth comprehension The activities were systematically organized, as outlined in the accompanying table, to facilitate a smooth transition into the main reading task.

Teacher activities Student activities Interaction patterns

1 Ask students to look at the star signs on p10 and answer the question ―what is you star sign‖, check that the students know all the star signs, and can pnonouce them

1 Look at the picture, pronounce the words, say their star sign with class

2 Tell students find out people who have the same star sign and make groups then give names of groups as their star signs

Make 12 groups of from 4 to 6 (Students work in these group during class)

3 Ask students in each groups to work in pair and interview each other charecteristics

Students take turn to interview and write down each other charecteristics

4 Give handout of each star sign‘s charecteristics for 12 groups and ask them to

Give interview results to each other and disscuss in

Teacher-students Student-students discuss the similarity and differences between given charecterictics and their personal charecterictics whole groups

5 Ask students to discuss the question ―Do you think it‘s interesting or necessary to know the star sign of your boyfriend/girlfriend?‖

Discuss in their group, group leader presents their answers and explain the reasons

Table 4.8 Sample activities in warm-up step used in ‘Blind date’

4.4.2 Diversifying appropriate interaction patterns in each type of reading tasks

Identifying reading tasks is a crucial aspect of effective teaching and learning, as familiarizing students with various task types reduces exam anxiety Common reading tasks include true/false statements, WH-questions, short answer questions, matching, and multiple choice, each serving different purposes in developing reading skills Teachers should utilize diverse teaching methods tailored to each task type to enhance student engagement Implementing suitable activities for each reading task increases students’ interest and interaction in the classroom, leading to better reading comprehension and exam performance.

Reading exercises in *New Headway Pre-Intermediate* (Third Edition) focus on developing reading comprehension and language skills, rather than preparing for reading tests These tasks help learners improve vocabulary, grammatical understanding, cultural knowledge, and communication skills Common reading activities include WH-questions, short answer questions, and true-false statements, which effectively assess students' understanding Selecting appropriate activities and classroom interaction patterns is crucial for increasing engagement and learning effectiveness WH-questions promote active teacher-student interaction and enhance student content engagement by encouraging individual and paired work, with teachers monitoring and providing support This fosters meaningful classroom interaction between students and content, while teacher feedback during the task helps correct student answers and reinforce learning.

Other sample reading activities taken from my reading comprehension text

Blind Date at while-reading stage with the reading task wh-question

Teacher activities Student activities Interaction patterns

1 Ask students to read through the questions and about Matt

Read and answer the questions

2 Ask students to work in pairs Teacher monitors and helps them when whey want

Discuss their answer in pair then in groups

Teacher-students Student-student Student-students

3 Ask students discuss their answers as a class, teachers give feedbacks

Discuss their answer in frond of class

Table 4.9 Sample activities at while-reading stage

4.4.3 Diversifying appropriate interaction patterns to student’s English proficiency

To effectively teach students to read English, it is essential to maximize student talk time, which can be achieved through engaging activities These activities not only encourage active participation but also help teachers assess students' comprehension of the text Interactive activities are versatile and can be successfully implemented across various class levels To optimize learning outcomes, teachers should tailor these activities to suit the appropriate proficiency levels of their students, ensuring they are both challenging and accessible.

In second-year EFL classes at VU, students use the "New Headway Pre-Intermediate, Third Edition," aligned with CEFR level A2, emphasizing activities suitable for their proficiency Teachers should minimize talking, focus on demonstrating and explaining processes in various ways, and repeat as necessary, moving on once most students understand Monitoring student independence—through their ability to work in pairs or small groups—is a key indicator of class success While all learners are capable individuals, they may lack certain language, school, or general skills, and it's the teacher's role to support and recognize their potential Effective activities are those appropriately challenging—neither too simple nor too complex—to prevent boredom or stress, ensuring engaging and productive language learning experiences.

Classroom interactive activities are essential for enhancing students' language skills by encouraging meaningful communication with peers and instructors To effectively motivate students to participate, it is crucial to select appropriate activities and establish engaging interaction patterns that stimulate student involvement and language use Implementing well-designed interactive tasks fosters a dynamic learning environment, promoting active learning and better language acquisition.

In reading exercises like Blind Date on page 10, students are asked to carefully analyze information about three girls and predict whom Matt will choose, explaining their reasoning Many learners struggle to answer "Why" questions due to limited vocabulary, hindering clear expression of ideas To accommodate diverse English proficiency levels, I organize students into mixed-ability groups of five, tailoring tasks to suit each group's skill level This approach encourages peer learning, enhances student independence, and fosters more active participation in classroom activities Recognizing varied English skills allows for differentiated instruction that promotes inclusive learning and improves overall language development.

Teacher activities Student activities Interaction patterns

1 Ask students to read about three girls in pairs

Give students handouts explaining which star sign get on with which one

Read the text and the handouts teacher has given and discuss

Explain some words related to characteristics, hobies, appearance

Learn the unfamiliar words first, then read and discuss

2 Ask students to have a class discussion, monitor and help them when they want

Discuss their answers in groups and whole class

3 Ask students to write down their information

Imagine that if Matt were there, who would he choose?

One student of each group reads their information

Discuss who would Matt choose?

Table 4.10 Sample activities at post-reading stage depending on students’ levels

Effective English reading activities foster interaction and communication, but their success depends on teachers' individual teaching styles and personalities Not all sample activities are suitable for every classroom or educator, highlighting the importance of adapting tasks to fit specific teaching contexts Tailoring activities to match a teacher’s approach enhances student engagement and learning outcomes.

CONCLUSIONS AND IMPLICATIONS