Teaching staff
The Division of Informatics and Foreign Languages at UL employs 12 full-time English teachers, with four specializing in general English and the remaining eight in English for Specific Purposes (ESP) Among these educators, four hold M.A degrees in TESOL, three are pursuing postgraduate TESOL courses, and the rest possess B.A degrees in English Additionally, all teachers involved in ESP instruction have B.A degrees in Law obtained through in-service training, enhancing their expertise in specialized language areas.
The teaching staff at UL primarily consists of experienced educators aged between 30 and 54, with over 10 years of English teaching experience, ensuring high-quality instruction Notably, only teachers holding a B.A in Law are authorized to teach the ESP course, emphasizing the importance of legal expertise in delivering law-related language lessons Effective communication is essential in teaching law-related topics, requiring instructors to explain complex concepts clearly and coherently The role of skilled teachers is crucial in successfully implementing ESP programs and enhancing students' learning outcomes at UL.
Students’ profiles
Students’ age ranges from 20 to 25 (99% between 20 and 22, only 1% from
23 to 25) They are all native speakers of Vietnamese The majority of the students at the UL are female (76%) Male students only make up 24%
All of the students who attend ESP course have to pass the “Quick Placement Test” with the scores above 30 (5marks) to start this course
Students' English backgrounds vary significantly due to their diverse provinces and cities, influencing their language proficiency Those who have studied English for seven years generally outperform peers with only three years of high school English education Additionally, some students have just started learning English after passing the national university entrance exam, resulting in lower proficiency levels The main challenges faced by students include insufficient English skills and lack of motivation, as many do not recognize the importance of English until they encounter specialized Law books or legal documents in English.
LITERATURE REVIEW
1.1 Description of the ESP course at the UL
The University of Laws (UL) prioritizes training and teaching students to become future lawyers, with approximately 1,000 graduates each year These graduates often pursue careers in domestic and international companies, courts, or government agencies ESP (English for Specific Purposes) is a mandatory subject for all second-year students, ensuring they develop essential language skills for their professional paths Students are classified into two levels of English: general English, which requires self-study until achieving a 350 TOEIC score, and ESP courses, which necessitate a minimum score of 30 on the Quick Placement Test to enroll These structured language programs strategically prepare students for success in their legal and professional careers.
English for Law has been taught at UL for twelve years, using topic- and content-based syllabi that include theoretical law lessons The course materials are primarily based on the textbooks “Getting into Legal Terminology,” “English for Lawyers,” and “Improving Your Understanding Law in English” by Le Hong Hanh In 2008, the teaching material “Introduction to Law in English” was officially introduced by the English faculty at UL to enhance legal English proficiency This integrated course aims to develop students' four language skills—reading, listening, speaking, and writing—by incorporating diverse sources such as newspapers, magazines, Voice of Vietnam, BBC news, and digital tools like Microsoft Encarta Premium 2007 The course content is designed to familiarize students with essential legal English terminology and stylistic structures, providing a comprehensive foundation for legal language mastery.
“Introduction to Law in English”
+Contractions +Apostrophes +Abbreviation +Articles +Periods
“Introduction to Law in English”
+Sentence variety +Complex sentences with noun clauses +Complex sentences with adjective clause +Complex sentences with adverb clause +Sentence combining
-Convention on the Rights of the
- Vietnam and China increase bilateral
-The current policies of the Vietnamese Communist Party
-Vietnam’s Education policies when joining WTO
-Illegal and de factor marriage
-Higher punishment for bomb hoax in Vietnam cooperation
-Vietnam’s economic achievements -Vietnam: Geography & Environment
- The implementation of intellectual property law
UL classrooms are primarily designed for lectures, featuring two blackboards and microphones to facilitate instruction Some rooms are equipped with hanging projectors and screens, allowing teachers to connect their laptops for presentations However, there are no dedicated language learning rooms available Most classrooms are large, accommodating between 60 to 100 students, which presents challenges for English teachers in managing and engaging such sizable groups.
The law library primarily contains a large collection of Vietnamese legal books, with only a limited selection of law books in English available for student reference and reading Most of the legal publications in the library are outdated, having been published 5 to 10 years ago, which hampers students' access to up-to-date legal information Conversely, the latest legal materials are kept at each department for teachers’ reference, leaving students with generally outdated resources.
The Division of Informatics and Foreign Languages at UL employs 12 full-time English teachers, with four specializing in general English and the remaining eight in ESP Among these educators, four hold M.A degrees in TESOL, three are undertaking postgraduate TESOL courses, and the rest possess B.A degrees in English Additionally, all teachers involved in teaching ESP have also completed in-service training and hold B.A degrees in Law.
The teaching staff at UL for ESP courses are experienced professionals aged between 30 and 54, with over 10 years of teaching English, ensuring high-quality instruction Only teachers holding a B.A in Law are authorized to teach ESP courses at UL, emphasizing the importance of subject-matter expertise in legal English Effective legal instruction requires teachers to present legal concepts clearly and coherently, highlighting the critical role of qualified educators in successful ESP teaching.
Students’ age ranges from 20 to 25 (99% between 20 and 22, only 1% from
23 to 25) They are all native speakers of Vietnamese The majority of the students at the UL are female (76%) Male students only make up 24%
All of the students who attend ESP course have to pass the “Quick Placement Test” with the scores above 30 (5marks) to start this course
Students' English proficiency varies significantly due to their diverse backgrounds, coming from different provinces and cities Those with seven years of English education generally perform better than peers with only three years of high school English, while some students have just started learning English after passing the national university entrance exam The main challenges they face include low English proficiency and a lack of motivation to learn the language, as many do not realize its importance until they encounter specialized law texts or legal documents in English Recognizing the need to enhance motivation and proficiency is crucial for improving students' English skills.
This chapter has looked at the background of the English and teaching at the
The ESP teaching materials, physical setting, teaching staff, and students’ characteristics are critical factors in this M.A thesis research, significantly influencing potential solutions to students’ challenges Understanding these elements is essential for developing effective strategies tailored to students' needs These factors directly impact the learning environment and determine the success of ESP instruction, making their thorough examination vital for addressing students’ problems effectively.
The next chapter will provide a review of previous studies related to the problem under investigation and some theoretical knowledge related to this study.
METHODOLOGY
Research design
A survey design utilizing questionnaires for both teachers and students was employed to address the research questions This approach was chosen because surveys are effective in exploring, describing, and explaining individuals' characteristics, attitudes, views, and opinions (Brown, 2001).
Qualitative research, as noted by Seliger and Shohamy (1997), employs multiple data collection methods to provide a comprehensive understanding of the studied activity or event Combining various techniques enhances the depth and validation of the findings In this study, questionnaires served as the primary instrument, aligning with the qualitative approach's focus on rich, detailed data.
Questionnaires are effective tools for gathering data from large groups of participants, allowing researchers to efficiently collect information at scale The items within questionnaires differ in their level of explicitness, which influences the clarity and type of data obtained from respondents Additionally, the specificity of questionnaire items—ranging from broad to highly detailed—impacts the precision of the data collected, making careful item formulation essential for accurate research outcomes (Seliger and Shohamy, 1997:126).
To effectively understand students' challenges in reading, especially with ESP texts, it is crucial to consider the sample size, as it impacts the study's generalizability In this research, over 255 students and 8 English teachers participate, highlighting the importance of using questionnaires to gather comprehensive data in this setting.
Participants
The survey was conducted at the start of the second semester of the 2007-2008 school year at the University of Lausanne (UL) The study focused on two primary groups of participants, providing valuable insights into student experiences and academic trends during this period.
This study surveyed eight experienced ESP teachers at UL, each with over five years of teaching practice Among them, three hold M.A degrees, two are currently pursuing M.A courses in TESOL, and the remaining three have completed postgraduate TESOL courses at USSH Additionally, all participants possess a B.A in Law and have experience teaching both English and Law in English to students Their extensive backgrounds enable them to understand students' strengths and weaknesses in learning English effectively.
The study involved 255 male and female students aged 20 to 25 enrolled in the "Introduction to Law in English" course Participants were divided into two groups: a control group of 130 students who adhered to traditional teaching methods and an experimental group of 125 students who utilized schema building techniques The control group followed the standard curriculum, while the experimental group engaged in schema-based learning to enhance understanding of legal concepts.
This study aimed to identify factors that hinder Law students from effectively reading ESP texts, assess whether their perceptions evolved throughout the course, and explore the potential of Schema Theory to enhance their reading skills in English for Specific Purposes.
Instruments
This study employed three sets of questionnaires to gather comprehensive data The first questionnaire assessed students' reading skills before the course, while the second evaluated their progress after completing the program Additionally, a third questionnaire targeted eight English teachers to obtain their perceptions of students' reading skill development and to understand the teaching approaches used in instruction The research involved 255 students divided into two groups and eight English teachers, ensuring a diverse and informative dataset.
All participants were thoroughly informed about the purpose of the questionnaires and carefully instructed on how to complete them, including using a stick (9) for most questions to prevent misunderstandings To maintain data objectivity, no comments or explanations influencing participants’ responses were provided during completion Completed questionnaires were collected immediately after participants finished within the designated time frame (see Appendix 2 and 3).
This study involved two sets of questionnaires administered to students—initially at the start of the course to assess their gender, age, reading difficulties with ESP texts, reading strategies, and teaching methods used in class, and again at the end of the course to evaluate progress and determine whether students had overcome their reading challenges.
Schema theory helped them improve their reading skills
The questionnaire utilized terminology commonly associated with language teaching and reading skills development, ensuring relevance and clarity for respondents To enhance comprehension among students of varying proficiency levels, a Vietnamese version was provided Participants were instructed to select one or more answers from the given choices and were also given an additional space to express their individual thoughts This structure aimed to gather comprehensive insights into students’ reading strategies and attitudes effectively.
The first questionnaire is structured into three parts, with Part 1 including four key questions about respondents' ages, gender, scores on the Quick Placement Test, and their motivation for learning English.
Part 2 of the article focuses on identifying the key difficulty aspects of ESP texts based on respondents' evaluations Item 5 explores challenges related to vocabulary, grammar, and thematic content within ESP materials Item 6 emphasizes the importance of background knowledge, including unfamiliar information, vocabulary, and new grammar points that students may encounter Item 7 specifically addresses the difficulty level of vocabulary, such as polysemous words, specialized ESP terminology, and multi-syllable words Lastly, Item 8 examines grammatical difficulties in ESP texts, including complex noun phrases, articles, conjunctions, and other grammatical structures.
Part 3, dealing with the students’ reading strategies, is presented by question
The survey included questions assessing students' use of reading strategies, such as bottom-up, top-down, or combined approaches, in their first language It also evaluated students' confidence and skills in skimming and scanning methods, essential for effective reading comprehension Additionally, the questionnaire explored students' inferring abilities and whether their teachers' strategies positively impacted their learning The second questionnaire, conducted at the end of the course, aimed to measure the development of these reading skills and strategy use among students.
The second questionnaire is structured into three parts, with Part 1 comprising two questions that assess students’ opinions on the teaching methods used during reading lessons and the challenges they are able to overcome in reading.
Part 2 consists of six questions to elicit the information about vocabulary, grammar, topics that the students can overcome after they have practiced Getting started or Pre-reading tasks
Part 3 of the article comprises seven questions aimed at gathering essential information regarding the development of background knowledge, the frequency of Schema usage by teachers, and the relevance of ESP (English for Specific Purposes) materials This section emphasizes the importance of building Schema prior to reading ESP texts to enhance comprehension, highlighting the necessity of integrating Schema activation techniques into ESP instruction Effective utilization of Schema can significantly improve students' understanding and engagement with specialized reading materials, making it a crucial aspect of ESP teaching strategies.
The teacher questionnaire comprises two sections: the first gathers background information and teachers’ perceptions of students’ reading difficulties, while the second explores teachers’ views on schema theory and the importance of schema building Unlike the student questionnaires, this format provides insights into educators’ opinions on supporting reading development through schema-based strategies (See Appendix 4)
• Question 1 is about teachers’ experience in teaching ESP at the UL;
• Question 2 focuses on which skills in English teachers considered as the most important one for Law students;
• Question 3 refers to teachers’ perception on students’ difficulties in reading
• Question 4 relates to teachers’ assessment about the difficulties of ESP text;
• Question 5 relates to teachers’ opinion about the importance of readers’ knowledge, vocabulary and grammar before reading the ESP texts;
• Question 6 refers to teachers’ expectation towards students’ improvement in vocabulary, grammar, reading skills;
• Question 7 relates to teachers’ techniques applied in teaching Pre-reading;
• Question 8 and 9 aim at finding teachers’ opinion about the necessity of skimming and scanning skills towards students;
• Question 10 is about teachers’ opinions about the background information towards students;
• Question 11 aims at finding teachers’ opinion about schema-building for students before reading ESP texts;
• Question 12 is about teachers’ frequency of applying schema-building in
• Question 13 relates to teachers’ suggestions for students to develop reading skills in reading ESP texts
• Question 14 is used for the teachers to reflect whether the lessons in the ESP teaching material are suitable or not suitable for Law students.
Data collection procedures
Participants were assigned to controlled and experimental classes based on their Quick Placement Test results, ensuring both groups had equivalent proficiency levels A total of 255 students were divided into eight classes, with 130 students in four controlled classes and 125 students in four experimental classes The placement test was administered simultaneously in two halls by teachers from the Department of English at UL, facilitating a fair and standardized testing environment.
3.4.2 Data collection procedure of the questionnaire
At the start of the course, students received their first questionnaire during break time and returned it immediately afterward to ensure an accurate participant count Students were also informed about the research's purpose and emphasized their重要 role in contributing to the survey's success.
The second student questionnaire was distributed two days before the course concluded to prevent student absences and ensure maximum participation Equal numbers of questionnaires were provided to both class types, resulting in the collection of 255 answer sheets from each group The data collection process, supported by the teachers, took two weeks to complete for each questionnaire As a result, a 100% response rate was achieved, ensuring comprehensive and reliable data for analysis.
Eight questionnaire sheets were distributed to UL teachers involved in both controlled and experimental classes, all of whom are colleagues of the researcher and enthusiastic about sharing their experiences in teaching ESP The participating teachers willingly completed and discussed the questionnaires, providing valuable insights into their teaching practices All filled questionnaires were collected within two days, ensuring timely data collection for the study.
Teaching settings
The experimental teaching at UL took place from October 6th to December 27th, 2008, spanning a 12-week course The program allocated a total of 9 hours per week, with dedicated sessions for reading comprehension, enhancing students' language skills The ESP course utilized the "Introduction to Law in English" (Part I and Part II) by UL's English teachers, published in February 2008, serving as the core teaching material This approach aimed to improve students' legal English proficiency through targeted instruction and relevant content.
The experiment was conducted on 255 students, who are mostly second-year students, taking the ESP course at the UL
To make sure the basic for evaluating the students’ ability in English, a
Quick Placement Test which was bought from Oxford University Press and
University of Cambridge Local Examinations Syndicate was used (See Appendix 1)
It will be carried out by the second year students before they start the course
“Introduction to Law in English”, which is only for students who are going to study ESP
The purpose of this test is to assess students' reading skills in understanding legal texts A standard score of 30 serves as the cutoff criterion for course eligibility Students scoring below this threshold are classified as low-proficiency and are ineligible to participate in the course This ensures that only students with adequate reading comprehension related to laws can enroll and benefit from the program.
This study aimed to compare the effects of Schema-building on students’ reading skills and their ability to handle challenges in ESP texts The control group followed a traditional, step-by-step learning approach aligned strictly with the preset ESP material In contrast, the experimental group engaged in pre-reading activities such as reading mini-texts for background information, participating in discussions and group work, and completing matching exercises, all designed to activate prior knowledge These pre-reading strategies aimed to enhance students' comprehension and confidence in tackling new information within ESP texts (See Appendix 5)
The lessons were structured in a consistent format, encompassing warm-up, pre-reading, while-reading, and post-reading stages During the warm-up, students brainstormed related words and shared ideas with partners, fostering engagement with the topic In the pre-reading phase, students matched over ten new words or phrases to their meanings, preparing them for the text The while-reading stage involved reading the text and completing True/False and phrase matching exercises to reinforce understanding In the post-reading phase, students used dictionaries to find collocations, synonyms, and meanings, then tested each other on the usage of these words in the text A sample warm-up and pre-reading activity was provided for the controlled group.
UNIT 10: EFFECTIVE IMPLEMENTATION OF INTELLECTUAL PROPERTY AIMS TO ATTRACT INVESTMMENT
1 PIRACY: Have you ever photocopied/downloaded things illegally? Have you ever bought fake goods? Answer these questions with your partner(s) Talk about how bad the following actions are: a Copying someone’s essays / theses b Photocopying non-copiable books c Videotaping movies and TV shows from the television; downloading music on the Internet illlegally d Pirating optical disks (music CDs, film DVDs and software)
Write down all of the different words you associate with the word
“ Intellectual property ” Put the words into different categories with your partner(s) and talk about them
MEANING MATCH: Match the words/ phrases with their meanings
1 to testify a to increase, to raise
2 confidence b a supplementary international agreement, the first copy of a treaty or other such document before its ratification
3 intellectual c to bear witness (to), to give or provide evidence 4.globalisation d an authorized messenger or representative, a diplomat of the highest rank accredited as representative from one country to another
5 copyright e growth to a global or worldwide scale
6 ambassador f The legal right granted to an author, composer, playwright, publisher, or distributor to exclusively dispose of their works
7 to boost g full trust, assurance, faith
8 commitment h The act pledging or engaging oneself; a pledge or promise; obligation
9 counterfeiting i of or relating to the intellect or its use, of or associated with or requiring the use of the mind
10 protocol j made in imitation of what is genuine with the intent to defraud, fraudulent
The reading lesson was structured into three key stages: pre-reading, while-reading, and post-reading During the pre-reading phase, mini-texts created with Microsoft PowerPoint were used to introduce students to the upcoming topic These mini-texts served to build background knowledge and familiarize students with new vocabulary that would appear in the reading material, thereby enhancing their comprehension and engagement.
Teachers facilitated group discussions by asking questions related to the topic, encouraging students to share their opinions and analyze related problems To enhance vocabulary skills, activities such as guessing the meanings of new words or identifying and using them in correct forms were integrated into this stage These engaging strategies promote active learning and improve students’ comprehension of the subject matter.
During the while-reading stage, teachers guided students to read short sections of the text, asking questions to assess comprehension and encourage critical thinking They also helped students infer the meanings of unfamiliar words from context and understand text structures through skimming and scanning techniques The primary goals of this stage were to ensure students' understanding of the material and to develop effective reading strategies for successful comprehension.
In the post-reading stage, students were encouraged to connect the text to their personal experiences and knowledge through reflective questions and tasks that foster personal engagement Writing activities were displayed on the computer screen at the end of each lesson to help students recall and reinforce what they had learned This approach promotes meaningful interaction with the material, enhancing comprehension and retention.
UNIT 10: EFFECTIVE IMPLEMENTATION OF INTELLECTUAL PROPERTY AIMS TO ATTRACT INVESTMMENT
2 Mini-text B: Form of Intellectual Property :
Intellectual Property , creative works that have economic value and are protected by law Intellectual property laws reward the creators of most types of intellectual property by
1- a allowing b preventing c forgiving others from copying, performing, or distributing those works without permission The main purpose of this protection is to provide for people to produce scientific and creative
2- a measures b laws c incentives works that benefit society at large Some types of intellectual property are automatically protected by law from the moment of their creation
The main types of intellectual property include patents, copyrights, and trademarks Patent law safeguards inventions that showcase technological innovation, encouraging progress and development Copyright law protects a wide range of literary and artistic works, such as paintings, sculptures, prose, poetry, plays, musical compositions, dances, photographs, motion pictures, radio and television programs, and sound recordings, ensuring creators' rights are upheld.
3 Complete the sentence : Using the correct form of the word 1- Very little has been achieved in the of the peace agreement signed last week [Implement]
2- We need a big win our confidence [Boost]
3- The country was on the verge of collapse because of the of violent rebel attacks [Intensify]
4- He admitted possessing and delivering currency.
[Counterfeit] 5- If someone with an order, they are in accordance with what is required or expected [Comply]
4 Group discussion : Each group chooses one question, discussing with your group members and then presenting the answer of your question in the class a How important is it to protect intellectual property rights (IPR)? b What can international companies like Coca Cola or Microsoft Corporation do to stop their products from pirates? c In Vietnam, are counterfeit products imported? Are they produced locally?
Are intellectual property rights (IPR) offences traded freely and in significant quantities both in street markets and retail shops? Understanding whether IPR violations are criminal offences and if they constitute organized crime is crucial for effective enforcement Protecting intellectual property rights not only fosters innovation but also contributes to the enhancement of human rights by ensuring creators' rights are upheld Additionally, it is important to compare Vietnam's patent and trademark registration processes with those in the EU and the USA to understand similarities and differences in IPR protection standards across regions.
Summary
To develop a comprehensive understanding of the research, the study utilized three sets of questionnaires as the primary data collection instrument Data were gathered from second-year students at three points: at the start of the course, at its conclusion, and from English teachers involved in ESP instruction within controlled and experimental classes The collected data were meticulously analyzed using SPSS software to ensure accuracy and validity.
FINDINGS AND SUGGESTIONS
Findings
4.1.1.1 The age of the students:
Age Controlled class Experimental class
TABLE 4.1: Students’ ages in two types of class
Table 4.1 indicates that the vast majority of students, accounting for 99% (252 out of 255), were aged between 20 and 22 at the start of their ESP course Only a small minority, just 1% (3 students), were aged 23 to 25 years old, highlighting the predominantly young adult demographic enrolled in the program.
The study found that the ages of students were consistent across all class types, with 99% and 98% of students aged between 20 and 22 years old, and only 1% and 2% aged between 23 and 25 years old This indicates that the students’ age distribution was similar between the control and experimental groups, ensuring comparability in the research.
FIGURE 4.1: The ages of students in two types of class
4.1.1.2 The gender of the students:
TABLE 4.2: Students’ gender in two types of class
Not only being the same in ages, there were also the same numbers of male and female students in two types of class 95 students (73%) in the controlled class and
92 students (74%) in the experimental class were female and 35 students (27%) in the controlled class as well as 33 students in the experimental one were male
TABLE 4.3:Students’ Placement Test Score
In both controlled and experimental classes, the majority of students scored between 5 and 6.5, with 78% (102 students) in the controlled classes and 81% (101 students) in the experimental classes achieving these average scores Conversely, only 22% (28 students) in controlled classes and 19% (24 students) in experimental classes attained higher marks ranging from 7 to 10 The study found that students in both groups were comparable in age and English proficiency level, indicating that these factors did not influence the score distribution.
FIGURE 4.3: Students’ Placement Test scores
4.1.2 Students’ assessment of difficulties in reading ESP texts 4.1.2.1 Vocabulary
Both controlled and experimental classes demonstrated similar perceptions of ESP vocabulary difficulty among students In both groups, a majority of students found the vocabulary “difficult,” with 57% in controlled classes and 53% in experimental classes, and a smaller percentage considered it “very difficult,” at 8% and 13%, respectively Conversely, only a small fraction of students viewed ESP vocabulary as “not difficult,” accounting for 5% in controlled classes and 3% in experimental classes Additionally, approximately 30% of students in both groups regarded the vocabulary as “slightly difficult,” indicating a consistent perception of difficulty across both class types These findings highlight comparable attitudes toward ESP vocabulary difficulty among students in controlled and experimental learning environments.
The data indicates that students struggled with new legal terminology and ESP-specific topics, highlighting their lack of prior instruction on these elements This unfamiliar vocabulary served as a significant obstacle, hindering their reading comprehension of ESP texts.
Not difficult Slightly difficult Difficult Very difficult
(13%) TABLE 4.4: The difficulty of vocabulary
FIGURE 4.4: Students’ assessment of vocabulary
Question 3 of Version 2 asked the students to evaluate the difficulty of vocabulary after finishing Pre-reading task applied in the controlled class and the experimental class; the result showed us positive indicators in the experimental classes After applying schema-building method, the students believed that the difficulties of vocabulary have been reduced
Not difficult Slightly difficult Difficult Very difficult Before After Before After Before After Before After
8 (6%) TABLE 4.5 : The difficulty of vocabulary after the experimental teaching
Dif f ic ult V ery dif f ic ult
FIGURE 4.5a: The students’ assessment of vocabulary in the experimental group
FIGURE 4.5b: The students’ assessment of vocabulary in the controlled group
The comparison of Figures 4.4 and 4.5 reveals significant differences in the assessment of vocabulary difficulty levels between controlled and experimental ESP classes Specifically, the experimental class experienced a reduction of over 30% in vocabulary difficulty, demonstrating substantial improvement In contrast, the controlled class showed only a 9% decrease, indicating minimal progress This suggests that the experimental teaching methods were more effective in easing vocabulary difficulty in ESP texts.
4.1.2.2 Grammar point in ESP texts
Time Type of class Not difficult
Slightly difficult Difficult Very difficult
Before experimental teaching Exp Class 37
After experimental teaching Exp Class 43
(5%) TABLE 4.6: The difficulty of grammar in ESP texts
Dif f icult V ery dif f icult
Afte r the e xpe rim e ntal te aching
According to Table 4.6, students’ perceptions of the difficulty of grammar in experimental classes remained relatively unchanged, with only about a 3% to 4% average variation Similarly, in controlled classes, students’ attitudes toward grammar difficulty shifted slightly, increasing from 6% to 8% These findings indicate that grammar points did not pose significant obstacles to reading comprehension, suggesting consistent difficulty levels across both class types.
FIGURE 4.6: The difficulty of grammar in ESP texts
4.1.2.3 Topic of the ESP texts
Not difficult Slightly difficult Difficult Very difficult
(8%) TABLE 4.7: The difficulty of topic of the ESP texts
In Question 5 of Version 1, 42% of students (105) believed that ESP texts were difficult, while only 8% (21) found the topics very difficult, indicating a general perception of challenge Conversely, 16% (42) considered the ESP topics as not difficult, and 34% (87) viewed them as slightly difficult, reflecting varied attitudes toward the material The students shared similar opinions primarily because most of the English for Laws topics were quite new and unfamiliar to them.
After the experimental teaching The difficulty of gramar
FIGURE 4.7: The difficulty of topic before experimental teaching
Not difficult Slightly difficult Difficult Very difficult
After participating in the experimental teaching, 34% of students found ESP topics less difficult than they initially thought, indicating a positive change in perception Additionally, 38% of students considered the ESP topics slightly difficult, while 25% still found them challenging, with only 3% perceiving the topics as very difficult Overall, the application of Schema-building methods significantly reduced the perceived difficulty of ESP topics in the experimental classes, decreasing from a previous higher percentage to 24%.
During the controlled classes, students' choice percentages showed minimal variation of about 3% Specifically, 20 students (15%) found the ESP topics not difficult, a slight increase from 18% prior to experimental teaching Additionally, 52 students (40%) considered ESP topics slightly difficult, while 51 students (39%) still found them difficult Only a small proportion, 7 students (5%), perceived ESP topics as very difficult.
FIGURE 4.8: The difficulty of the topics of ESP texts after experimental teaching
According to Rona (1997:120), schema is defined as the mental picture and organization of information related to a specific idea, topic, concept, event, or thing, serving as stored knowledge based on an individual's prior cognitive experiences The study findings from Tables 4.7 and 4.8 demonstrate that students in controlled classes showed no improvement in overcoming difficulties with ESP texts due to a lack of relevant cognitive experience Without prior cognitive exposure to a topic, understanding reading materials becomes challenging, highlighting the importance of activating students’ schema before reading Therefore, teachers should focus on activating students’ prior knowledge and schemata related to the topics in ESP texts to enhance comprehension and learning effectiveness.
Not difficult Slightly difficult Difficult Very difficult Before After Before After Before After Before After
TABLE 4.9: The difficulty of topics of ESP texts before and after the experimental teaching
To have a clear picture, the two below charts would show the changes in overcoming the difficulty of topics of ESP texts in the two groups
FIGURE 4.9a: The comparison of the difficulty of Topics of ESP texts in the controlled group
The difficuly of Topics of ESP texts
Before exp teaching After exp teaching
FIGURE 4.9b: The comparison of the difficulty of Topics of ESP texts in the experimental group
4.1.3 Reading strategies 4.1.3.1 Students’ reading strategies:
Content Controlled class Experimental Class Total a) Look up the vocabulary and translate into VN first
114 (45%) b) Look up the vocabulary and understand sentence structures in advance
94 (37%) c) Guessing and using their background knowledge
47 (18%) TABLE 4.10: Students’ strategies in pre-reading
According to Table 4.10, a significant proportion of students preferred to look up new vocabulary before translating into Vietnamese, with 45% in controlled classes and 44% in experimental classes expressing this preference Additionally, many students indicated that their first step was to understand the sentence structure associated with new vocabulary, accounting for 37% in both controlled and experimental classes, before reading sentences one by one In contrast, a smaller percentage of students, 18% in controlled classes and 19% in experimental classes, checked other aspects of the text.
“guessing the content of ESP text by the title, pictures or using their background knowledge related to the topic”
Most students are unfamiliar with the Schema-building reading technique, which hinders their ability to develop effective reading strategies Instead of using this approach, the majority tend to look up new vocabulary, translating words into their mother tongue or focusing on understanding sentence structure Incorporating Schema-building techniques can enhance students’ reading comprehension skills and promote more autonomous learning.
4.1.3.2 Teachers’ pre-reading teaching technique
Content Number Percentage a) Explaining vocabulary and sentence structure 2 25% b) Discussing the topic with students 2 25% c) Asking students to skim the text first 3 37.5% d) Building the information related to the topic 1 12.5%
TABLE 4.11: Teachers’ pre-reading technique
Question 7 of Version 3 was aimed to investigate which techniques teachers usually applied for pre-reading 37.5% of the teacher subjects checked c, “asking students to skim the text to have general idea”, and 25% of informants preferred to explain the new vocabulary and new sentence structure first as well as 25% of teachers wanted to discuss about the topic before going into reading the text
Discussion of the findings
In this section, the findings from data analysis are discussed to offer the answers to the research questions
4.2.1 The role of vocabulary and background knowledge related to the incoming text in reading comprehension
The study highlights that difficult vocabulary and unfamiliar topics significantly hinder reading comprehension among students Many students struggle with gaps in vocabulary, often reading words in a second language (L2) without understanding their meaning Additionally, limited background knowledge on legal topics, such as international cooperation, commercial law, and intellectual property law, further complicates comprehension, especially since most students have not encountered these laws in their native language These factors—vocabulary gaps and lack of topic-specific background knowledge—are major obstacles to effectively understanding legal texts in English.
Schema-building is essential for enhancing the reading process, as it helps students access background knowledge and connect it to new information Teaching students to relate prior knowledge to their reading improves comprehension and makes learning more relevant to their lives Incorporating schema-building strategies in education supports better understanding and engagement with text.
Poor vocabulary acquisition often stems from a lack of background knowledge and the use of ineffective learning strategies To improve students' language skills, teachers should focus on building relevant background information related to the text topics Vietnamese students learning English tend to be passive and have limited exposure to authentic English materials, such as legal documents Therefore, teachers need to implement appropriate strategies and encourage active engagement to enhance their vocabulary development and overall language proficiency.
4.2.2 The necessity of applying Schema theory in teaching and learning
According to the Structure Building Framework, the primary goal of reading comprehension is to construct a coherent mental representation of the information This process involves laying foundational mental structures and then developing them by integrating new information that logically connects with prior knowledge An interdependent relationship exists between the mental framework and successful reading comprehension, as understanding grows through the continuous mapping of coherent information Properly building and fostering these mental structures is essential for effective comprehension and meaningful learning.
Most students in the experimental group favor the use of mental frameworks to help them navigate new experiences Effective learning occurs when students have prior knowledge related to the content and when the concepts are meaningful to their background These mental frameworks enhance students' ability to understand and retain new information, making learning more efficient.
Schema-building is a crucial strategy for enhancing reading comprehension, as it connects new information to students’ existing knowledge This approach stimulates students’ interest and curiosity, making learning more engaging and effective Implementing schema-building techniques can significantly improve students' ability to understand and retain new concepts.
4.2.3 An effective strategy in dealing with obstacles on teaching ESP
Schema theory emphasizes that meaning is central to cognition, reading, and comprehension, highlighting that reading is an active process of constructing and reconstructing meaning It states that schema development occurs through acquiring new experiences, enabling readers to connect new information with existing knowledge Schemata assist in chunking and grouping incoming information, which enhances memory and understanding The more a reader's prior knowledge and familiarity with text structure, the better their ability to comprehend, integrate, and remember the content, making schema development crucial for effective reading comprehension.
Building schemas enhances students' ability to organize new information, recall prior knowledge, and strengthen memorization skills This strategy effectively improves reading comprehension, particularly when teaching English for Specific Purposes (ESP) to Law students Implementing schema building as a teaching method facilitates a deeper understanding of legal texts and promotes more efficient learning outcomes.
This chapter has outlined the data analysis and discussed key findings, laying the foundation for drawing insightful conclusions Based on these results, the next chapter will present well-founded conclusions and explore pedagogical implications to enhance educational practices.
RECOMMENDATIONS AND CONCLUSION
Implications
Following are the implications of the study that should be carried out as soon as possible to improve students’ background knowledge of law in English
5.1.1 Concerning students’ needs and goals
Students’ awareness of the importance of ESP learning, particularly in reading skills, plays a crucial role in enhancing their background knowledge and improving overall reading comprehension Positive attitudes toward ESP motivate students to actively engage with reading materials, facilitating skill development Depending on their specific needs, certain reading stages may be emphasized at different times, optimizing learning outcomes in real-world situations.
Students at UL aiming to become future lawyers need to meet all university curriculum requirements Developing strong reading skills is a top priority to stay updated with the latest laws and economic information Mastering these skills is essential for success in their legal studies and future careers.
It is no doubt that reading can enhance other skills Reading is really a good way to build up students’ background knowledge as well as to enrich their input
5.1.2 Activating students’ prior knowledge and making connections
We learn new information most effectively when it is connected to our existing knowledge, known as "schemata," which are the ideas and understanding stored in our minds When new concepts are introduced, we assimilate them into our current knowledge base, allowing for a deeper understanding Sometimes, this new information may challenge or correct our previous beliefs, requiring us to adjust our schemata to accommodate the updated knowledge This process of integrating new information helps improve learning retention and cognitive growth.
Research indicates that students at UL lack foundational background knowledge on upcoming topics, highlighting the need for training in accessing prior knowledge and making connections to new material Encouraging students to become active, independent learners involves teaching them to design personal learning plans, seek additional resources, and diversify their input Developing autonomous learners enables students to take greater responsibility for their learning process, ultimately fostering a habit of continuous self-education and building a comprehensive personal knowledge base.
Activating the students’ prior knowledge should be done by:
Focusing on building information related to the topic that students cope with;
Teaching general knowledge and generic concepts A large proportion of learner difficulties can be traced to insufficient general knowledge, especially in cross-cultural situations
To help learners build effective schemata and connect ideas, educators utilize various techniques such as discussions, role-plays, illustrations, visual aids, and explanations of how knowledge applies in real-world situations These strategies enhance understanding by actively engaging students in making meaningful connections between concepts, thereby reinforcing learning and improving retention Incorporating diverse instructional methods supports the development of strong cognitive links, making learning more impactful and accessible.
5.1.3 Promoting students’ awareness of the technology application in their learning
Technology’s role in teaching and learning has been vaunted over the years, with a number of claims made in favor of technology-enhanced language learning
Computer software and the Internet provide valuable resources for English learners, including tools like Microsoft Encarta Student and reputable news websites such as CNN, NPR, and BBC These platforms allow students to access a wide range of articles and materials in both English and their native language, facilitating self-study and expanding their knowledge Therefore, technology plays a crucial role in teaching and learning English for Specific Purposes (ESP) reading skills.
FIGURE 4.15: BBC News front page
Students at UL exhibited varying levels of English proficiency and lacked strong motivation to learn the language The advent of Internet technology provides abundant resources and materials that can enhance their learning, helping them build essential knowledge Audio-visual aids and interactive computer-based activities within carefully selected textbooks and websites can significantly boost student motivation According to Epstein (2007), incorporating diverse texts is crucial for developing language skills and aligning with students’ interests and needs Utilizing various text types supports different teaching objectives and encourages a more engaging and effective learning experience.
Recommendations
From the implication, there are some recommendations to enhance students’ reading skills in general and their background knowledge in particular
5.2.1 Providing students with a variety of legal materials written in English
It is recommended that the library serve as a valuable resource for supplementing printed materials, including English legal texts, to support student learning The library should provide a diverse collection of resources, such as textbooks and reference books, accessible to both teachers and students Ensuring availability of comprehensive English legal materials will enhance educational outcomes and foster a deeper understanding of legal concepts among students.
To become a fluent reader, students should engage in extensive reading across diverse genres, including legal magazines, Special English publications, online news, and articles available on Microsoft Student Software (Encarta Premium 2007–Microsoft Corporation) These varied reading materials are highly recommended to improve reading skills and expose students to different writing styles outside the classroom.
5.2.2 Facilitating the students’ learning process by the teachers’ multiple roles
Effective teaching plays a pivotal role in facilitating student learning by fulfilling multiple key responsibilities Teachers primarily serve to enhance communication within the classroom, connecting students, activities, and texts to promote understanding Additionally, teachers act as independent participants in the learning process, guiding and supporting students' educational journeys Meanwhile, learners adopt a negotiator role, balancing their interaction with oneself, the learning process, and the learning object, while also engaging collaboratively with peers This interdependent approach emphasizes that students should contribute as much as they gain, fostering a collaborative and mutually reinforcing learning environment.
To effectively support students at UL in developing their mental framework, teachers should focus on strategies that activate prior knowledge and facilitate connections with new information Engaging students in activities that build on their existing understanding promotes deeper learning and better retention Utilizing various instructional methods to help students relate new concepts to what they already know can enhance their cognitive development By emphasizing these approaches, educators can create a more effective learning environment that fosters critical thinking and meaningful knowledge integration.
To be precise, it is the teachers’ duties to
Introduce general knowledge and concepts of legal terms related to the text to students via mini-texts or pre-reading activities
Help learners build schemata and make connections between ideas Discussion, songs, role-play, illustrations, visual aids, extra reading texts are some of the techniques used to make connections
Help students build the prerequisite knowledge or remind them of what they already know before introducing new information because prior knowledge is essential for the comprehension of new information
Applying the pre-reading stage flexibly helps students prepare for reading and familiarize themselves with the topic Effective pre-reading tasks should build students' mental framework and provide essential background information, enabling them to better understand and engage with new content.
5.2.3 Integrating four skills in teaching reading comprehension
There are four language skills: speaking, listening, reading and writing All of them are important, and all of them should be taught (Sesnan, 1997: 97)
At UL, examinations typically focus on testing reading and writing skills, while speaking and listening are often overlooked or allocated minimal teaching time This emphasis on written skills may help students pass exams but fails to equip them with practical English skills needed outside the classroom, where oral communication is essential for real-life situations.
English teachers at UL primarily focus on developing reading and writing skills to help students succeed in exams However, an integrated approach to English instruction, covering all four language skills—listening, speaking, reading, and writing—is highly recommended Implementing comprehensive teaching strategies ensures students achieve balanced language proficiency, aligning with the concept of integrated English education during their class hours.
The present study did not include an assessment of students' progress in reading comprehension across the controlled and experimental classes Implementing pre-tests and post-tests is recommended for future research to evaluate learning outcomes objectively To enhance the accuracy of assessments, further studies should explore more effective tools and methods, contributing to the advancement of this field.
Selecting appropriate ESP materials is crucial for the success of teaching and learning, as they must align with both the pedagogical approach and the university’s curriculum Effective evaluation of ESP resources can enhance instructional effectiveness and student engagement Further research into ESP material assessment can provide valuable insights for optimizing language teaching strategies.
Conclusion
Understanding new information is most effective when it connects to what we already know, which is facilitated by our existing "schemata"—the knowledge and ideas stored in our minds When we encounter new concepts, we integrate them into our current knowledge base through assimilation Occasionally, this new information may challenge or correct previous beliefs, requiring us to modify our existing understanding to accommodate these insights.
Reading is an interactive process where each reader brings their own prior knowledge to interpret a text uniquely Effective readers actively make connections before, during, and after reading to enhance comprehension Pre-reading strategies, such as activating prior knowledge, help establish context and prepare students for understanding new content During reading, students continuously utilize their existing knowledge to make sense of new information Post-reading, making connections allows learners to synthesize and assimilate new insights into their existing understanding Therefore, teachers should focus on instructing students to make and use connections systematically to improve reading comprehension and deepen understanding.
This thesis aims to interpret the concept of schema building in teaching and learning English, with a particular focus on developing reading skills It offers numerous implications and recommendations to enhance students' reading abilities The study specifically seeks to improve ESL and ESP learners' reading skills at the University of Lahore (UL) The findings are intended to contribute to effective teaching strategies by emphasizing the importance of schema development in reading comprehension.
This thesis offers valuable insights for future research into contemporary trends in teaching and learning ESP Its findings equip teachers with practical ideas to enhance students' background knowledge relevant to upcoming texts, thereby improving reading comprehension Teachers should consider applying schema theory in their instructional strategies, especially when teaching ESP, to optimize learning outcomes.
Ho Chi Minh City, February 20, 2009
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(THESES SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS, TESOL)
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STUDENTS AT TON DUC THANG UNIVERSITY
1 Electronic library http://www.Questia.com
2 Schema theory of learning http://en.wwikipedia.org/wiki/Schema
3 Article encyclopedia center http://encarta.msn.com
4 Internet TESL Journal http://iteslj.org
5 TEFL skills http://www.onestopenglish.com/lessonshare/
6 Vietnam Laws http://www.coombs.anu.edu http://vietlaw.com http://www.Lawnews.com.vn
7 Vietnamese news http://vovnews.vn
8 International news http://www.BBC.co.uk http://www.CNN.com http://www.Reusters.com
9 Daily News and summary http://www.NPR.org
