Aims of the study and overview of the research
This study aims to investigate how reading comprehension is taught and learned at Thoai Ngoc Hau High School, and to provide practical suggestions for overcoming existing challenges The research includes an introduction that identifies the problem and offers an overview of the thesis, as well as a conclusion to summarize key findings The thesis is organized into five main chapters, each addressing different aspects of teaching and learning reading comprehension, with a focus on improving current practices and reducing barriers.
Chapter 1 offers an overview of high school English courses, highlighting current teaching approaches for developing reading skills, and describing the characteristics of students and teachers involved Chapter 2 explores theories of reading comprehension, examining effective methods and approaches for teaching and learning reading skills to enhance student understanding and engagement.
Chapter 3 presents the methodology employed in the study
Chapter 4 includes an analysis and discussions of the findings provided by the questionnaires from teachers and students and students’ reading test scores
Chapter 5 draws conclusions about the implications of the findings and suggests an approach to teaching reading to develop students’ reading skill at Thoai Ngoc Hau school.
BACKGROUND TO THE STUDY
Characteristics of the teaching staff and the students
1.1 Description of the English courses and syllabus:
1.1.1 Aims and objectives of the English textbooks:
English 10 and 11 focus on enhancing students' skills in listening, speaking, reading, and writing, providing comprehensive language training In English 12, students review and consolidate their knowledge of new language items while continuing to develop their four key language skills.
1.1.2 Time distribution for the implementation of the syllabus:
English for grades 10, 11, and 12 comprises 16 units, with the first 8 units covered in the first semester and the remaining 8 in the second semester Each unit is structured into five lessons, focusing on essential language skills such as reading, speaking, listening, writing, and grammar The reading skill is emphasized at the beginning of each unit to enhance comprehension from the outset.
All units are designed to develop four basic skills of language learning
1.2 Characteristics of the teaching staff and characteristics of the students:
1.2.1 Characteristics of the teaching staff:
Teachers play a crucial role in their professional practice by not only transmitting knowledge but also creating an engaging environment that encourages students to explore diverse experiences They are responsible for ensuring students are well-prepared for the next educational stage, highlighting their essential role in the teaching and learning process.
The English Department at Thoai Ngoc Hau High School comprises eleven dedicated teachers aged between 25 and 53 years old Among them, one educator holds a Master's degree with a specialization in English teaching methodology, reflecting the department's commitment to professional development and high-quality language instruction.
Students at Thoai Ngoc Hau High School, aged 16 to 17, are highly active, eager to learn, and studious, with many having started learning English in primary or secondary school Although their English skills were strong during secondary school, many students do not prioritize English study in high school, often viewing it as more important only when preparing for university to secure better job opportunities Currently, most students focus on extra classes in math, physics, and chemistry, as these subjects are essential for passing the university entrance exam Despite knowing that English is crucial for college success, their main academic efforts are directed toward science subjects.
An overview of teaching and learning reading comprehension in highschool …
antonyms but seem to be unfamiliar with other skills like scanning, skimming or inferring.
LITERATURE REVIEW
Theories about reading and reading comprehension
According to Nunan (1999), reading involves decoding written symbols into their spoken equivalents in a linear process, supporting the use of phonemics in teaching beginning reading However, phonics has faced criticism for downplaying the importance of meaning in reading Frank Smith (1978) proposed an alternative approach, emphasizing that reading is primarily about reconstructing meaning, with decoding used only when other methods fail He explained that readers form hypotheses about the text's meaning before reading and then selectively sample the information to confirm or revise their predictions Additionally, Smith highlighted that context plays a vital role in helping readers predict and understand upcoming words during the reading process.
Effective early reading instruction may benefit most from a phonics-based approach, though strategies should be tailored to individual learning differences, as diverse learners require varied methods According to David Nunan (1999), reading is an interactive process that involves shifting between bottom-up and top-down strategies, especially when comprehension demands increase or texts are more challenging, as noted by Karl Krahnke (1994) During reading, readers do not passively extract information; instead, they engage in a dialogue with the text, blending understood content with prior knowledge to create new understanding, as described by Grabe (1991) Ultimately, reading involves integrating textual information with the reader’s existing knowledge, activating and extending mental schemas through ongoing interaction with the text.
Reading is one of the essential skills students must acquire in high school to establish a strong foundation for further language development at university, making it a crucial component of mastering English as a foreign language When engaging with a text, students review sounds, letters, vocabulary, and grammar, helping them memorize word spellings and understand meanings, which enhances their command of the target language Therefore, reading serves both as an educational goal and a vital means of language learning Additionally, reading enriches learners' knowledge of the world and introduces them to the cultures where the target language is spoken It also fosters good communication habits, encourages engagement with books, and helps develop memory, imagination, and perseverance in language practice.
In the 21st century, the rapid growth of communication networks and digital data has heightened the importance of reading and understanding information quickly As a fundamental language activity, reading development is essential for effective communication in today’s digital age To effectively teach reading skills, educators must focus on reading comprehension, making it crucial for teachers to study relevant theories to enhance students’ understanding and achievement in reading.
According to Michael H Long (1987:239), reading for thorough comprehension involves understanding the entire message of the writer, including main points and supporting details This stage of reading enables the reader to paraphrase the author's ideas but does not yet require critical evaluation Reading for comprehension is fundamental in most reading classes, focusing on mastering the overall meaning rather than critique or analysis.
Reading for comprehension involves extracting essential information quickly without reading aloud, by understanding the writer's main ideas The primary goal is for the reader to grasp the author's intention and paraphrase these ideas mentally or aloud, without initially adding personal opinions Critical evaluation and making connections between new information and prior knowledge occur in later stages, fostering an interactive process According to Anderson and Pearson (1984), comprehension is a dynamic interaction where the reader integrates clues from the text with their existing background knowledge to fully understand the material.
According to Michael Swan (1990), a student who is proficient in comprehension can read accurately and efficiently to extract maximum information from a text while minimizing misunderstandings Additionally, true comprehension is demonstrated when the student can re-express and convey the content of the text clearly Developing strong reading comprehension skills is essential for effective learning and information retention.
Effective reading strategies are essential for maximizing understanding and minimizing misunderstandings when engaging with a text Many students struggle to identify the main ideas, often reading word by word or focusing excessively on individual points, which hinders their comprehension of the overall meaning To improve reading effectiveness, both teachers and learners must understand the key components of the reading process and adopt appropriate strategies that facilitate clear and comprehensive understanding.
2.1.3 What is involved in the reading process?
Understanding the reading process requires distinguishing between two essential activities: reading for meaning and reading aloud Reading for meaning involves comprehending the messages conveyed by sentences, while reading aloud focuses on effectively conveying that information to others Recognizing how well students read helps teachers determine the most effective reading techniques to support learners' development.
Penny Ur (1996) emphasized that meaningful context plays a crucial role in understanding written texts, allowing readers to interpret words based on the overall sense rather than decoding letters She highlighted that during reading comprehension instruction, teachers should focus on activities that promote understanding of the text’s meaning rather than merely emphasizing exact decoding of words.
Words and expressions play a crucial role in understanding a text, but sometimes it is necessary to skip or misread certain words to grasp the overall meaning more quickly and conveniently Learners should focus on interpreting the general message rather than understanding every single word for more efficient comprehension Prioritizing the overall meaning helps improve reading speed and enhances overall comprehension skills.
Providing learners with coherent, meaningful units of text enables faster reading and better comprehension compared to fragmented, disconnected bits Well-structured, integrated content encourages more successful reading experiences by promoting understanding and retention To optimize learning outcomes, it is essential to present information in a cohesive manner that aligns with the natural flow of language.
Effective reading comprehension involves more than just recognizing words; it requires learners to actively engage with the text by combining top-down and bottom-up strategies Encouraging learners to discuss the topic beforehand, build expectations, and make connections between the text and their own experiences enhances understanding Integrating these strategies helps readers interpret meaning more effectively and develop deeper comprehension skills.
2.1.4 The contrast of efficient reading and inefficient reading Teachers of English should identify the characteristics of efficient reading in order to provide and use suitable techniques in teaching reading comprehension to learners The following table shows the opinions of Penny Ur about the characteristics of efficient reading in contrast with inefficient reading (Table 1)
Developing strong reading skills is essential for learners to effectively handle increasingly complex texts and tasks Skilled reading enables learners to read quickly, appropriately, and with efficiency, enhancing overall comprehension To achieve this, it is important to focus on targeted teaching strategies that promote these characteristics of efficient reading Specifically, educators should emphasize developing learners' ability to interpret sophisticated texts, improve reading speed, and foster critical thinking skills to ensure they can navigate diverse reading materials with confidence and proficiency.
1 Make sure students get a lot of successful reading experience through encouraging them to choose their own simplified readers, for example, and giving them time to read them
2 Make sure that most of the vocabulary in reading texts is familiar to students, and that words that are unknown can be either easily guessed or safely ignored
3 Give interesting tasks before asking learners to read, so that they have a clear purpose and motivating challenge Or use texts that are interesting enough to provide their own motivation
4 Make sure that the tasks encourage selective, intelligent reading for the main meaning, and do not just test understanding of trivial details
5 Allow and even encourage students to manage without understanding every word by the use of scanning task, for example, that require them to focus on limited items of information
6 Provide as wide a variety of texts and tasks as possible to give learners practice in different kinds of reading
Efficient reading and inefficient reading
1 language The language of the text is comprehensible to the learners
The language of the text is too difficult
2 Content The content of the text is accessible to the learners; they know enough about it to be able to apply their own background knowledge
The text is too difficult in the sense that the content is too far removed from the knowledge and experience of the learners
3 Speed The reading progresses fairly fast: mainly because the reader has
“automatized” recognition of common combinations, and does not waste time working out each word or a group of new words
The reading is slow: the reader does not have a large
“vocabulary” of automatically recognized items
4 Attention The reader concentrates on the significant bits, and skims the rest; may even skip parts he or she knows to be significant
The reader pays the same amount of attention to all parts of the text
Approaches related to teaching reading comprehension
To understand current developments in English language teaching, it is essential to examine the traditional approach used in high schools: the Grammar-Translation method This method emphasizes mastering grammatical rules, memorizing vocabulary, translating texts, and completing exercises, primarily aimed at developing reading proficiency for scholarly purposes It focuses on translating from a second language to the native language, with little attention given to oral communication skills Key characteristics of the Grammar-Translation method include its reliance on grammatical accuracy and translation exercises, making it a teacher-centered approach that prioritizes written language over speaking and listening skills.
Classes are taught in the mother tongue with little active use of the target language
Much vocabulary is taught in the form of lists of isolated words
Long elaborate explanations of the intricacies of grammar are given
Grammar provides the rules for putting words together, and instruction often focuses on the form and inflection of words
Reading of difficult classical texts begins early
Little attention is paid to the content of texts, which is treated as exercises in grammatical analysis
Often the only drills are exercises in translating disconnected sentences from the target language into the mother tongue
Little or no attention is given to pronunciation
2.2.1.1 Advantages of Grammar-Translation method:
It requires few specialized skills on the part of the teacher
Tests of grammar rules and of translations are easy to construct and can be objectively scored
This method is sometimes successful in leading a student toward a reading knowledge of a second language
2.2.1.2 Disadvantages of Grammar-Translation method:
The method put a tremendous strain on students’ memories
Word-to-word translations were often unsatisfactory
Students don’t have a lot of chances to practice the language
Reading is purposeful, focusing on the communicative use of language rather than language structure itself The communicative approach emphasizes engaging students in meaningful contexts, where they read to achieve specific goals Before reading, students are given tasks such as discussing the topic, predicting content, or estimating answers to questions, which enhances their ability to anticipate and understand the text This approach encourages the use of various reading strategies and techniques, including pre-reading, while-reading, and post-reading activities, as proposed by Doff (1988), to improve comprehension and foster active engagement with the text.
In real life, reading is often for pleasure, but in English classes, students typically read texts because their teachers assign them to do so To improve their comprehension, it is crucial to help students identify specific reading purposes beforehand Providing a clear reason for reading enables learners to determine the level of detail needed, helping them decide what to skim and what to read thoroughly Breaking up long texts into smaller sections makes reading less intimidating, especially for students with slower or less skilled reading abilities, allowing for a more organized and focused approach to understanding the material.
The following techniques can be used at this stage:
Brainstorming encourages students to share their prior knowledge about the topic, helping to build a strong foundational understanding This activity bridges the gap between the reader and the text, making the learning experience more engaging and meaningful.
Students are encouraged to analyze the titles, headings, and illustrations before reading the passage, as these elements provide valuable clues about the content By examining the title, students can predict key ideas and main topics that will be covered, enhancing their comprehension and engagement with the text This strategy helps learners develop critical reading skills and sets a purposeful focus for their reading experience Utilizing titles and visual cues effectively aligns with SEO best practices by emphasizing keywords like "titles," "headings," "illustrations," and "reading comprehension," making the content more discoverable and relevant for educational audiences.
Students engage in collaborative learning by working in pairs or small groups to analyze illustrations and photographs, describing what they observe This activity encourages critical thinking and observation skills, as students then brainstorm and list key pieces of information they anticipate finding in the related reading passage Incorporating visual aids like images enhances comprehension and retention, making the learning process more engaging and interactive.
Scanning for specific information: scanning the text for specific information will activate an appropriate schema
At this stage, the teacher plays a crucial role in guiding students to gain necessary preparation and motivation before reading a text This strategy helps facilitate the reading process and builds a connection between the reader and the information, enhancing comprehension (Lee, J.F & Vanpattern, B., 1995).
During the "while reading" stage, a combination of management strategies and comprehension checks are employed to enhance learning According to Christine Nuttal (1982), class organization can be structured as individual work, teacher-centered lessons, or group work, with group work being particularly effective for high-level students Group activities boost students' confidence, encourage discussion, and increase participation, promoting better comprehension Additionally, working in groups allows students to support one another, aiding weaker students and fostering motivation This collaborative approach also plays a key role in developing essential communicative skills.
To quickly and accurately extract information from a passage, it is effective to read each section silently, then assess understanding by writing a one-sentence summary or answering related questions This approach enhances comprehension and retention, making your reading more efficient.
Effective reading development requires learners to employ various strategies to achieve success They must infer meaning from context by recognizing synonyms, antonyms, and utilizing morphological and syntactic cues Understanding text structure involves identifying main ideas, distinguishing between main points and supporting details, and organizing information by categorizing ideas from general to specific or sequencing events by time and importance Combining and adapting strategies such as skimming, scanning, and detailed reading enhances comprehension and fosters reading proficiency.
Post-reading focuses on enhancing the language learner’s comprehension and engagement with the text The primary goal of this stage is to encourage readers to learn from their reading experience and deepen their understanding Effective techniques to achieve this include summarizing key points, asking reflective questions, and discussing the content to reinforce learning These strategies help improve retention, critical thinking, and overall language proficiency.
- To give solutions for a problem in the text
Summary
Chapter 2 has reviewed all the relevant literatures necessary for the theoretical basis of the research, highlighting the importance of the use of reading techniques and reading strategies in all reading classrooms The review of these relevant literatures will be of great use for the understanding of the study design and the analysis of data collected in the next chapters.
METHODOLOGY
Research questions
1 How is reading comprehension taught and learnt at Thoai Ngoc Hau high school?
Research design
To gather insights, a comprehensive survey was conducted using questionnaires for both students and teachers, complemented by a reading test for students and interviews with teachers.
3.2.2 Research setting The research was conducted at Thoai Ngoc Hau high school which is located at 5B Ton Duc Thang street, My Binh district, Long Xuyen City, An Giang province I have been teaching English at this high school for five years I am an English teacher
I sincerely would like to do something to contribute to the improvement of teaching and learning English at my high school
A group of 11 high school teachers at Thoai Ngoc Hau High School specializes in teaching English Their ages range from 25 to 53 years old, bringing a diverse spectrum of experience to the classroom With teaching experience spanning from 1 to 25 years, these educators are dedicated to providing quality English education to their students.
This study involved 310 eleventh-grade students at Thoai Ngoc Hau High School, aged 16 to 17, from seven classes: 11A1 to 11A7 All participants have completed their English courses in grade 10 and were asked to take part in both a questionnaire and a test This group was selected because their prior English education makes them the most suitable participants for this research.
High school students have been studying English for over a year, which provides insight into the realities of teaching and learning reading skills Unlike 12th-grade students, they are not required to take high-stakes exams, allowing for a more focused and less pressure-filled learning environment.
Participation in the study was voluntary, with most teachers and students eager to cooperate They aimed to contribute their ideas to enhance teaching and learning reading comprehension at Thoai Ngoc Hau High School.
Data collection method
To gather authentic feedback from teachers and students regarding the challenges of teaching and learning English at Thoai Ngoc Hau High School, selecting an appropriate number of participants is crucial Two carefully designed questionnaires were developed to effectively address the research questions and obtain comprehensive insights into the issues faced in English education.
3.3.1.2 Subjects The subjects involved in responding to the questionnaires are the students who are studying at Thoai Ngoc Hau high school Students were aged from 16 to 17 They came from 7 classes They are asked to participate in the questionnaire as well as in the test
To address the research questions effectively, two questionnaires were utilized: one designed for student participants and the other for teachers Both questionnaires were bilingual, written in English and Vietnamese, to ensure clarity and better understanding for all respondents.
The primary goal of the student questionnaire was to gather insights into students' perceptions of reading comprehension learning and to identify common challenges they encounter This approach helps in understanding their difficulties with reading skills and provides valuable data for improving educational strategies.
The primary goal of the teacher questionnaire was to gather insights into the current state of teaching reading comprehension at Thoai Ngoc Hau High School It aimed to identify teachers' perspectives on the challenges they encounter in instruction Understanding these difficulties is essential for developing effective strategies to improve reading education The results provide valuable information on the obstacles teachers face, which can guide targeted interventions to enhance reading comprehension teaching at the school.
In order to measure the ability of students in comprehending a new reading text, a test was given to two groups of students The test focuses on :
- Can students use the new vocabulary they have learnt in a new context?
- Can high school students comprehend a new reading text without the help of their teacher or dictionary?
- Which reading strategies should be taught to develop the reading skill for high school students?
To confirm what strategies students frequently use in their reading, a reading comprehension test was used
The purpose of the reading test is to assess students’ ability to utilize reading skills effectively to understand new texts It measures how different approaches impact students’ proficiency in acquiring reading comprehension The test emphasizes students’ ability to apply language knowledge, along with various reading techniques and strategies, to interpret and grasp the meaning of unfamiliar texts.
3.3.2.2 Subjects : The test was carried out by students in grade 11 It was an independently- constructed one for students in Grade 11 to do in 45 minutes
3.3.2.3 Description : The test consists of three parts with six texts that were selected from three valuable sources of tests with great reputation and prevalence in the world The first part of the test, extracted from the Quick Placement Test, consisted of Text 1 having five notices and three small texts – Text 2 (with 98 words), Text 3 (with
This article describes a comprehensive reading test involving multiple texts sourced from Cambridge University Press publications The test included Text 4 with 110 words, originating from Book 3, Test 3, and Text 6 with 100 words from Book 2, Test 2 of the Pet Test series All questions were multiple-choice, arranged in order of increasing difficulty to assess students' comprehension skills effectively The test was administered simultaneously to students across seven classes in the morning, ensuring a standardized evaluation process The structured design aimed to provide a clear assessment of reading proficiency based on carefully selected texts from reputable academic resources.
Text 1 including 5 items from Question 1 to Question 5 asked for main messages Students were required to recognise where these five notices could be seen, using the identification of lexical items, exactly about collocations
Text 2 consisted of 5 items from Question 6 to Question 10, Text 3 including 5 items from Question 11 to Question 15, and Text 4 including 5 items from Question 16 to Question 20 Students were required to identify appropriate lexical words and guess within the paragraph and the text
Text 5 with about 230 words included 10 items from Question 21 to Question 30, which was read for specific details Students’ ability to use predictions by looking at the titles & pictures, scanning and inferring were tested
Text 6 included 5 items from Question 31 to Question 35 Students were required to read the text very carefully in order to understand the writer’s purpose and attitude expressed in the text as well as the meaning of the text as a whole So, their abilities to use background knowledge and skimming were tested
The reading test comprised 35 items, each worth one point, with a total score of 35 points Scores were categorized into five proficiency levels: Under Average (0-17 points), equivalent to below a 5 in a 10-point scale; Average (18-22 points), corresponding to a 5-6; Fair (23-27 points), aligning with a 6.5-7.5; Good (28-31 points), similar to an 8-8.5; and Excellent (32-35 points), equivalent to a 9-10 Achieving a high score required students to employ strategic reading techniques such as skimming, scanning, predicting, interpreting, and making inferences to comprehend texts effectively.
The test was well-suited to the students' level because it contained no new words or structures, allowing them to feel comfortable As a result, students completed the test more quickly and with confidence.
3.3.3.1 Purpose : The interviews were carried out to find out the reasons why teachers did not teach students to use good reading strategies in reading classrooms
The interviews targeted experienced teachers at Thoai Ngoc Hau High School, ensuring relevant insights Each interview lasted approximately 30 minutes, as the questions were well-known and familiar to the teachers This approach facilitated efficient data collection while maintaining the quality of responses.
Implementation
The data collection process involved administering a reading comprehension test and a survey questionnaire to students across seven classes—11A1 to 11A7—during their regular classroom sessions Students were asked to complete the questionnaire about their perceptions of English learning, with anonymity ensured to encourage honest responses The survey took approximately fifteen minutes to complete, allowing students to freely choose their preferred options without concern for identification.
3.4.2 Data collection procedure of the reading test The reading test was designed for the twelfth form students only The test was administered by the teachers in charge of each class and finished in 45 minutes
3.4.3 Data collection procedure of the interviews:
Summary
Chapter 3 has presented the methodology used in the study so as to investigate the reality of teaching and learning reading comprehension at Thoai Ngoc Hau high school Based on questionnaires for both teachers and students and the interviews for the teachers, the study used quantitative data collection and analysis as its main methods of evidence collection The sources of data are analyzed and discussed in the next chapter.
RESULTS AND DISCUSSIONS
Responses to survey questionnaires
Some questions allowed teachers to select multiple options, resulting in total responses that exceed the number of checks collected, which is 11 Conversely, in other questions, the number of responses is fewer than the number of checks, as not all teachers marked their choices.
Student questionnaires may allow multiple responses per question, leading to varying response counts across different questions This approach enables students to select more than one option where applicable, ensuring comprehensive feedback collection.
Analysis of teachers’ responses
4.2.1 Question 1 aims to find out the teacher’s opinion on the importance of the reading skill to high school students, and its position in the student’s textbook
Most teachers believe that an integrated skill approach is essential for teaching English to high school students, emphasizing the importance of developing all four language skills Specifically, only 9.09% of teachers consider reading the most important skill, while 18.18% think it is more important than listening and speaking The majority, 72.73%, regard reading as equally important as other language skills These findings highlight teachers' consensus on the value of a balanced focus on reading, listening, speaking, and writing to enhance students' overall language proficiency.
Teachers generally view the placement of reading skills in textbooks as reflecting its importance, with 18.18% of teachers considering it the most crucial, 27.27% believing it is more important than listening and speaking, and 54.55% viewing it as equally important among the four key language skills Despite textbook authors emphasizing reading as an essential skill for high school students in their prefaces, half of the teachers tend to overlook this claim, and two teachers feel there is excessive focus on reading within the textbooks Overall, teachers believe that all four language skills—reading, listening, speaking, and writing—should be regarded as equally important for effective language development.
During my classroom observations and discussions with fellow teachers, I have noticed that the majority of reading instruction time is dedicated to teaching vocabulary and practicing asking and answering comprehension questions This focus on key reading components highlights the importance of vocabulary development and comprehension skills in effective reading instruction Emphasizing these areas aligns with best practices for improving students' reading comprehension and overall literacy.
Table 4.2.1a: Teachers’ opinions on the importance of reading skill to high school students
More important than listening and speaking
As important as other skills 8 72.73
Table 4.2.1b : Teachers’ opinions on the position of reading skill in students’ English books
More important than listening and speaking
As important as other skills 6 54.55
4.2.2 Question 2 aims to find out how often teachers ask students to read the text aloud or silently The figures in table 4.3 show teachers’ disagreement on the practice of reading aloud and reading silently 6 teachers (54.55%) admit that they usually ask students to read the text aloud while 8 teachers (72.73%) say they usually ask students to read the text silently
Table 4.2.2: Frequency of students’ reading aloud in an English class
Statements Number of responses percent
Many teachers incorporate reading strategies such as silent reading to enhance reading comprehension However, some still rely on the Grammar-Translation method due to the difficulty in distinguishing between reading aloud and silent reading, and understanding how to effectively incorporate these activities into classroom practice Silent reading plays a crucial role in the reading process, allowing students to perceive written texts and comprehend their contents, which is essential for developing reading skills.
4.2.3 Question 3 aims to find out whether teachers use the teaching procedure in teaching a reading comprehension text
The data in Table 4.2.3 reveal that many teachers continue to rely on traditional teaching methods, focusing heavily on vocabulary instruction through teacher explanations and writing words on the board, which are passive and limit student creativity In reading classes, teachers often prioritize reading aloud for pronunciation improvement and use question-and-answer activities to check comprehension, mistakenly believing that completing the reading section signifies effective teaching This reflects a misunderstanding of the concept of reading; many teachers avoid teaching full texts within limited class time due to concerns that students may struggle to understand without extensive vocabulary instruction, assuming that a rich vocabulary automatically ensures comprehension.
Table 4.2.3: Teachers’ opinions on the teaching procedure they used in a reading class
The teacher reads the text once
Teacher explains new words and translates each sentence into Vietnamese at the same time
Students read the new words aloud after the teacher
Students read the text individually one after one
Students answer the questions or do exercises below the text
4.2.4 Question 4 aims at the reading strategies teachers use in teaching a reading text
Approximately 27% of teachers report frequently assigning tasks prior to reading to help students understand the purpose of the text, while around 36% encourage students to discuss the topic beforehand to activate prior knowledge About 64% of teachers explain all new vocabulary before reading to facilitate comprehension, and nearly half (45%) use brainstorming techniques to generate ideas related to the text topic Only a small percentage, 18%, focus on teaching reading skills directly to their students, indicating diverse approaches to reading instruction among educators.
Table 4.2.4: Teachers’ strategies in teaching a reading text
Giving students the purpose before reading
Discussing the topic of the text before reading (pre-teaching vocabulary) No 7 63.64
Teaching vocabulary before reading (by
Suggesting leading questions and asking students to guess the answers before reading (predicting)
Teaching students the reading skill
Most teachers rarely teach reading strategies beyond vocabulary, believing that understanding new words is sufficient for students to comprehend texts Consequently, vocabulary instruction takes priority over other essential reading strategies, which can limit students' overall reading comprehension skills Integrating diverse reading strategies alongside vocabulary teaching can enhance students' ability to understand and analyze texts more effectively.
4.2.5 Question 5 aimed to ask about how often teachers used the Communicative Approach in the teaching reading The results showed that the communicative approach was applied popularly in the teaching reading at TNH high school with mean being 4.64 (see Table 4.2.5 below) When asked about applying Communicative Approach into teaching reading comprehension in the class, most of the teachers said that they applied this new method to teach students, which attracted students and made them become more active in learning reading skill However, they also said they sometimes combined this method with traditional methods due to the lack of time and students’ level
Table 4.2.5: Frequency of teachers’ teaching reading in class
5 Using the communicative approach in teaching reading 4.64 50
6 teaching a whole text in a forty-five minute period 3.18 87
7 organizing activities in reading classes 3.64 81
4.2.6 The aim of question 6 was to ask whether teachers teach a whole text in a forty- five-minute period for the development of students’ skill in reading comprehension, especially in extensive reading to show them how to catch the global meaning of the text
The data indicates that teachers often overlook teaching entire texts in each unit Instead, they prioritize helping students understand individual words and meanings by breaking texts into smaller paragraphs This approach aims to facilitate memorization of vocabulary and structures, enabling students to perform well on exercises, tests, and exams Emphasizing these strategies supports effective reading skill development and improves students' overall comprehension and academic success.
Most teaching staff agree that dividing texts into small paragraphs is a widely used method for assignments, especially during the provincial contest of good teaching held every three years They often incorporate this approach into their regular classroom instruction to enhance student reading comprehension and engagement.
4.2.7 Question 7 was designed to ask whether teachers organize many class activities for students to join in three phases of the reading process (see Table 4.2.5 above) The responses in this question showed that most teachers organised activities for the reading class such as summarizing the text, filling the gap, discussion in groups but not frequently carrying out much in the reading class due to lack of time
4.2.8 Question 8 aims to find out the frequency of using different techniques by teachers in presenting new words
Table 4.2.8 reveals that only about 9% of teachers typically write words on the board alongside their Vietnamese equivalents, while 18.18% (2 teachers) occasionally use this method This suggests that many teachers find this technique ineffective for teaching new vocabulary Additionally, this approach tends to limit students' engagement, as they merely copy the words without seeing them in context or practicing using them in sentences Such passive learning does not support the effective development of students' vocabulary skills, highlighting the need for more interactive and contextual teaching methods.
Most teachers (63.64%) commonly introduce new words by providing definitions, synonyms, or antonyms in English, enhancing students’ listening skills and expanding their vocabulary About 36.36% of teachers use this technique occasionally, indicating frequent use of English in vocabulary instruction While these methods help students memorize new words and improve long-term retention, they may pose challenges for weak students who must learn multiple new words simultaneously Moreover, focusing solely on definitions or synonyms without considering contextual usage or the corresponding Vietnamese equivalent can hinder effective vocabulary acquisition Therefore, the approach to teaching vocabulary should be reevaluated to better support all learners.
Analysis of students’ responses
4.3.1 Question 1 aims to find out whether students understand what reading is and what is involved in the reading process
The survey results reveal that only 46.13% of students understand reading as a process of perceiving and communicating between the writer and the reader, while 27.74% view reading primarily as decoding written symbols Additionally, 15.81% believe reading involves reading aloud to improve pronunciation and intonation, and 10.32% have no concept of reading at all This indicates a lack of comprehensive knowledge about reading among students, particularly in distinguishing between reading comprehension and reading aloud.
Table 4.3.1: Students’ concept of reading
A process of decoding written symbols 86 27.74
A process of perceiving and communicating between the writer and the reader
A process of reading aloud to develop 49 15.81 pronunciation and intonation
4.3.2 The aim of question 2 was to find out what reading strategies students frequently use in reading a text
Table 4.3.2: Means of students’ use of reading strategies
Use of reading strategies Mean S.D Rank
Analysis of students' reading strategies reveals that they primarily rely on word-by-word decoding with a mean score of 4.16 and translating into Vietnamese at a good level with a mean of 3.82, indicating these are their most effective comprehension methods Strategies such as scanning (mean 3.34), skimming (mean 3.22), looking at titles (mean 3.17), and previewing (mean 3.07) are used at a normal level, while more cognitive strategies like guessing within paragraphs, understanding context, and noticing cohesive devices have mean scores below 3.00, reflecting limited use This pattern demonstrates that students predominantly comprehend texts through decoding and translation, whereas higher-order thinking strategies requiring reasoning are underutilized The findings suggest reading instruction tends to emphasize decoding skills over strategies that enhance inference and deductive understanding, highlighting the need for training students in these advanced comprehension techniques to improve overall reading proficiency.
4.3.3 Continuously, question 3 was interested in students’ setting up purposes for texts before reading
The study reveals that the average score is 2.45 (see Table 4.3.2), indicating that students rarely or never consider a specific purpose for a text before reading This lack of pre-reading goal-setting poses a significant challenge in the reading classroom at Thoai Ngoc Hau High School, affecting students' overall reading comprehension and engagement.
Table 4.3.3: Frequency of students’ setting purposes
Never Rarely Sometimes Usually Always Mean/N
A reader’s purpose significantly influences the most effective reading strategies; however, TNH students rarely set clear goals before reading, which poses a challenge for teachers when planning lessons This lack of purposeful reading may hinder students' comprehension and engagement Additionally, understanding students’ preferences for reading materials—both for academic purposes and entertainment—is crucial to tailoring instruction and fostering a more effective reading experience.
Textbooks are the most frequently read type of book among students, highlighting their focus on academic materials (see Table 4.3.4) The data suggests that students are generally not interested in reading English for leisure or general information, as their reading habits are primarily limited to textbooks for their studies This indicates a lack of engagement with reading for entertainment or personal knowledge outside their academic requirements.
Level of reading Kinds of
English books to read Never Sometimes Usually
Question 5 & 6 went on investigating the amount of time students spend reading for their studying and for their entertainment
Table 4.3.5 : Statistics of time for study and entertainment
Estimates of time currently spent reading for school study
Estimates of time currently spent reading for entertainment
Hours/ week Frequency Hours/ week Frequency
Students spent relatively little time studying by reading in English, with a mean score of 2.29, indicating limited engagement in this activity (see Table 4.3.5a) Their leisure time was even lower, with a mean of 1.59, highlighting minimal recreational activities Furthermore, Figure 4.3.5b illustrates that the time students dedicate to reading for school study is modest, reflecting overall limited reading habits among students.
Analysis of Table 4.3.5a and Figure 4.3.5b reveals that students who spend between one to six hours studying significantly outnumber those who dedicate the same amount of time to entertainment This indicates a strong emphasis on academic activities over leisure among the students Optimizing study habits and promoting balanced leisure time can enhance overall student well-being and academic performance.
Students at TNH High School show minimal interest in reading outside of class, dedicating less than one hour weekly to reading in English for entertainment Their overall study time for English is limited, typically between one and two hours per week, primarily focusing on memorizing vocabulary rather than engaging with texts to deepen understanding This indicates that their English studies are driven more by academic obligation than by a desire to enhance reading skills However, L2 reading at TNH High School is approached more seriously and attentively compared to L1 reading, reflecting a higher level of engagement and awareness in second language reading comprehension.
Table 4.3.6 : Frequency and mean of students’ self-remark and assessment of reading in English
Content of questions never rarely sometimes usually always Mean Q.7 attitudes towards reading of English
The mean score for this item was 2.83, indicating that students generally felt bored or very bored with reading in English, as it is below the neutral point of 3.00 Only a small percentage (18.4%) of students demonstrated positive attitudes towards reading in English during class, highlighting the need for improved teaching strategies This suggests that the current approach to teaching and learning English reading at TNH High School requires significant attention to enhance student engagement and attitudes.
4.3.8 Question 8 was concerned with whether reading helped improved students’ other skills such as speaking, listening and writing or not
Many students do not recognize the positive impact of reading on other language skills, such as writing, speaking, and listening As a result, they consider reading to be unimportant and not beneficial for their overall language development, highlighting a need to improve awareness of reading's role in enhancing multiple skills.
4.3.9 Question 9 was shown to investigate students’ self assessment of English reading ability
Most students assessed their reading abilities at an average level, indicating a lack of confidence in their skills despite teachers providing them with typical-level reading tests This suggests that students may not feel assured in their ability to handle various texts confidently.
The results of questions 7, 8, and 9, all scoring below 3.0, suggest that students do not recognize the importance of reading skills in enhancing their knowledge Consequently, students tend to have negative attitudes toward reading and evaluate their own reading abilities poorly, often perceiving reading as a difficult task.
4.3.10 Question 10: The objective of question 10 is to discover the difficulties that prevent students from understanding the text
Table 4.3.7: Students’ opinions on difficulties in reading a reading comprehension text
Too many expressions and collocations 74 23.87
Too many new grammatical structures 80 25.81
Lack of practical knowledge related to the text 84 27.1
Many students believe that unfamiliar words are the primary obstacle in reading comprehension, with 44.84% citing new vocabulary as the main challenge This reflects a common misconception that reading is solely decoding words rather than understanding texts Additionally, 23.87% of students struggle with expressions and collocations, while 25.81% find new grammar structures pose significant difficulties Moreover, 27.1% feel they lack practical knowledge of the topics, suggesting that unfamiliar content impacts their reading comprehension Importantly, 26.45% of students report having no formal training in reading skills, which hinders their ability to read effectively These insights highlight the need to reconsider teaching methods and techniques to improve reading proficiency at TNH High School.
4.3.11 Which factors do you think can help you to comprehend the text best?
Question 11 aims to find out factors which help students understand the text completely The responses show that 143 (46.13%) consider vocabulary plays an important role in helping them comprehend the text, 90 students (29.03%) believe good grammar is also necessary and especially, the ability to guess the meaning of the words is considered important in understanding by 91 students (29.35%) Having ability to guess the meaning of words also helps students increase the reading speed and improve the reading skill The knowledge of a particular field is also considered important by 86 students (27.74%) These experiences may help students guess the words easily by linking them together in meaning and as a result of this, students get the whole comprehension of the text quickly
Students heavily depend on their linguistic knowledge, such as vocabulary and grammar, when reading texts, which often limits their use of effective reading strategies like skimming, scanning, predicting, and guessing word meanings This overreliance suggests that students are not adequately trained in reading skills and lack the habit of employing strategic reading techniques Developing these skills is essential for improving their overall reading comprehension and fostering independent reading habits.
Table 4.3.8: Factors which facilitate students to understand the text best
Good ability of guessing the meaning of the words 91 29.35
4.3.12 Question 12 aims to find out what students think about the role of vocabulary in reading comprehension
Analysis of the reading test results
The primary purpose of the reading test is to assess students' proficiency in using English effectively It evaluates their ability to employ various reading strategies to understand new texts and their techniques for deciphering unfamiliar words This test helps identify how well students can extract information from written materials, demonstrating their overall reading comprehension skills and language proficiency.
The reading test comprised 35 items, each scored as 1 point for correct answers and 0 for incorrect responses Students tend to rely heavily on lexical items and grammar, which hampers their performance on questions requiring critical thinking, guessing, and inference As a result, students struggle with strategies such as skimming for main ideas and making educated guesses within sentences and the overall text, indicating a need to improve reading comprehension skills.
Table 4.4.1: Results of correct answers of the reading test
Scanning & guessing within the text & inferring 22,24,27,29,30
Skimming & guessing within the text 32,33,34
According to Table 4.4.2, over 33% of students were rated as Under Average, scoring below 5 on a ten-point scale Only a small percentage, 4.2%, achieved Good or Excellent ratings Including those classified as Fair increases the percentage slightly to 22.9% The majority of students, 41.0%, fell into the Average category, with the overall mean score being 19.1 These results indicate that most students tend to fall within the Average performance level.
Table 4.4.2: Frequency of students’ reading test results
RANGE OF READING SCORES Ranking
The current teaching methods for reading are ineffective and fail to significantly improve students' reading skills Additionally, the common practice of reading and translating simultaneously has developed through frequent repetition, which may hinder overall reading comprehension and fluency.
Analysis of interviews
Insights from informal teacher conversations reveal that many educators split texts into smaller paragraphs to focus on new words and structures within limited timeframes, emphasizing vocabulary acquisition to enhance comprehension Additionally, some teachers were unaware of the importance of teaching reading strategies, feeling uncertain about how to incorporate new, learner-centered approaches alongside traditional methods This highlights the ongoing challenge teachers face in balancing proven test-oriented techniques with innovative, student-centered reading strategies.
Teachers emphasized that setting clear purposes is a fundamental part of their teaching process They consistently aim to help students grasp vocabulary, understand grammatical structures, and interpret text meanings Achieving these objectives enables students to perform well on tests and assessments This focus on purposeful teaching enhances students' language proficiency and academic success.
Experienced teachers in the focus group explained that they did not teach students necessary strategies mainly because the traditional testing system remains unchanged, and they refrain from affecting students' scores and overall performance in English Additionally, teachers cited a lack of time due to their numerous responsibilities, including class management, supervising extracurricular activities, and learning computer skills for lesson planning, which leave little room for teaching new strategies.
