INTRODUCTION
Rationale
In today's globalized world, English serves as a crucial communication tool across various fields, professions, and academic disciplines Its significance spans politics, business transactions, and daily interactions, making it essential for modernization efforts in any country The widespread use of English underscores its vital role in connecting people and facilitating progress on a global scale.
The English language has emerged as a dominant global force, serving as a vital tool for enhancing international relationships and opportunities Despite its significance, the effectiveness of English teaching and learning remains a concern for educators As noted by Ton and Pham (2010), there is skepticism about whether English is genuinely utilized for communication beyond the classroom or merely treated as an academic subject.
In Vietnam, despite English being a mandatory subject in schools and colleges, the quality of English language education remains unsatisfactory due to factors like large class sizes and inadequate teacher training (Le, Le, 2013) In response, the government has initiated a long-term plan to improve English teaching and learning, highlighted by the National Plan for Teaching and Learning Foreign Languages in the National Formal Education System for 2008-2020, approved by the Prime Minister (Ministry of Education and Training [MOET]) A key component of this initiative is the implementation of the Common European Framework of Reference for Languages (CEFR), which is increasingly influencing language proficiency requirements in educational institutions Consequently, students with Bachelor's Degrees aiming to pursue Master's or PhD programs must now meet CEFR standards to advance their studies.
In Vietnam and abroad, a strong command of English is essential for reading specialized materials and communicating effectively in foreign investment environments The introduction of the CEFR has prioritized English learning in schools and colleges, with postgraduate students required to achieve a CEFR-B1 level as per Circular No 10/2011/TT-MOET and 05/2010/TT-MOET This framework allows for the assessment of students' language proficiency Mastering English involves not only learning language components but also developing four key skills, with reading being particularly crucial for acquiring information and enhancing vocabulary across various fields, including daily life and science As Rivers (1981) noted, "reading is the most important activity in any language class," serving as a source of information and a means to deepen language knowledge Furthermore, reading is vital for English language learners, supporting overall proficiency and providing access to essential information in academic and professional settings (Komiyama, 2009).
Research on reading skills at Hue College of Foreign Languages (HUCFL) has primarily focused on improving students' reading abilities and addressing the challenges they face However, there is a notable gap in studies specifically targeting the teaching of English reading skills to non-English major postgraduates aiming for a B1 level in the CEFR This area presents significant challenges for EFL teachers, as it involves navigating new teaching experiences and addressing various questions regarding the qualifications and capabilities required for effective instruction.
Three research studies highlight key insights into teaching and learning B1 level English reading skills, offering valuable solutions and implications for educators These findings serve as a reference for enhancing English reading instruction at the B1 level within the CEFR framework.
From the above reasons, I have decided to conduct a study titled “AN INVESTIGATION INTO TEACHING THE ENGLISH READING SKILL
TO NON-ENGLISH MAJOR POSTGRADUATES AT HUE COLLEGE OF PEDAGOGY TO REACH LEVEL B1 IN CEFR”.
Aims and objectives of the study
This study explores the effectiveness of teaching reading skills to non-English major postgraduates at Hue College of Pedagogy, with the goal of enabling them to achieve a CEFR-B1 level in reading proficiency.
The study is planned to:
-Investigate the reality of the learning English reading skill of non-English major postgraduates in preparation for CEFR-B1 level
-Investigate the teaching of the English reading skill to non-English major postgraduates to prepare for CEFR-B1 level
- Give some suggestions to help students improve their reading skill
The findings will also help to suggest some appropriate and effective teaching methods to develop the efficiency of reading for non-English major postgraduates
Significance of the study
This study emphasizes the significance of the Common European Framework of Reference (CEFR) for EFL teachers and non-English major postgraduates in enhancing their English reading skills The researcher aims to raise awareness among these students about the connection between CEFR and reading proficiency, particularly in achieving a B1 level The findings highlight the need for effective teaching methods that can assist English teachers in improving their students' reading skills Ultimately, this research provides practical solutions to foster students' reading development, thereby facilitating their overall English learning success.
Research questions
This thesis aims to seek the answers to the following questions:
1.What are teachers‟ perceptions of CEFR in teaching the reading skill to non-English major postgraduates?
2 What is the reality of teaching the reading skill to non-English major postgraduates with the application of CEFR for students‟ output standard?
3 What suggestions could be given to help HCP non-English major postgraduates to meet the requirements of CEFR B1 level?
Scope of the study
This study aims to enhance the English reading skills of non-English major postgraduate students at the B1 level of the CEFR It will involve twelve English teachers and one hundred students from Hue College of Pedagogy (HCP) Data will be gathered through questionnaires and interviews to assess the effectiveness of the teaching methods.
Organization of the study
This study includes the following parts:
Chapter 1, “Introduction”, introduces the rationale of the study, defines the aims, objectives and the significance, and presents the research questions, the scope and the organization of the study
Chapter 2, “Literature Review and Theoretical Background”, includes the previous studies relating to teaching English reading skill and presents relevant background theories that appear in the thesis
Chapter 3, “Methodology”, expresses the methods and the procedures of the research This chapter also deals with the description of samples and how the data are collected, described and analyzed
Chapter 4, titled "Findings and Discussions," presents the research findings and engages in a thorough discussion of the study's results This section analyzes the collected data to effectively address the research questions posed in the study.
Chapter 5, titled "Conclusion and Implications," encapsulates the findings from Chapter 4 and outlines the recommended implications for teaching and learning English reading at the B1 level of the CEFR Additionally, it highlights certain limitations and identifies unresolved issues that warrant further research.
LITERATURE REVIEW AND THEORETICAL
Introduction
This section provides a literature review and theoretical framework relevant to the study's focus on teachers' perceptions and experiences in teaching the English reading skill at the B1 level of the CEFR to non-English major postgraduates It is essential to explore the concepts of reading and the specific reading skills required at the B1 level, along with additional factors that facilitate students' development of reading proficiency Furthermore, this chapter will examine previous research in the field to support the investigation.
A review of previous studies related to the research
Numerous graduation papers and M.A theses have explored the significance of reading skills in English Language Teaching (ELT), highlighting its critical role in language acquisition and proficiency This article presents a selection of studies that delve into these important issues.
Reading strategies play a crucial role in effectively teaching reading skills Hosenfield (1977) conducted a study on individual learners' reading strategies by examining both successful and unsuccessful readers to identify the cognitive operations they employed while processing written texts The participants, ninth-grade students learning French, were classified based on a test of L2 reading before the study During oral interviews, they were asked to read a text and provide think-aloud reports, verbalizing their thoughts in their first language as they processed each sentence Hosenfield's findings revealed that successful readers utilized specific strategies that differentiated them from their less successful peers.
- Keep the meaning of the passage in mind
- Guess from context the meaning of unknown words
- Have a good self-concept as a reader
- Identify the grammatical category of words
- Demonstrate sensitivity to a different word order
- Read the title and make inferences from it
- Refer to the side glossary
- Use the glossary as the last resort
- Continue if unsuccessful at decoding a word or a phrase
- Use their knowledge of the world
- Follow through with a proposed solution to a problem
Block's (1986) research examined the reading comprehension strategies of native English speakers versus ESL students in a university remedial reading course, linking these strategies to comprehension outcomes Participants, identified as non-proficient readers due to failing a college reading proficiency test, engaged with two exploratory passages from an introductory psychology textbook while verbalizing their thoughts The study categorized reading strategies into general and local types General strategies encompassed anticipating content, recognizing text structure, integrating information, questioning, identifying main ideas, monitoring comprehension, correcting misunderstandings, focusing on overall textual meaning, and reacting to the text In contrast, local strategies involved paraphrasing, rereading, questioning the meaning of specific clauses, and addressing vocabulary challenges.
In Vietnam, Ho Minh Thu (2001) conducted a study of strategies for
At Danang College of Economics and Business Administration, effective reading instruction strategies were shared for teaching both general English (GE) and English for Specific Purposes (ESP) students These strategies aim to enhance reading skills and comprehension among learners.
Pham The Tu (2007) conducted research focused on enhancing reading skills among students in the marine engine department The study explored students' interest in reading, identified challenges they face, and proposed effective techniques to improve their reading abilities.
Although the reading skill has been referenced in various studies, it remains unaddressed in the Common European Framework of Reference for Languages (CEFR) Many researchers have only examined CEFR in a general context Notably, Waldemar Martyniuk and José Noijons (2007) explored the implementation of CEFR at a national level within Council of Europe member states Additionally, Nadine Normand-Marconnet (2012-2013) investigated CEFR as a resource for language programs in Australia, focusing on how to adapt this international framework to the Australian educational context for teaching, learning, and assessment in foreign languages.
In brief, there have been various authors who studied the teaching of the reading skill However, these researchers have not conducted any research on
This research aims to identify effective strategies and valuable recommendations for enhancing the teaching of English reading skills to non-English major postgraduates, enabling them to achieve a B1 level in the Common European Framework of Reference for Languages (CEFR).
Reading
Reading is a multifaceted process that has been defined in various ways by researchers and educators over the years Understanding the nature of reading is crucial, as a teacher's perception of reading significantly influences their instructional methods According to Williams (1984), reading involves looking at and comprehending written material; thus, reading aloud without comprehension does not qualify as true reading It's important to note that understanding a text does not require complete comprehension, as reading is not a binary process Anderson et al (1985) emphasize that reading entails constructing meaning from written texts, which is a complex skill that involves coordinating multiple sources of information This interactive and problem-solving process allows readers to employ various strategies to derive meaningful insights from texts (Janette M Hughes, 2007).
According to 1986:3, written texts often provide more information than necessary for comprehension, allowing efficient readers to extract essential meaning Robinson and Good (1987:9) emphasize that reading is fundamentally an interaction between the author and the reader, transcending mere pronunciation or understanding the author's intent It involves a unique process where the printed page evokes individual ideas, experiences, and responses Ultimately, reading is a personal engagement with text, highlighting the significance of constructing meaning from written materials.
More specifically, Beatrice S Mikulecky (2008) asserts that “Reading is a conscious and unconscious thinking process The reader applies many strategies to
Beatrice S Mikulecky emphasizes that readers engage with texts by utilizing their extensive background knowledge and prior experiences to interpret meaning This active process involves comparing the information within the text to what they already know, allowing them to construct their understanding of the material As highlighted by Goodman (1971), reading is not merely a passive activity; it is a dynamic interaction between the reader, the text, and the author, fostering a deeper comprehension of the content.
In conclusion, the definitions provided enhance our comprehension of reading and text interpretation Le Thi Huong (2010) emphasizes that reading is an active and receptive skill, where the reader plays a crucial role in analyzing the text to grasp its communicative functions Supporting this idea, Goodman (1985) states that the writer encodes thoughts into language, which the reader then decodes back into thought.
Recognizing and establishing reading objectives in an ESL classroom is essential for helping students understand their reading preferences and needs According to Jennifer (2008), there are four key objectives that can significantly benefit both EFL teachers and learners.
Reading is essential for enhancing grammar, vocabulary, pronunciation, and writing skills It facilitates the practice of grammatical structures, introduces new vocabulary, and improves pronunciation through oral dialogues, short compositions, and listening activities.
Reading enhances reading skills, as it is a skill in itself Adult language learners, often already literate in their native language, can transfer their advanced reading abilities to learning English Consequently, engaging with English texts not only activates these skills but also improves students' overall reading proficiency.
Teaching reading skill
Reading enhances critical thinking skills, which are essential for effective communication in various contexts, such as phone conversations and business planning By engaging with diverse texts, individuals can prioritize information, draw conclusions, make comparisons, and develop inferences Consequently, reading serves as a valuable tool for honing these crucial skills.
Reading should be a source of enjoyment as well as a means to achieve academic goals It is essential for students to appreciate the pleasure that comes with reading in a second language, alongside recognizing its practical benefits.
To achieve success in English reading, it is essential for learners to understand and master key objectives due to their significance in effective reading Whether reading for comprehension, understanding, or enjoyment, mastering these objectives is crucial for reading successfully.
2.3.3 The role of reading in foreign language acquisition
There is no doubt that reading is the core of the syllabus because it helps students broaden their knowledge and improve other language skills
According to William (1984), reading is crucial in the language learning process as it allows learners to practice and reinforce language skills acquired through listening and speaking It enables them to effectively reuse language in writing and develop the ability to comprehend texts for information extraction Furthermore, reading provides enjoyment, enhancing the overall learning experience.
Reading skills encompass various sub-skills essential for comprehension According to Beatrice S Mikulecky (2008), these skills involve the cognitive processes that enable readers to understand a text EFL teachers must equip students with a diverse set of reading skills to enhance their English comprehension, as each language necessitates a unique combination of these abilities.
Matthews, Spratt, and Dangerfield (1991) highlight essential reading skills that are fundamental for teaching and learning English reading, emphasizing the importance of understanding the language structure and literacy habits of native speakers.
recognizing the letters of the alphabet;
reading groups of letters as words;
understanding the meaning of punctuation;
understanding the meaning of vocabulary items;
understanding the grammar of a sentence;
understanding the relationship between sentences and clauses in a text;
recognizing the effects of style;
recognizing the organization of a text;
reading longer texts (extensive reading);
Researchers emphasize the importance of various reading skills, with Mikulecky (2008) highlighting essential abilities such as determining the purpose of reading, identifying genres, understanding text nature for better predictions, and engaging in an inner dialogue with the author through questioning While these skills are undeniably valuable, the effectiveness of teaching them largely depends on the methods employed by educators The following section will explore different approaches to teaching reading skills and their impact on teaching practices.
2.4.2 Approaches to teaching reading skill
Both teachers and students must prioritize the essential skills highlighted above, as they are crucial not only for academic success but also for navigating real-life challenges.
Acquiring and reading a foreign language can be challenging for students due to language barriers, making it essential for teachers to effectively teach reading skills This not only helps students develop their reading abilities but also equips teachers with the knowledge and experience needed to improve their teaching methods and address potential challenges According to Mikulecky (2008), there are detailed approaches to teaching these methods.
(1 )Focus on one skill at a time
(2) Explain the purpose of working on this skill, and convince the students of its importance in reading effectively
(3)Work on an example of using the skill with the whole class Explain your thinking aloud as you do the exercise
(4) Assign students to work in pairs on an exercise where they practice using the same skill Require them to explain their thinking to each other as they work
(5) Discuss students‟ answers with the whole class Ask them to explain how they got their answers Encourage polite disagreement, and require explanations of any differences in their answers
In the upcoming classes, assign students to tackle progressively challenging exercises that enhance the same skill Encourage collaboration by having them work in pairs whenever possible.
(7) Ask individual students to complete an exercise using the skill to check their own ability and confidence in using it
(8) In future lessons, lead the students to apply the skill, as well as previously mastered skills, to a variety of texts
2.4.3 Principles for teaching the English reading skill
EFL teachers must understand the fundamental principles of teaching reading skills, as effective instruction relies on these guidelines To enhance the teaching of reading in a second or foreign language, educators should consider key principles that can improve their instructional methods According to Nunan (2003), adhering to these principles is crucial for successful reading instruction.
72), the principles for teaching reading skill are as follows:
(1) Exploit the reader‟s background knowledge
A reader's background knowledge, encompassing life experiences, educational background, and familiarity with text organization and their first language, plays a crucial role in influencing reading comprehension Additionally, activating this background knowledge through strategies such as goal-setting, questioning, making predictions, and teaching text structure can significantly enhance comprehension skills.
A strong vocabulary is essential for effective reading skills, as it provides learners with a solid foundation for understanding texts Building a robust vocabulary base enables individuals to comprehend reading materials more effectively.
Recent educational trends have shifted focus towards testing reading comprehension rather than teaching effective comprehension strategies Monitoring comprehension is crucial for successful reading, as it enables readers to engage in discussions about their strategies with teachers and peers, thereby utilizing both cognitive and metacognitive skills According to Beck, McKeown, Hamilton, and Kucan (1997), the technique of questioning the author fosters meaningful cognitive and metacognitive interactions with the text, aiding students in constructing meaning Therefore, reading teachers should prioritize engaging students in discussions about the text instead of merely testing their comprehension after reading, encouraging both teachers and students to question and explore the material together.
(4) Work on increasing reading rate
Accurate and fluent reading is crucial in second language classrooms, as many learners struggle with fluency despite being able to read To help students improve their reading rate, teachers need to focus on effective strategies and support.
15 balance between assisting students to improve their reading rate and developing reading comprehension skills by using scanning, skimming, predicting and identifying the main ideas
Level B1 in CEFR
The Common European Framework of Reference for Languages (CEFR) outlines the necessary actions learners must take to utilize language at various proficiency levels and contexts Its primary goal is to profile language users' abilities across different language functions, such as reception, interaction, and production Additionally, the CEFR aims to promote the mutual recognition of language qualifications throughout Europe, aligning with language learning objectives and learner achievements.
The Common European Framework of Reference for Languages (CEFR) provides a structured framework for assessing language proficiency, categorizing learners into three main divisions that encompass six distinct levels, ranging from beginner to advanced.
Table 2.1: The division of six broad levels relevant to European language learners for these purposes
A1 Breakthrough or beginner A2 Waystage or elementary
B1 Threshold or intermediate B2 Vantage or upper intermediate
C1 Effective Operational Proficiency or advanced C2 Mastery or proficiency
The CEFR B1 level, as defined by the Council of Europe, signifies the ability to communicate in familiar situations with limited proficiency and to handle general non-routine information For instance, individuals at this level can request to open a bank account if the process is uncomplicated This proficiency level is referred to as the "threshold."
Hence, what is the CEFR B1level in the reading skill? What matters must we master and achieve in the reading skill?
2.5.3 Standards of CEFR level B1 in the reading skill
2.5.3.1 Common Reference Levels : global scale
Presenting common reference points in varied formats for distinct purposes is essential Summarizing the proposed Common Reference Levels into cohesive paragraphs enhances clarity This global scale facilitates communication with non-specialist users and offers valuable guidance for teachers and curriculum planners.
Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc
Can deal with most situations likely to arise whilst travelling in an area where the language is spoken
Can produce simple connected text on topics which are familiar or of personal interest
Can describe experiences and events, dreams, hopes, and ambitions and briefly give reasons and explanations for opinions and plans
2.5.3.2 Common Reference Levels : self-assessment grid
The Common European Framework of Reference for Languages emphasizes the need for a detailed overview to guide learners and educators within the educational system This overview can be effectively represented through a grid that outlines key categories of language use at each proficiency level The focus of this draft is to create a self-assessment tool tailored for learners at the B1 level.
Can understand texts that consist mainly of high frequency everyday or job related language
Can understand the description of events, feelings, and wishes in personal letters
Visual reception involves the user's ability to receive and process written texts created by one or more authors Reading activities encompass various purposes, including seeking general orientation, gathering information from reference materials, following instructions, and enjoying literature for pleasure.
Therefore, the language user may read for gist, for specific information, for detailed understanding, for implications, etc
The Common European Framework of Reference offers illustrative scales that assess various aspects of reading comprehension, including overall reading comprehension, reading correspondence, reading for orientation, reading for information, and argument reading instruction.
Table 2.2: Visual reception of reading
Can read straightforward factual texts on subjects related to his/her interest with a satisfactory level of comprehension
Can understand the description of events, feeling and wishes in personal letters well enough to correspond regularly with a pen friend
Can find and understand relevant information in everyday material, such as letters, brochures and short official documents
Reading for information and argument
Can identify the main conclusions in clearly signaled argumentative texts
Can recognize the line of argument in the treatment of the issue presented, thought not necessary in detail
Can recognize significant points in straightforward newspapers articles on familiar subjects
Reading instructions Can understand clearly written, straightforward instructions for a piece of equipment
Can understand regulations, for example safety, when expressed in simple language
2.5.4 General characteristics of reading in level B1
The "Framework Program for Lifelong Education in Basic English - Criteria for Communication Tasks" by the Ministry of Education and Training in 2007 outlines essential characteristics that are crucial for both teachers and learners to understand the B1 level text This framework encompasses several key components that facilitate effective communication and language acquisition.
It includes three to five paragraphs
Text is often related to personal experience or familiar context Its content is relevant, within familiar background knowledge and experience, partly predictable
Pictures are occasionally accompanied with text
Vocabulary plays a crucial role in reading comprehension, as it encompasses a variety of common terms, primarily concrete and factual, alongside some abstract and technical language It is essential to recognize that effective reading is often limited to the first 1,000 most frequently used word families in spoken English and the top 100 words from the academic word list (Coxhead, 1998) Understanding these vocabulary types can significantly enhance reading skills and overall comprehension.
At this level, it does not require idioms, so there are limited idioms
Understanding the features of information tasks is crucial for effectively navigating the B1 reading format Familiarity with these tasks enhances our ability to comprehend and respond to the reading material.
(1) Nature of text: It is always two or three-paragraph moderately complex descriptive or narrative text on a familiar topic
(2) Examples of texts: They are short newspaper articles, adapted literary
The article covers a variety of content types, including 20 texts, standard maps, basic diagrams, and graphs It also features reports, interviews, news items, and stories that provide explanations and examples Additionally, it discusses cycle diagrams, flow charts, and timelines/schedules, enhancing the overall understanding of the material presented.
(3) Selected skills and tasks: There is a variety of selected skills and tasks for us to master as follows:
identify factual details and inferred meaning
identify organization of text and links between paragraphs
read for main ideas and supporting details
access and locate two pieces of information in CD-ROM ESL educational software texts for reading development
access and locate through tables of content, indexes or glossaries
access/locate/compare two or three pieces of information
explain how something works based on a text
relate the sequence of steps in a cycle
interpret cycle diagram, time line/schedule chart to solve a simple scheduling problem
access, locate and compare/ contrast two or three pieces of information in an electronic reference
Following instructions accurately is crucial for effective task completion A clear understanding of instructions enables learners to perform tasks successfully Therefore, both teachers and learners should focus on the essential elements of instructions, including their structure and the number of steps involved Analyzing sample texts of instructions can further enhance comprehension and execution.
To ensure proper procedures are followed, start by verifying that the deposit slip is signed before placing it in the deposit box Next, ensure that the appliance is unplugged before opening its cover for safety Always check that all necessary materials are prepared in advance to facilitate a smooth process Review the instructions thoroughly to avoid any mistakes Follow each step in order to maintain efficiency and accuracy After completing the steps, double-check your work to confirm everything is done correctly Finally, document any observations or issues encountered during the process for future reference.
explain instructions of use and warnings printed on the labels of common commercial products(e.g., dishwasher detergent)
follow/respond with action to directions and instructions
follow common authentic instructional text with picture
2.5.5 Knowledge, strategies need to be taught to achieve reading benchmark at intermediate level (level B1)
To facilitate successful reading tasks for intermediate learners, it is essential for EFL teachers to provide background knowledge and adequate information Preparing the necessary knowledge, skills, and strategies is crucial for helping students reach the B1 reading benchmark.
In more detailed description, knowledge, skills and strategies cited in
“Chương trình khung giáo dục thường xuyên về Tiếng Anh cơ bản của Bộ Giáo Dục và Đào Tạo, 2007” as follows:
print decoding and sight recognition of words and formulaic expression (to assist bottom-up reading comprehension processing) in text;
recognition of grammar structures and cohesion links to interpret text;
The article emphasizes the importance of recognizing an expanded inventory of linguistic, rhetorical, and stylistic means used in narration, reporting, description, and argumentation within written discourse It highlights the need to understand paragraph structure and the relationships between paragraphs, including the roles of introductions, body development, and conclusions Additionally, it points out the significance of identifying discourse indicators and patterns that convey meanings such as contrast, cause and effect, and examples for illustration.
ability to use textual and contextual clues to interpret text (e.g., literal and inferential comprehension; reading between the lines, drawing conclusions, predicting outcomes);
Chapter summary
This chapter addresses various challenges associated with teaching English reading skills A literature review highlights the significance of principles, strategies, and techniques that can help learners improve their reading abilities Moreover, the importance of English, especially within the context of the Common European Framework of Reference for Languages (CEFR), is undeniable, as it significantly influences both English language learning and teaching in contemporary society.
METHODS AND PROCEDURES
Research approach
This thesis utilized both quantitative and qualitative methods to gather ample and pertinent data, highlighting the advantages of each approach The integration of these techniques demonstrates their ability to complement one another effectively, as noted by Condelli and Wrigley.
According to 1999, the most effective research design combines both qualitative and quantitative methods This mixed-method approach is valuable because while qualitative research can identify effective strategies, it often lacks the depth of explanation needed Additionally, qualitative data offers insights into the practical application of findings, enhancing the overall understanding of research outcomes.
The quantitative method, defined as a structured approach prior to data collection (McMillan & Schumacher, 1993), utilizes questionnaires to gather insights from teachers and students regarding their perceptions of teaching and learning reading skills at the B1 level of the CEFR This technique is recognized as the most prevalent means of collecting participant information (MacMillan & Schumacher, 1993) Additionally, as noted by Balsley (1970), the quantitative method enhances the reliability of the data collected The findings derived from this data enable researchers to draw conclusions and propose implications for improving the teaching of English reading skills to achieve B1 proficiency.
The qualitative method, as described by Creswell (1994), is both descriptive and interpretative, allowing researchers to analyze data from interviews with English teachers This approach provides a more realistic understanding that numerical data and statistical analysis in quantitative methods cannot offer (Bodgan and Tailor, 1975) Similarly, MacMillan and Schumacher (1993) emphasize that gathering data in the form of words, rather than numbers, yields a more in-depth verbal description of phenomena.
According to Cresswell (1994), qualitative research emphasizes understanding participants' perceptions and experiences to interpret their lives This approach enhances the credibility and persuasiveness of the research by utilizing data gathered from interviews.
Participants
In order to accomplish sufficient and in-depth information, the research involves the participation of two groups: non-English major postgraduates and teachers of English
The first group consists of 100 students from Hue College of Pedagogy (HCP) They are taking the level B1 course to meet their outcome standard
A group of 12 language teachers at Hue College of Foreign Languages, specializing in B1 level instruction, participated in a survey to share their insights and recommendations on teaching English, particularly focusing on reading skills Their extensive experience in English education positions them well to support non-English major postgraduates in achieving B1 proficiency.
In this thesis, the participants‟ real names, ages and genders were not revealed to ensure the confidentiality.
Data collection instruments
To explore the perceptions of teachers and students regarding the English reading skill, as well as the realities of teaching this skill to non-English major postgraduates aiming for a B1 level in the CEFR, the researcher employs questionnaires and interviews as key instruments for data collection.
The questionnaire served as a vital tool for data collection in this study, offering an effective means to gather both qualitative and quantitative information According to McMillan & Schumacher (1993), it enables researchers to obtain a large volume of responses in a short timeframe Additionally, Bell (1993) emphasizes that questionnaires are a quick and cost-effective method for collecting specific types of information.
The survey comprises two questionnaires: one for language teachers and another for students, both featuring closed-ended questions As noted by Newman (2000), closed-ended questions facilitate a quicker and easier response process for participants and researchers alike This format allows respondents to feel more comfortable and confident when answering, as they have predefined options to choose from.
Twelve questionnaires were distributed to language teachers at the English Department of Hue College of Foreign Languages to assess their perceptions of the Common European Framework of Reference (CEFR) in relation to teaching English reading skills The survey aimed to understand the current state of teaching English reading skills to non-English major postgraduates and gather their suggestions for effectively teaching reading at the CEFR-B1 level to enhance students' reading abilities.
To ensure that students' understanding of the questionnaire was not hindered by their limited English proficiency, 100 copies were designed in Vietnamese This approach allowed students to respond comfortably and confidently, leading to more reliable answers The questionnaires were distributed to non-English major postgraduates from various departments at Hue College of Pedagogy (HCP), focusing on their attitudes towards learning the reading skill at the CEFR-B1 level, as well as their suggestions for teaching this skill effectively.
In short, the questionnaire is utilized as the most popular means of collecting basic data for the study
In addition to questionnaires, the researcher aimed to gather more information through in-depth interviews This approach provided a comprehensive understanding of teachers' and students' perceptions of the CEFR-B1 level in teaching and learning English reading skills The interviews, guided by a checklist of 10 questions, were conducted with 10 language teachers to gather insights and suggestions for improving the teaching and learning of reading skills.
Twenty-seven educators are directly teaching CEFR-B1 level English to non-English major postgraduates To gain deeper insights, interview questions were crafted based on the initial questionnaire responses The interviews aimed to validate the reliability of the questionnaire data, allowing for a comparative analysis that enhances understanding of the current challenges faced by these students.
Interviews were conducted in Vietnamese to foster a comfortable environment, enabling interviewees to openly share their experiences in teaching reading skills The use of open-ended questions encouraged participants to express their thoughts freely and elaborate on their ideas.
The study's findings were validated through interviews, highlighting the importance of selecting a variety of authentic materials for in-depth analysis.
The research was carried out in the following steps:
Prior to its official use in the study, the questionnaire was piloted with ten non-English major postgraduates from Hue College of Pedagogy and three language teachers from Hue College of Foreign Languages to ensure clarity and comprehension for both students and educators This piloting process also aimed to assess the reliability of the instrument.
- The questionnaires were then delivered to other non-English major postgraduates and language teachers
- Based on the information collected from questionnaires, the researcher conducted interviews with the teachers for more information.
Data analysis methods
The data gathered from questionnaires completed by language teachers and students were quantitatively analyzed using tables and charts to determine statistical frequency and percentages The researcher categorized the responses from both teachers and students, counted them, and developed statistical models to address the research questions The analysis focused on the frequency of responses to identify trends and insights.
28 converted into percentage and organized into tables, charts or diagrams in order to make a distinction in comparison
Meanwhile, the data gathered from interviews with language teachers were quoted and analyzed qualitatively to give the researcher qualitative insight data for analysis presented in tables and figures.
Chapter summary
This chapter outlines the participants involved in the study and the data collection process, utilizing both quantitative and qualitative methods to enhance the validity and reliability of the research The data gathered from questionnaires were analyzed using statistical frequency and percentage, and subsequently presented in tables and charts, while qualitative insights from interviews were quoted and analyzed for deeper understanding.
FINDINGS AND DISCUSSIONS
Introduction
This chapter analyzes data gathered from questionnaires completed by teachers and students, as well as in-depth interviews with teachers The findings are systematically presented, accompanied by the researcher’s explanations and comments, to effectively address the research questions.
This research focuses on analyzing teachers' perceptions of teaching the English reading skill at the CEFR B1 level to non-English major postgraduates It aims to provide insights into the current state of teaching and learning reading skills at this level, while also addressing the need for improving the quality of instruction Utilizing data collected from questionnaires and interviews, the findings will be presented through tables and charts, offering a comprehensive overview of the teaching practices related to the CEFR B1 reading skill.
Results from the questionnaires and interviews
4.2.1 Overview of students’ attitudes towards learning the reading skill at CEFR-B1 level
Students' foundational knowledge for learning English at the CEFR-B1 level is crucial, along with their feedback on the effectiveness of current textbooks used in CEFR courses Understanding their motivations for learning English at this level and identifying the challenges they face in the process is essential for improving educational outcomes.
The analysis of the data from the questionnaires helps to sketch a descriptive picture of learning CEFR-B1 level of reading of non-English major postgraduates at Hue College of Pedagogy
Table 4.1 below provides an overview of students‟ perspectives on getting CEFR-B1 level in reading
Table 4.1: Students’ attitudes towards learning CEFR-B1 level of reading
B1 level of the reading skill
To meet your output standard 64 64 64
To develop your reading skills and other language skills 15 15 15
To read specialized documents in English 52 52 52
To understand grammatical structures of sentences 5 5 5
The importance of the reading skill
Parts designed in the current textbooks of level
Reality and suitability of topics and contents in textbooks to Ss‟ levels of English
Difficulties in learning the reading skill at
Unfamiliar genres of reading texts 37 37 37
Lack of supplementary reading documents 5 5 5
A significant 64% of students indicated that their primary motivation for achieving CEFR-B1 level in reading is to meet output standards, highlighting the emphasis on passing exams as a key goal This focus on short-term benefits may result in a passive learning approach However, a notable portion of students, 45% and 52% respectively, also aim to expand their vocabulary and read specialized English documents, demonstrating an awareness of the broader importance of English proficiency Ultimately, students recognize that their learning extends beyond exam success, as it also prepares them for advanced studies and future career opportunities.
Only 15% of students focus on developing their reading skills and a mere 5% aim to understand grammatical structures, indicating a lack of interest in enhancing reading proficiency at the CEFR-B1 level This limited engagement hampers their ability to integrate other language skills, ultimately affecting their overall English learning experience.
Additionally, 5% of students mentioned alternative learning goals, such as pursuing further studies or studying abroad Notably, some students indicated that achieving a B1 level in English would enhance their ability to communicate effectively with foreigners.
The results from question 2 in the questionnaire, as illustrated in Table 4.1, reveal varied opinions among students regarding its importance, with nearly half (47%) agreeing, 41% strongly agreeing, while only 7% disagreed and 5% strongly disagreed.
Reading skills are crucial for students' learning of English, highlighting the need for teachers to equip them with fundamental reading abilities By doing so, students become more engaged in the learning process, fostering a positive attitude and reducing passivity and hesitation in their language acquisition.
A survey revealed that 59% of students rated the reading sections in current B1-level textbooks as rather good, while 20% considered them good Only 17% found these sections average, and a mere 2% deemed them bad This data suggests that the reading components of these textbooks are generally well-designed for B1 learners Consequently, both language teachers and students in B1 courses can confidently use these textbooks as valuable resources.
According to the data presented in Table 4.1, a significant majority of students, comprising 62%, agreed that the topics and contents in their textbooks align well with their English proficiency levels, while 23% strongly agreed Conversely, a minority of students, 10%, disagreed, and only 5% strongly disagreed This indicates that the textbook materials are generally appropriate for the students' abilities.
A recent study highlights significant challenges faced by B1 level students in reading comprehension, with a striking 76% of 100 participants citing limited vocabulary as their primary difficulty Additionally, 37% of students reported struggles with unfamiliar genres of reading texts These findings indicate that insufficient vocabulary and unfamiliar text types are major barriers to effective reading learning Without a robust vocabulary, students struggle to grasp key concepts and ideas, while unfamiliar genres contribute to a lack of confidence, further impeding their comprehension abilities.
A significant concern for students is the lack of time, which accounts for 10% of their worries With numerous subjects in their curriculum, students often find themselves neglecting their English studies due to time constraints.
Students face significant challenges in reading comprehension, with 7% citing excessively long texts and 5% noting a lack of supplementary materials as key obstacles Many expressed frustration over insufficient resources for learning and revision, leading to boredom with lengthy texts and a diminished interest in reading tasks Additionally, 5% of students highlighted other issues, including the absence of illustrations, limited practice at home, poor grammar, and ineffective teaching methods.
In short, the results drawn from questionnaires are significant for understanding students‟ attitudes towards learning CEFR-B1 level based reading
Overall, nearly half of the students demonstrated a positive attitude towards learning reading at the CEFR-B1 level However, they also reported facing challenges in their reading comprehension It is essential for teachers to recognize these difficulties in order to implement effective strategies that enhance students' reading skills.
This section explores EFL teachers' perceptions of the CEFR framework in relation to teaching reading skills, while also offering insights into students' perspectives on their learning experiences The information presented is based on data gathered from questionnaires and interviews conducted with EFL teachers.
4.2.2.1 Teachers’ attitudes towards applying CEFR on English teaching
The Common European Framework of Reference for Languages (CEFR) significantly supports teachers in adapting to the continuous changes in education Chart 4.1 illustrates the general attitudes of teachers towards CEFR.
The results drawn from the questionnaires reveal that none of the teachers thought applying CEFR on English teaching is meaningless and a waste of time In
A significant 75% of teachers believe that the Common European Framework of Reference for Languages (CEFR) is highly beneficial for their careers This demonstrates their awareness of CEFR's crucial role in enhancing their professional development Furthermore, it highlights the necessity for educators to stay updated with the evolving demands of their teaching profession in today's rapidly changing environment.
Helpful Beneficial Meaningless waste of time
Chart 4.1: Teachers’ attitudes towards applying CEFR to English teaching
Chapter summary
This chapter analyzed the perspectives of EFL teachers and students regarding the teaching and learning of reading skills at the CEFR-B1 level The results addressed the research questions outlined in chapter 1 and were discussed in relation to the literature reviewed in chapter 2.
The analysis of questionnaires and interviews from EFL teachers and non-English major postgraduates reveals a strong awareness among educators regarding the importance of the CEFR in English instruction Notably, half of the students expressed a keen interest in acquiring CEFR-B1 level reading skills due to its benefits for their academic pursuits However, the findings indicate significant challenges in teaching CEFR-B1 reading skills, including time constraints, insufficient administrative support, a lack of official textbooks, and inconsistent assessment practices across institutions Both students and teachers provided valuable suggestions aimed at enhancing the teaching and learning of CEFR-B1 reading skills.
CHAPTER 5: CONCLUSIONS AND IMPLICATIONS FOR
Summary of the key findings
This study explores EFL teachers' perceptions of the Common European Framework of Reference (CEFR) in teaching reading skills to non-English major postgraduates at Hue College of Pedagogy Additionally, it examines the current practices of teaching reading at the CEFR-B1 level by EFL instructors and proposes implications for future research.
This concluding chapter synthesizes the study's findings derived from questionnaires and interviews, highlighting key insights It also discusses the study's limitations and their implications for ongoing challenges faced by EFL teachers and administrators, offering valuable considerations for future researchers in the field.
EFL teachers generally recognize the significance of the Common European Framework of Reference (CEFR) for teaching reading skills, particularly the B1 level requirements They emphasize the necessity of incorporating CEFR guidelines to enhance the effectiveness of reading instruction, acknowledging its positive impact on English language teaching and learning Furthermore, teachers assert that reading should not be viewed as an isolated activity but rather integrated with other language skills, aligning with the perspective of Burns, Roe, and Ross (1988) that reading and other language arts are closely interconnected.
The study revealed the challenges of teaching reading skills to non-English major postgraduates, highlighting that "Total English" and "Cutting Edge" are the most commonly used textbooks for B1 level courses Both textbooks align well with the CEFR requirements and are favored for their engaging content and communicative approach.
In teaching reading, most educators emphasize two key techniques: skimming for the main idea and scanning for details related to everyday events in both private and public contexts.
Students can enhance their reading strategies through effective techniques that improve reading comprehension, moving beyond the traditional word-by-word approach It's essential for teachers to guide students in recognizing text sources, understanding simple structures, and tackling unfamiliar vocabulary To teach reading skills effectively, educators should provide a brief introduction to the text, fostering student engagement and encouraging predictions and imagination Additionally, addressing the gap in students' vocabulary knowledge is crucial; therefore, teachers should carefully select and connect important words to the text, facilitating easier comprehension and interaction with the material.
A significant 75% of teachers believe that incorporating media, such as newspapers and the internet, into reading lessons enhances engagement and makes lessons more dynamic, effectively reducing monotony.
The study identifies significant obstacles teachers face when teaching reading, primarily stemming from students' negative learning attitudes, such as hesitation and lack of confidence Many students approach English learning with a pessimistic mindset, causing concern and frustration among educators Additionally, students' limited vocabulary poses a considerable challenge, as they often feel anxious about vocabulary acquisition and engage in passive reading, which impedes effective teaching Key factors hindering reading instruction include insufficient class time, inappropriate student attitudes, lengthy texts, and a lack of supplementary reading materials.
59 the researcher desires to suggest some implications for teaching and learning English reading as well Hereafter, the next section will denote these implications.
Implications
From the study findings, some possible implications for teachers, administrators and students are suggested as follows:
To effectively tailor teaching materials and methods, teachers must possess a thorough understanding of their students' needs and objectives This research highlights key implications for educators to consider in their practice.
To enhance students' attitudes towards learning CEFR-B1 level reading skills, teachers should prioritize getting to know their students personally from the outset Understanding students' goals and needs allows educators to highlight the positive impacts of CEFR on their English learning journey It is crucial for teachers to convey that the purpose of mastering CEFR-B1 reading skills extends beyond exam preparation; it is essential for improving reading abilities and comprehending specialized English documents Additionally, fostering a friendly and supportive classroom environment can alleviate stress and encourage a more engaged learning experience.
To help students achieve reading proficiency at the CEFR-B1 level, teachers should emphasize the importance and benefits of reading By clearly outlining the purposes of reading, educators enable students to understand both what they are reading and why it matters Consequently, it is crucial for teachers to guide students in practicing various reading techniques, including skimming, scanning, silent reading, and reading for implied ideas, to enhance their comprehension skills.
To enhance students' reading skills, it is crucial for teachers to regularly assess their strengths and weaknesses through B1-level format tests This ongoing evaluation enables educators to provide targeted feedback, guiding students towards improvement in their reading abilities.
60 feedback to students Through feedback, students can recognize their mistakes and weaknesses and avoid making the same mistakes again
Teachers must take into account their students' goals, needs, and proficiency levels when selecting appropriate materials, ensuring that the content is new, relevant, and authentic It's essential for educators to stay informed with updated information and necessary teaching resources while also preparing additional materials such as handouts, posters, and online resources to enhance students' understanding of the curriculum This approach fosters an engaging and dynamic atmosphere in reading classes.
Educational administrators are crucial in enhancing both English language instruction and reading skills Meeting the needs and expectations of teachers and students is essential for effective learning outcomes.
Educational administrators should organize seminars and workshops focused on the Common European Framework of Reference for Languages (CEFR) to enhance teachers' language skills and keep them updated on CEFR-related knowledge Many teachers emphasize the importance of applying CEFR in English teaching and learning, highlighting the need for a unified standard to assess learners' English proficiency due to existing discrepancies in assessment across various institutions Therefore, it is essential for administrators to facilitate program evaluations and updates to ensure consistency and effectiveness in language education.
Administrators need to provide official materials for teaching language skills aligned with the Common European Framework of Reference (CEFR), as there are currently no standardized CEFR textbooks available Most teachers resort to sourcing their own teaching materials Furthermore, it is essential to establish a clear connection between learning and assessment, ensuring that the content in textbooks closely aligns with the actual test material students will encounter.
Non-English major postgraduates at Hue College of Pedagogy often exhibit passivity in their reading skills It is crucial for these students to recognize the significance of reading in both their academic pursuits and future careers This awareness can enhance their motivation and engagement in developing this essential skill.
Students are expected to dedicate significant time to learning English outside of the classroom, cultivating self-study habits through various resources Engaging with English materials online, as well as reading books, newspapers, and magazines, effectively enhances their reading skills.
- Students should set their goals and objectives in learning English to achieve It means that students can read what is relevant to their purposes.
Limitations of the study
The researcher identified several limitations during the study, notably the small sample size of surveyed teachers at Hue College of Foreign Languages, which may not fully represent their concerns Additionally, due to time constraints, the study did not capture the expectations of both teachers and students Despite being conducted on a limited scale with non-English major postgraduates at HCP, the study aims to offer practical contributions to teaching and learning the CEFR-B1 level of reading skills.