INTRODUCTION
Background to the study
Since the renewal period began in 1986, foreign languages, particularly English, have gained significant importance in Vietnam's education system, spanning from kindergarten to tertiary levels English is now recognized as a crucial tool for breaking down language barriers and enhancing daily communication Teaching English as a Foreign Language (EFL) in high schools remains a top priority, with educators trained to develop students' four macro skills Despite this, teachers face challenges in instruction, as modern language education emphasizes skill development over grammar Improving reading skills is essential, and teachers must adopt effective reading strategies to help students comprehend texts, a task that demands considerable effort and dedication.
Effective reading strategies for teaching involve clear guidelines for selecting and implementing various tactics tailored to specific goals Successful educators are adept at utilizing a diverse range of strategies in a structured manner while continuously monitoring their effectiveness EFL teachers must understand these principles to enhance their reading lessons and effectively train students in English reading comprehension The primary objectives of employing reading strategies include acquiring general knowledge, identifying specific details, discerning main ideas, studying, retaining information, enjoying the reading process, summarizing content, and conducting research.
Effective language teachers must adeptly implement reading teaching strategies to enhance student motivation and comprehension in the classroom Selecting the right strategies is crucial for fostering reading skills, especially in EFL contexts Understanding the significance of these strategies allows EFL teachers to significantly impact learning outcomes in Vietnamese high schools Examining the reading teaching strategies employed by teachers, along with any challenges they face, can provide valuable insights for both educators and students This research is particularly relevant for the teachers and students at PNH Gifted High School, the focus of this study.
At Phan Ngoc Hien Gifted High School, both English-majored and non-majored students are required to study English, which plays a crucial role in national examinations that include three reading texts Despite its importance, there appears to be a lack of interest among teachers and students in the teaching and learning of reading comprehension This observation prompted an investigation into the strategies employed and the challenges faced by EFL teachers in teaching reading comprehension at the school.
Reading provides both teachers and students with a wealth of knowledge and enhances vocabulary, language structures, and expression, which are essential for skill development However, comprehension challenges persist To address this, educators must implement effective reading strategies that engage students and improve their understanding of texts At Phan Ngoc Hien Gifted High School, teachers encounter significant obstacles in applying these strategies during reading comprehension classes, prompting the researcher to investigate these issues further.
Problem statement
Reading skills are essential in the educational landscape of Ca Mau; however, high school students in the province struggle with comprehending texts fully Additionally, some teachers at Phan Ngoc Hien High School for the Gifted are not well-versed in effective English reading teaching strategies, which further exacerbates the issue.
Teaching reading comprehension poses significant challenges for English language teachers at Phan Ngoc Hien High School for the Gifted The educators have faced various issues that hinder effective teaching and learning of reading, which is one of the four essential skills in English language education.
A significant challenge for students is their limited vocabulary, which hinders their reading skills Richek (2005) emphasizes that reading achievement is closely linked to a reader's vocabulary knowledge To comprehend texts effectively, students must enhance their vocabulary skills Similarly, Steven Stahl (2005) asserts that vocabulary knowledge encompasses not just definitions but also the contextual understanding of words Therefore, both educators and students must prioritize vocabulary development, as it plays a crucial role in enhancing reading proficiency.
Teachers often struggle to engage in reading instruction when they find the texts unfamiliar or uninteresting This disconnect can result in a diminished enthusiasm for reading lessons and teaching activities, ultimately affecting students' learning experiences.
Several challenges hinder effective reading instruction, including a lack of knowledge about the target culture, disinterest in teaching reading, time constraints, and insufficient preparation These issues contribute to confusion during reading classes and can demotivate teachers from engaging with the content Consequently, these obstacles make reading texts more challenging for learners, leading to boredom in reading lessons.
Many students struggle to apply effective reading strategies, often resorting to word-for-word translation and excessive dictionary use, which hinders their comprehension and retention of the material Pardo (2004) emphasizes the significance of student motivation in enhancing reading skills, while Yunus and Abdullah (2011) affirm that motivation plays a crucial role in language learning, encouraging students to take proactive steps in their educational journey.
Teachers play a crucial role in ensuring that reading texts are beneficial for students, as they should actively practice reading in the classroom to enhance their reading proficiency According to Gnawali (2005), a teacher-centered approach is more effective in improving English skills compared to a learner-centered one Many educators feel compelled to teach reading texts solely because they are included in textbooks and will appear in exams, which can lead to student passivity and a loss of interest in reading.
In summary, existing literature reveals a lack of research on the strategies employed for teaching reading comprehension in PNHS Therefore, it is essential to conduct a study to explore the methods utilized by EFL teachers in enhancing reading comprehension among high school students in this specific context.
Aims and objectives
This study aims to explore the strategies used by EFL teachers at Phan Ngoc Hien High School for the Gifted in teaching English reading comprehension to high school students, as well as the challenges they face when implementing these strategies The research focuses on two specific objectives related to these teaching methods and the difficulties encountered.
- To explore the extent to which strategies are employed in teaching English reading comprehension
- To find out what difficulties EFL teachers at PNHS usually face in applying strategies to teaching English reading comprehension.
Research Questions
The researcher would carry out the following research questions in the study in order to find out the answers for these questions:
1) To what extents do EFL teachers employ strategies in teaching English reading comprehension to students at PNHS ?
2) What are the difficulties that EFL teachers may encounter in applying strategies in teaching English reading comprehension to students at PNHS ?
Scope of the study
This study focuses on the teaching strategies for reading comprehension and the challenges faced in implementing these strategies While numerous high schools exist in Ca Mau province, the research will specifically target high school students and teachers at PHNS in Ca Mau City due to logistical considerations A sample comprising approximately 150 grade 11 students and 9 English teachers will be selected for this study.
Significance of study
Reading comprehension is an essential skill that educators must effectively teach This study aims to explore the strategies employed by EFL teachers at PNHS in teaching reading comprehension, with the expectation that its findings will be significant both theoretically and practically The research will enhance the existing body of knowledge regarding effective reading comprehension strategies and serve as a valuable reference for teachers in selecting appropriate instructional methods Additionally, the results may assist EFL teachers and students at PNHS by enabling educators to refine their teaching techniques, thereby improving students' reading skills and identifying any negative impacts of certain strategies Ultimately, this research is crucial for discovering innovative teaching methods that motivate students and facilitate their understanding of reading texts.
Definitions of key terms
Brief definitions of key terms used in this study are provided in this section
Investigation: In this study, it means the action of investigating the use of strategies in teaching reading comprehension to high school students through a survey and interviews
Reading teaching strategies : refer to the methods or techniques that EFL teachers mostly use in teaching English reading comprehension to EFL students
Reading learning strategies : A general definition of learning strategies is
‘specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective and more transferable to new situations’ (Oxford 1990, p.8)
Reading comprehension is the ability to extract meaning from a text, focusing on the overall understanding rather than just individual words This process involves interpreting the content to grasp the main ideas and concepts presented.
"Tiếng Anh Thí Điểm" is a comprehensive set of English textbooks designed for upper secondary school students in Vietnam This curriculum, approved by the Ministry of Education and Training on November 23rd, emphasizes a systematic, cyclical, and theme-based approach to language learning.
The objective of this textbook series is to enhance students' communicative competence in learning, speaking, reading, and writing By the end of upper secondary school, students are expected to attain level three of the Vietnamese Foreign Language Competence Framework.
Organization of the thesis
The thesis is divided into five chapters:
Chapter 1: 8 sections are included in the introduction (the chapter provides a general background of the study), problem statement, the aims and objects as well as significance of the study Research questions are mentioned clearly to help the researcher find the answers and solutions of problems Scope and definitions of some terms are provided in the last part
Chapter 2: Literature Review: It covers the definition of strategy and reading comprehension strategies, models of reading, reading process and challenges of EFL teachers when they teach reading comprehension It ends with a review of previous related studies and the conceptual framework
Chapter 3: Research Methodology: The chapter mentions methodology of the study It gives a description of research design, research site, sample and sampling procedures, research instruments, data collection and analysis procedures and finally, reliability and validity
Chapter 4: Findings and Discussions: The chapter presents the findings of the research questions and discussion of the findings
Chapter 5: Implications and Conclusions: The chapter summarizes the main findings of the study and provides the conclusions, limitations and recommendations for the further research.
LITERATURE REVIEW
Reading Comprehension
Reading comprehension is essential in English language teaching as it underpins a significant portion of educational learning (Alvermann & Earle, 2003) It encompasses various skills, including the ability to process text, understand its meaning, and connect it with prior knowledge Effective reading comprehension also involves drawing inferences, recognizing literary devices, discerning word meanings from context, following the organization of a passage, and identifying antecedents and references These fundamental skills are crucial for achieving efficient reading comprehension.
Reading comprehension is the process of constructing meaning from text, focusing on understanding the overall message rather than just individual words or sentences (Kintsch, 1998; Pourhosein & Sabouri, 2016) It is a crucial element in language learning, as it lays the groundwork for extensive learning among English as a Foreign Language (EFL) learners (Ahmadi, Hairu, & Pourhosein Gilakjani, 2012).
Reading comprehension is defined as the process of making meaning by coordinating a number of complex processes that involve language, word reading, word knowledge, and fluency (Cain, Oakhill, & Bryant, 2004; Paris, 2005)
According to Kintsch and Rawson (2005), Joffe, Cain, and Maric (2007) and McGrew and Wendling (2010), text comprehension includes processing at various levels
According to Grabe (1991), rapid reading is crucial for readers to retain the message of a written text and make necessary inferences and connections Comprehension in reading is driven by the reader's expectation to understand the content effectively.
According to Grabe (2000), effective reading necessitates a strong understanding of vocabulary, the subject matter, and the language itself, highlighting the importance of background knowledge and comprehension skills In contrast, Grabe and Stoller (2001) assert that reading is closely linked to language proficiency, emphasizing the need for efficiency in a second language.
Deriving from these definitions, it is concluded that reading comprehension is a means of language acquisition.
Reading Process and Reading Models
Reading comprehension is viewed differently by theorists, with traditional perspectives seeing it as a passive decoding process where meaning is embedded in the text, allowing readers to extract it letter by letter (Goodman, 1988) To enhance comprehension, teachers should implement strategies that minimize uncertainty and selectively utilize cues It is essential for educators to understand their students' existing knowledge and to have a clear grasp of what students may or may not know regarding the reading process.
Schema theorists argue that comprehension occurs when new experiences are connected to existing knowledge structures Rumelhart (1985) emphasizes that background knowledge is more crucial than new vocabulary and structures in reading comprehension Effective readers integrate their prior knowledge with textual information and contextual features to derive meaning Therefore, a student's prior knowledge plays a vital role in the teaching and learning process.
Having the same idea, Goodman (1967) has described reading as a
Reading comprehension is described as an interactive process where a reader reconstructs the encoded message of a text using their background knowledge, as noted by Carell (1983) He emphasized that meaning is not solely contained within the text; instead, it serves as a guide for readers to derive understanding from their prior knowledge Similarly, Kingston highlighted reading as a communicative process that transmits messages graphically between individuals.
Kazemi, Mohsen, and Mohamadreza (2013) emphasize that reading comprehension is an interactive and constructive process They recommend that comprehension instruction should focus on teaching students effective text comprehension strategies while enhancing their metacognitive awareness and sense of control over their reading.
Schema theory supports the use of instructional strategies that enhance readers' comprehension of texts According to Rumelhart (1985), reading teachers should prioritize teaching background knowledge to equip students with the necessary context, enabling them to better predict meanings from the text.
To effectively promote reading across all educational levels, it is essential to grasp the reading process, which encompasses three primary models: the bottom-up reading model, the top-down reading model, and the interactive reading model.
A bottom-up reading model focuses on a linear, part-to-whole approach to understanding text, where meaning is derived from the smallest units, such as words, and gradually builds to a broader comprehension In its initial stages, this model places minimal emphasis on the reader's prior knowledge, contextual clues, or advanced processing strategies (Dechant, 1991) Ultimately, the bottom-up approach suggests that effective reading comprehension begins with individual words and phrases before expanding to larger concepts.
According to Silberstein (1994), words are combined into meaningful sentences, which are then organized into coherent discourse, allowing information to be stored effectively This bottom-up model suggests that readers play a passive role, relying heavily on their linguistic knowledge Despite its limitations, which have led language educators to view it unfavorably, the bottom-up model remains beneficial for learners with limited reading comprehension skills.
The top-down reading model emphasizes that readers interpret text by moving from higher-level cognitive processes to the specific words within the text This approach encourages readers to derive meaning from the overall content before focusing on individual components, as highlighted by Paran (1996, p.138).
Reading is fundamentally about comprehension rather than just phonics and decoding skills According to Barnett (1988) and Carell (1989), effective reading strategies such as skimming, scanning, and understanding textual organization are essential components of a top-down reading model This approach emphasizes the importance of utilizing background knowledge, language comprehension, and personal motivation and interests to enhance interaction with texts (Zalioglu, 2000).
An interactive reading model emphasizes the simultaneous interaction of bottom-up and top-down processes during reading According to Grabe (1991) and Hayes (1991), reading comprehension involves various processes that share information with one another Silberstein (1987) supports this view, stating that reading is an interactive process shaped by the reader's linguistic and background knowledge Consequently, an effective interactive reading model relies on both background information and language proficiency To facilitate this, teachers must conduct learner analyses to understand students' prior knowledge and comprehension abilities.
Reading Teaching Strategies
Effective reading instruction employs various strategies to enhance comprehension, addressing challenges such as unfamiliar vocabulary and complex sentence structures Reading is a multifaceted cognitive process that involves decoding symbols to derive meaning, serving as a crucial tool for language acquisition and communication Research by Anderson and Nagy (1989) emphasizes that comprehension extends beyond mere word recognition, allowing readers to understand texts despite encountering unfamiliar terms (Anderson & Freebody, 1981; Jenkins & Dixon, 1983) Additionally, reading comprehension involves the strategic application of reading resources to achieve specific goals (Wagner & Sternberg, 1987) Dunn and Griggs (1998) highlight the importance of tailored teaching strategies to foster individual learning styles and enhance educational outcomes.
Effective reading teaching strategies are essential for enabling teachers to become successful trainers Key strategies can help students focus on the material they read To effectively teach these strategies, educators should prepare students by activating relevant background knowledge before they read one or two-page passages from a textbook, which is crucial for enhancing comprehension.
Osborn (1963) established four key guidelines for effective brainstorming: no criticism, encouragement of freewheeling, a focus on quantity, and the pursuit of combination and improvement Research has shown that applying these guidelines in group settings significantly enhances idea generation compared to individual efforts (Johnson, Parrott, & Stratten, 1968; Meadow, Parnes, & Reese, 1959; Parnes & Meadow, 1959) Brainstorming has proven to be a valuable method for teaching English as a foreign language, as noted by Mongeau and Morr (1999), who describe it as a "method of ideation" that motivates language learners to produce a wealth of ideas Additionally, one of the primary advantages of brainstorming is its ability to activate learners' prior knowledge, providing ample material for making predictions (Feather, 2004, p.82).
Brainstorming is an effective strategy that enhances readers' awareness of their prior knowledge about a text's topic before they begin reading Feather (2004) emphasizes that this technique activates the reader's schema, allowing them to anticipate key ideas, vocabulary, cultural context, grammatical features, and genre structures Labiod's (2007) research supports that activating prior knowledge through brainstorming improves reading comprehension Additionally, Richards (1990) highlights that brainstorming fosters student interaction and develops cognitive skills necessary for idea generation, with students trained in these techniques demonstrating greater success in organizing their thoughts Similarly, Rao (2007) found that students who regularly employed brainstorming over a year achieved significantly better results in writing tasks Furthermore, an attitudinal survey indicated that students felt positively about the effectiveness of brainstorming techniques.
Brainstorming is widely recognized as a powerful method for creative problem-solving, with its effectiveness supported by research (Fernald & Nickolenko, 1993; Leclef, 1994; Stein, 1975) This technique gained popularity due to the growing demand for improved group productivity, as it fosters the generation of high-quality creative ideas (Ganji, Sharifi).
Providing ample discussion opportunities in English Language Teaching (ELT) is crucial, as it enhances learners' critical thinking skills related to their lives, social intelligence, creativity, and problem-solving abilities.
Brainstorming is an effective pre-reading technique that helps students focus on a topic and enhances comprehension By integrating brainstorming with reading, students engage in abstract thinking, allowing them to connect various concepts more effectively This process encourages idea development and facilitates the exchange of thoughts among peers, ultimately enabling students to refine their existing knowledge and understanding.
(1990) recognized that brainstorming was effective of achieving students’ interaction in developing the cognitive skills for the purpose of generating ideas
Activating students' prior knowledge before reading is essential for enhancing comprehension and connecting new information to existing understanding According to Beers (2003), many teachers introduce texts by providing background information, but this approach should go beyond simple summaries Engaging students in a way that allows them to associate new information with their existing schema is crucial While comprehension is fundamentally a reading process, struggling readers often focus on answering questions correctly rather than fully understanding the material.
Incorporating pre-reading strategies is essential for teachers to enhance students' comprehension and engagement with reading materials By emphasizing the importance of understanding the content, educators can guide students to effectively utilize techniques such as analyzing the title and brainstorming related information about the topic before diving into the text This approach not only fosters better comprehension but also prepares students for a more interactive reading experience.
Pre-reading activities are essential in language reading classrooms as they activate students' prior knowledge and enhance their engagement with the text These activities not only provide cultural context but also introduce key vocabulary, facilitating better comprehension (Lazar, 1993) Ajideh (2006) emphasizes that such activities equip readers with the necessary background to effectively organize their thoughts and understand the material He identifies two main types of pre-reading activities: questioning and semantic mapping Questioning encourages knowledge construction, reflection, reasoning, problem-solving, and metacognition (King, 1994; McDaniel & Donnelly, 1996; Chen et al., 2009; Ge & Land, 2004) Meanwhile, semantic maps help students visualize their existing knowledge about a topic, serving as a foundation for integrating new information from the text (Ajideh, 2006).
Pre-reading strategies play a crucial role in enhancing the reading experience by enabling readers to set specific goals and activate their prior knowledge By employing these techniques, readers can effectively guide their reading process, leading to improved comprehension and engagement with the text.
While-reading activity strategies are essential techniques that teachers employ to enhance students' reading comprehension of selected texts These strategies include making predictions about the text, discussing potential problems, and engaging in interactive games, all aimed at helping learners focus on key aspects of the material As readers make and revise predictions during the reading process, the ultimate goal is to enable them to approach the text as if it were written in their native language Educators can effectively implement these strategies in while-reading activities to support student understanding.
Post-reading strategies are essential for readers to effectively summarize their learning, assess understanding, and organize their thoughts These strategies are crucial for a successful reading comprehension experience, allowing readers to reflect on the material and self-monitor their comprehension Without dedicating time to analyze and summarize after reading, individuals risk failing to fully absorb the information they have encountered.
Post-reading activities are essential for maximizing students' reading comprehension, as highlighted by Janelle Cox These strategies enable learners to summarize their insights, assess their understanding, and structure their thoughts effectively Educators can implement various techniques, such as facilitating discussions about the text, encouraging students to retell what they've read, drawing conclusions, and summarizing key points By selecting appropriate strategies tailored to specific contexts, teachers can enhance the effectiveness of post-reading activities Here are three valuable post-reading strategies to consider.
Exit Slips serve as a valuable tool for readers to reflect on and process the material they have just encountered This method encourages critical thinking, allowing individuals to articulate their feelings and understanding of the concepts learned In today's fast-paced world, developing critical thinking skills is essential for personal and professional growth.
Frame Routine: This technique helps readers summarize what they have learnt from the text they have just read, then they can get their own lesson from the reading
Question the Author: This comprehension strategy motivates and encourages readers to make questions to challenge readers’ understanding
Assessment is an essential of education used to inform instruction (Wren,
Learning Strategies Instruction
Reading comprehension strategies are essential techniques that help readers effectively derive meaning from texts Understanding when, why, and how to implement these strategies is crucial for developing successful readers, thinkers, and communicators Ultimately, these strategies aim to enhance communicative competence, fostering meaningful interactions between readers and the materials they engage with for better understanding.
There are three main types of reading learning strategies
Metacognitive strategies are techniques that enable students to reflect on their learning processes, essentially allowing them to "think about their thinking." When teachers implement these strategies, they can significantly benefit students with learning disabilities by assisting them in creating effective learning plans that enhance information retention.
O’Malley and Chamot (1990) define cognitive strategies as techniques that directly relate to specific learning tasks, involving the manipulation or transformation of learning materials Key cognitive strategies include repetition, grouping, deduction, imagery, elaboration, transfer, and inference, which enhance the learning process.
Social/affective strategies, as defined by O’Malley and Chamot (1990), encompass interactions with others and managing one’s emotions during learning Key strategies include questioning for clarification, where learners seek additional explanations or verification from teachers or peers; cooperation, which involves collaborating with others to solve problems and share information; and self-talk, a technique used to alleviate anxiety and boost confidence in completing learning tasks.
Learning strategies encompass the various techniques learners employ to boost their understanding, enhance comprehension, and improve performance on educational tasks It is essential for teachers to allocate instructional time to explicitly teach these strategies and demonstrate to students how to apply them in diverse learning contexts.
Learning strategies instruction focuses on personalized, student-centered academic coaching aimed at fostering student success By motivating a diverse array of undergraduate and graduate learners, we empower them to achieve their individual goals as self-regulated learners, enhancing both academic and personal self-efficacy Instructional strategies are essential techniques that educators employ to cultivate independent and strategic learning among students These strategies transform into effective learning strategies when students autonomously choose and apply the appropriate techniques to accomplish tasks and achieve their objectives Several key factors influence learners' use of language learning strategies, particularly in the context of reading comprehension.
Motivation plays a crucial role in learning English, as highlighted by Brown (2002), who emphasizes the importance of having a clear purpose for learning the language According to Oxford (1990), motivated students are more likely to employ effective learning strategies compared to their less motivated peers These strategies include organizational planning, where learners set specific goals and devise plans for comprehension and problem-solving; predicting, which involves using context and personal knowledge to anticipate outcomes; substitution, teaching students to express ideas through synonyms or paraphrasing when they lack the precise vocabulary; and making inferences, where students leverage their existing knowledge to infer the meanings of unfamiliar words or concepts.
Motivation is crucial for the success of foreign language teaching and learning, defined by Gardner (1985) as the combination of effort, desire to achieve language learning goals, and positive attitudes towards the language Effective learning strategies include note-taking, which involves organizing key information through various formats like concept maps and timelines, and cooperation, where students collaborate with peers to complete tasks, share knowledge, solve problems, and enhance social skills.
2.6 Difficulties encountered by EFL teachers in teaching reading comprehension
There are a lot of challenges in using strategies in teaching reading comprehension that the EFL teachers have encountered
The study revealed that many students struggle with reading English texts, primarily due to inadequate vocabulary knowledge (Gunning, 2002) This lack of vocabulary significantly hampers their ability to comprehend complex materials, especially textbooks that include technical terms (Carlisle, 2000; Qian, 2002) Students with limited vocabulary often find it challenging to understand essential concepts, including superordinate terms, synonyms, antonyms, and words with multiple meanings (Nuttall, 2000; Carlisle, 2000; Vilenius et al.).
EFL learners often struggle with understanding complex sentences in reading comprehension, which include multiple clauses and conjunctions like although, because, furthermore, and however (Scott, 2009) Additional challenges arise from coordinating conjunctions, prepositional phrases, participial phrases, and nominalizations, which increase text complexity and hinder comprehension (Nuttall, 2000) This complexity affects learners' fluency and overall understanding of texts Furthermore, many learners lack motivation to read beyond the necessity of passing exams, limiting their engagement with reading materials and their potential for deeper comprehension.
Students often struggle with comprehension when reading fictional texts, particularly when teachers fail to provide relevant background knowledge Research indicates that background knowledge is crucial for reading comprehension, significantly affecting students' scores (Zhang & Shanshan, 2011; McNeil, 2011) Numerous studies highlight its importance across various contexts (Nassaji, 2002; Chou, 2011) To foster a comprehensive understanding and address gaps in knowledge, learners need this foundational context Additionally, a lack of interest and motivation in reading, coupled with insufficient procedural knowledge from teachers, hinders the development of effective lesson delivery and lifelong reading habits.
The teaching context often presents challenges for educators, as they may encounter unfamiliar outside knowledge that can lead to negative attitudes in the classroom This lack of preparation sometimes results in lengthy lectures that do not consider the appropriateness of the material for learners Additionally, teachers highlight the inadequacy of modernized libraries in schools, which limits students to insufficient course books for reading To address these issues, educators recognize the need to design diverse exercises and activities that promote flexible reading strategies.
According to Al-Issa (2006), teachers prioritize passing exams over additional reading, indicating a lack of awareness regarding their teaching methods in language classrooms To enhance student outcomes, it is essential for educators to allocate more time to teaching reading strategies, enabling learners to master and effectively utilize these skills.
Gabb (2000) raises a critical question regarding the challenges learners encounter in achieving fluency despite possessing basic decoding skills She highlights several barriers, including limited vocabulary and insufficient background knowledge, with the latter being identified as a significant contributing factor to these difficulties.
According to Orasanu (1986), a reader's prior knowledge significantly influences their comprehension and retention of a text Enhancing vocabulary through engaging activities like word play and puzzles is crucial for developing reading fluency It is suggested that early readers can improve their vocabulary and achieve fluency in English texts by utilizing phonics.
For long, a number of previous studies have been conducted to investigate reading teaching and learning strategies both in the international and local context
In the international context, it can be found for example, that Grenfell and Harris,
METHODOLOGY
Research design
This study utilized a mixed-methods research design, combining both quantitative and qualitative approaches to provide a comprehensive understanding of language (Swann, 1994) The qualitative aspect involved classroom observations and semi-structured interviews with teachers and students, focusing on descriptive data analysis In contrast, the quantitative method employed structured and open-ended questionnaires, utilizing descriptive statistical techniques to analyze data in terms of frequencies and percentages By integrating both qualitative and quantitative methods, the study aimed to triangulate the collected data, enhancing the overall validity of the findings.
Research site
This study took place at Phan Ngoc Hien Gifted High School in Ca Mau City, the sole institution dedicated to nurturing exceptional students in Ca Mau Province The researcher has over fifteen years of teaching experience at this school, following seven years at Bac Lieu College The school serves approximately 800 students across 30 classes, supported by a faculty of 75 teachers, including 10 English instructors.
At the school, five teachers hold Master's degrees while the others possess Bachelor's degrees English is a mandatory subject, with students preparing for the National examination Both English majors and non-majors dedicate significant time to the language, with six periods per week for majors and four for non-majors While most students excel in listening and speaking, they struggle with writing and reading skills.
Description of the English course and the textbook
Tiếng Anh Thí Điểm is a comprehensive English language textbook series designed for upper secondary schools in Vietnam It adheres to a systematic, cyclical, and theme-based curriculum that has been officially approved by the Ministry of Education and Training on November 23rd.
The 2012 textbook series is designed to enhance students' communicative competence in learning, speaking, reading, and writing By the end of upper secondary school, students are expected to reach level three of the Vietnamese Foreign Language Competence Framework The textbook consists of 10 units, organized into two semesters.
At the researcher’s school, the English 11 course spans 37 weeks with three periods each week, emphasizing the importance of reading comprehension as a key skill Teachers have the flexibility to designate one period weekly for optional subjects, with reading being a compulsory choice for all students At Phan Ngoc Hien High School for the Gifted, students benefit from practical instruction tailored by their English teachers With a focus on positive thinking, these educators provide valuable insights during lessons, encouraging students to express their thoughts in English and guiding them to refine their skills through targeted practice.
Table 3.1 Content of a sample unit in textbook 11
Pronunciation: strong and weak form of words in connected speech
Vocabulary: words and phrases related to the generation gap and family rules; compound nouns Grammar: should, ought to; must vs have to
- Reading for specific information in an article about the generation gap
- Talking about parent-child relationship problems and offering advice on how to solve them
- Listening for specific information in a conversation between two teenagers about conflicts with their parents
Skill 4: WRITING - Writing a letter about family rules to a teenager staying with a homestay family
- discussing the advantages and disadvantages of living in different kinds of family
- the return of extended families in the UK and the USA
- interviewing peers about generation-gap conflicts in their family and reporting to the class
Further skill practice - reading + writing
Sample and sampling procedures
The research was carried out at Phan Ngoc Hien Gifted High School due to its accessibility for participants, the ability to efficiently collect data within a short timeframe, and the students' willingness to assist their teacher in the study.
A total of 150 students from four 11th-grade classes were invited to participate in the survey, with 54.7% (82) identified as male and 45.3% (68) as female Notably, 68.7% (103) of the participants were included in the study.
Among the students surveyed, 16 years old accounted for 31.3% (47 students), while 60% (90 students) reported studying English for five to seven years Additionally, 35.3% (59 students) have been learning the language for seven to nine years, with 4.7% falling into other categories.
(7 students) have been learning English more than ten years Their ages range from
In this study, the researcher focused on students aged 16 (68.7%) and 17 (31.3%) to gather insights on their experiences with learning English through reading comprehension The aim was to understand their feedback regarding the instructional methods employed by their teachers during this learning phase.
Besides, these students are also the ones whom 5 teachers educate directly in 4 classes, including each class for one teacher and there is one class has 2 teachers training together
Regarding teacher participants, 5 of them were invited to participate in the interviews 3 of them are male, the other are female Their ages range from 26 to 37
4 of these teachers were reading comprehension classes were observed All of them have been teaching English from 3 to 9 years Table 3.1 below shows the information of the participants
Table 3.2 Demographic information of participants
3 Years of learning English Below 5 years 0 0
The division of the participants used for the three research instruments is as follows:
Table 3.3 Number of participants for instruments
To collect the data, the researcher employed purposive sampling Firstly, there are 10 teachers of English but only 5 teachers were chosen for interviews and
Four teachers were selected for observations from a pool of five who were instructing 11th-grade students at the school These teachers had a clear understanding of the students involved in the study For practicality, the researcher focused on three 11th-grade classes comprising 150 students Since the researchers were also teaching these students, data collection for the study was facilitated.
Research instruments
The primary objective of this study is to explore the strategies utilized by EFL teachers in teaching reading skills to high school students To answer the research questions, a combination of three research instruments was used: questionnaires, semi-structured interviews, and classroom observations The study focused on two main types of data collection, with questionnaires serving as the primary tool for gathering quantitative data and semi-structured interviews for qualitative insights Given the survey nature of the study, the questionnaire was deemed essential for effectively addressing the research questions, benefiting from various advantages inherent in this method.
Questionnaires serve as a vital tool for data collection in research, offering numerous advantages According to Burns (1999), they facilitate easy responses from a large number of participants Additionally, Creswell highlights that questionnaires are a cost-effective means to gather substantial information quickly, making them ideal for reaching a wide audience in a short timeframe.
A questionnaire was developed to gather quantitative data, consisting of two sections: the first part collected personal information from participants, while the second part included 45 items divided into 8 groups focused on activities and reading teaching strategies related to reading comprehension The researcher clearly categorized each group according to the specific strategies employed in each activity.
The researcher utilized a 5-point Likert scale, ranging from Never to Always, to create the questionnaire Initially written in English, the items were subsequently translated into Vietnamese by the researcher To ensure clarity for students, the Vietnamese version was reviewed by two English teachers (refer to appendix A and appendix B).
Semi-structured interviews are valuable research tools as they encourage participants to provide in-depth responses This format allows researchers to investigate emerging themes while maintaining the flexibility to explore related topics and ask follow-up questions.
In 2005, interviews were carried out to evaluate the findings of the study by gathering teachers' verbal responses regarding reading comprehension strategies and their insights on potential challenges faced during instruction.
A structured interview was conducted to explore the strategies employed in English reading comprehension classes, involving 10 students and 5 teachers to ensure high-quality data collection The interview consisted of 8 questions directed at teachers, prompting them to reflect on their teaching practices, assess their motivational strategies, and share their insights on various instructional strategies in relation to the first research question Similarly, students were asked 8 questions to express their motivation for learning reading comprehension and to provide their perspectives on the strategies implemented by their teachers.
Class observation involves attending another teacher's class to learn from their teaching methods, identifying effective strategies to share and ineffective ones to avoid This practice allows researchers to gather qualitative data and gain insights into reading strategies At Phan Ngoc Hien Gifted High School, four English teachers were invited to showcase a model reading lesson for their peers to observe and learn from, selecting strategies that best fit the reading material.
Classroom observation provides teachers with the opportunity to discover innovative teaching methods they may not have previously considered This practice benefits both the observing teacher and the one being observed, as it allows the observer to learn new techniques, strategies, and resources while gaining valuable insights into their own teaching practices Ultimately, this leads to personal professional development and growth for the observing teacher.
Classroom observation enabled the researcher to assess the effectiveness of reading comprehension strategies by directly observing the challenges faced by both teachers and students This method facilitated the collection of qualitative data, utilizing a rating scale for selected classes and note-taking to capture the interactions between educators and learners.
Classroom observation enabled the researcher to analyze the effectiveness of various teaching strategies for reading comprehension This method proved valuable in uncovering the underlying reasons for the challenges faced by both teachers and students in reading.
Data collection procedure
For collecting data from the questionnaire, the survey was conducted with
A survey was conducted among 150 students from Phan Ngoc Hien High School for the Gifted in Ca Mau province The researcher visited each class to clearly explain the survey's purpose and the process for completing the questionnaire Students were given a period of three days to fill out the questionnaire at home.
To gather data from interviews, the researcher conducted sessions in English classes, randomly interviewing 5 teachers and 10 students during their break times Each interview lasted approximately 5 minutes, and the data collection process spanned over two weeks until sufficient information was obtained.
Upon completing the survey and interviews, four 45-minute reading comprehension classes were observed The researcher utilized four classroom observation checklists to identify the challenges teachers faced during reading training and the instructional strategies they employed.
Data analysis procedures
In this study, data collection involved questionnaires, interviews, and classroom observations, followed by both quantitative and qualitative data analysis The quantitative data from the questionnaires were analyzed using SPSS software version 20.0, where the mean and standard deviation were calculated to assess the extent of reading teaching strategies employed by EFL teachers The analysis utilized a Likert type scale for interpretation, categorizing responses as follows: never/not at all (N) (1.00-1.80), rarely/to some extent (S) (1.81-2.60), sometimes/to a moderate extent (M) (2.61-3.40), often/to a great extent (G) (3.41-4.20), and always/to every great extent (VG) (4.21-5.00).
The researcher employed qualitative content analysis to gain insights into students' choices following the completion of a questionnaire Utilizing notes and a tape recorder during interviews, the researcher transcribed the discussions to create a comprehensive written record (see appendix D) Subsequently, various types of information were categorized into major and minor themes The findings from both the questionnaires and interviews with students and teachers were then explained Observed classes were coded as CL1 to CL4, and excerpts from these observations were included as evidence to support the study's results.
Validity and reliability
Validity or reliability was the term that most researchers used to refer to the quality difference among different qualitative research studies
Qualitative research emphasizes principles such as natural settings, context limitation, and thick description to ensure validity Key elements include descriptive data, participants' perspectives, an inductive approach to data analysis, effective data presentation, and the researcher's role as a central method According to Cohen et al., these principles collectively enhance the richness and depth of qualitative findings.
In the 2011 study, various methods were employed on the same research object to ensure both validity and reliability of the data To achieve triangulation, the current study utilized a combination of three instruments for data collection and verification Additionally, five teachers were invited to assess the reliability and validity of the qualitative data analysis by randomly analyzing three data pieces.
In the study, the researcher considered a number of reading strategies in order to enhance research validity
The study utilized established concepts and frameworks from prior academic research to create a solid theoretical foundation.
Secondly, the researcher applied multiple methods to collect data specifically, interview and questionnaire to confirm the understanding of the participants towards the addressed issue
The study provided a clear academic context to help readers assess the relevance of their situations to the research To mitigate researcher bias in the data, originally produced in Vietnamese, various translation techniques were employed, including back translation and consultations with Vietnamese English teachers and native English-speaking supervisors Direct quotations were presented in both Vietnamese and English Additionally, to ensure the reliability and validity of the qualitative data analysis, five teachers were invited to independently analyze three randomly selected data pieces.
To assess the validity and reliability of the data, SPSS version 20 was utilized to calculate Cronbach’s Alpha scores, which are detailed in Table 3.3 below.
Table 3.4 Cronbach’s Alpha Indexes of the questionnaire items
Categories of strategies No of items Cronbach's Alpha
RESULTS AND DISCUSSION
Introduction
This chapter presents the results and discussion of the study, beginning with an overview of the findings related to the two research questions It includes an analysis of both quantitative and qualitative data collected from diverse sources using three instruments: questionnaires, interviews, and class observations Following the presentation of the results, a discussion of the findings is provided.
Results of the study
The study presents two key research questions, beginning with the quantitative results for the first question, followed by qualitative insights from interviews and observations for the second question This approach allows for effective triangulation of the data, enhancing the overall findings.
4.2.1 Extent to which strategies were employed in teaching English reading comprehension
Research question 1 attempted to explore the extent to which strategies were used by EFL teaching in teaching reading comprehension to high school students
4.2.1.1 Rank of the Strategies Used in Teaching Reading Comprehension
Table 4.1: Rank of strategies employed by teachers in teaching reading comprehension
1 The teacher asks students to answer some questions 1
2 The teacher asks students to describe pictures 1
3 The teacher asks students to match pictures with words
4 The teacher asks students to guess the main point of a reading text
5 The teacher asks students to play a game related to the reading topic
6 The teacher asks students to make predictions about a text
7 The teacher shows students how the information in text builds on what they already know
8 The teacher asks students to identify the main ideas of a text
9 The teacher asks students to find the key words in a text
10 The teacher asks students to recognize and recode single words
11 The teacher asks students to make inferences based on a text
12 The teacher asks students to build knowledge in grammar and sentence structures
13 The teacher asks students to build vocabulary knowledge
14 The teacher asks students to generate their own questions about a text
15 The teacher asks students to match the headings with the paragraphs
16 The teacher asks students to monitor their understanding of a text
17 The teacher asks students to make sense of a text by relating to their past experiences
18 The teacher asks students to analyze the structure of a text
19 The teacher asks students to discuss the topic related to the text
20 The teacher asks students to create visual representations of a text
21 The teacher asks students to summarize information from a text
22 The teacher helps students relate the stories they read to their lives
23 The teacher teaches English reading comprehension using whole class instruction
24 The teacher assigns tasks to different groups or pairs 4
25 The teacher teaches English reading comprehension using small group instructions
26 The teacher teaches English reading comprehension using individual instructions
27 The teacher asks students how to scan or skim the text
28 The teacher teaches students how to find meanings of words
29 The teacher teaches students how to guess words from context clues
30 The teacher teaches students how to analyze the structures of a text
31 The teacher teaches students how to summarize the text
32 The teacher teaches students how to generate their own questions about a text
33 The teacher gives a mini test to assess students’ vocabulary
34 All the tasks of reading comprehension in the text book are tested
35 The teacher asks students to read some extra materials
36 The teacher asks students to do some tasks like summarizing, making the lay out, making a presentation of a text
37 The teacher poses questions that motivate students to participate actively
38 The teacher encourages students to express their opinions about a text
39 The teacher sets clear goals for the students to learn reading comprehension
40 The teacher tells students how they can improve their performance
41 The teacher changes the structure of the lesson on a topic that most students find difficult to understand
42 The teacher advised students on how to reach their learning goals in reading comprehension
43 The teacher gives students feedback on their strengths and weaknesses in the reading course
44 The teacher provides individual help when a student has difficulties understanding a topic or a task
45 The teacher tailors the teaching to meet the needs of 8 students
Table 4.1 presents a ranking of 45 reading strategies, categorized into eight distinct groups The top rank includes six pre-reading strategies, followed by twelve while-reading strategies in second place, which teachers frequently encourage students to utilize The third rank features four post-reading strategies, while the fourth and fifth ranks consist of four management strategies and six strategies focused on training, respectively In the sixth rank, two assessment strategies are noted, and the seventh rank includes two assignment-giving strategies Finally, the eighth rank comprises nine strategies aimed at motivation and instruction.
Teachers often enhance students' reading comprehension by encouraging them to answer questions about the text This approach not only helps students learn how to ask relevant questions but also guides them in locating the answers within the material By fostering the ability to think critically about what they read, students can develop their cognitive skills However, the practice of teaching students to create their own questions is less common, as it requires them to engage in higher-level cognitive functions independently.
4.2.1.2 The extent of the use of strategies in teaching reading comprehension
The analysis utilized a Likert scale to interpret the mean scores of various strategies across different categories, categorizing the extent of strategy employment as follows: not at all (N) for scores between 1.00-1.80, to some extent (S) for 1.81-2.60, to a moderate extent (M) for 2.61-3.40, to a great extent (G) for 3.41-4.20, and to every great extent (VG) for 4.21-5.00 Furthermore, the items in each table are organized in descending order based on their mean scores, highlighting the strategies with the highest levels of employment first.
Table 4.2 Descriptive statistics of pre-reading strategies
1 The teacher asks students to answer some questions 3.83 1.104 G
2 The teacher asks students to describe pictures 3.37 1.144 M
3 The teacher asks students to match pictures with words 3.05 1.163 M
4 The teacher asks students to guess the main point of a reading text 2.93 1.275 M
5 The teacher asks students to play a game related to the reading topic 2.75 1.124 M
6 The teacher asks students to make predictions about a text 2.53 1.014 S
Table 4.2 reveals that among six strategies for the pre-reading stage, teachers frequently asked students to answer questions, achieving a mean score of 3.83 (St D = 1.104) In contrast, the subsequent four strategies were employed only occasionally, with mean scores of 3.37 for describing picture details (St D = 1.144), 3.05 for matching pictures with words (St D = 1.163), 2.93 for guessing the main point of a text (St D = 1.275), and 2.75 for playing games related to the reading topic (St D = 1.124) Notably, the strategy of asking students to make predictions about a text was rarely utilized, with a mean score of 2.53 (St D = 1.014).
In summary, of the six pre-reading strategies analyzed, one was utilized extensively, four were used moderately, and one was employed to a lesser degree Overall, it can be concluded that pre-reading strategies were implemented to a moderate extent.
Table 4.3 Descriptive statistics for while-reading strategies
7 The teacher shows students how the information in text builds on what they already know
8 The teacher asks students to identify the main ideas of a text 3.66 1.061 G
9 The teacher asks students to find the key words in a text 3.61 1.180 G
10 The teacher asks students to recognize and recode single words 3.57 1.149 G
11 The teacher asks students to make inferences based on a text 3.41 1.142 G
12 The teacher asks students to build knowledge in grammar and sentence structures 3.27 1.127 M
13 The teacher asks students to build vocabulary knowledge 3.19 1.143 M
14 The teacher asks students to generate their own questions about a text 3.03 1.181 M
15 The teacher asks students to match the headings with the paragraphs 2.83 1.304 M
16 The teacher asks students to monitor their understanding of a text 2.75 1.036 M
17 The teacher asks students to make sense of a text by relating to their past experiences 2.70 1.236 M
18 The teacher asks students to analyze the structure of a text 2.57 1.064 S
Table 4.3 presents the descriptive statistics of while-reading strategies, indicating that most participants expressed agreement with the survey items Notably, teachers frequently demonstrated how textual information connects to students' prior knowledge (item 11, M=3.69, SD=1.259), encouraged students to identify main ideas in the text (item 7, M=3.66, SD=1.061), and prompted students to locate key words within the text (item 16, M=3.61, SD).
=1.180); the teacher often asked students to recognize and recode single words (item 14) with M=3.57 & SD=1.149, and often asked students to inferences based on a text (item 10) with M=3.41& SD=1.142
However, the next 6 items show that the teacher only sometimes asked students to build knowledge in grammar and sentence structures (item 15) with M= 3.27& SD
=1.127; sometimes asked students to build vocabulary knowledge (item13) with
The data reveals that students were occasionally prompted to generate their own questions about a text (M=3.03, SD=1.181) and match headings with paragraphs (M=2.83, SD=1.304) They were also asked to monitor their understanding of the text (M=2.75, SD=1.036) and relate the content to their past experiences (M=2.70, SD=1.236) However, the least frequent activity was analyzing the structure of a text (M=2.57, SD=1.064), indicating a lower emphasis on this skill in the classroom.
In summary, of the 12 strategies utilized during the while-reading stage, 5 were used extensively, 6 were used moderately, and 1 was used to a lesser degree This indicates that while-reading strategies were predominantly employed to a significant extent.
Table 4.4 Descriptive statistics for post-reading strategies
19 The teacher asks students to discuss the topic related to the text 3.43 1.189 H
20 The teacher asks students to create visual representations of a text 2.77 928 M
21 The teacher asks students to summarize information from a text 2.67 1.008 M
22 The teacher helps students relate the stories they read to their lives 2.55 1.121 L
The descriptive statistics for the post-reading stage indicate that participants generally agreed with the survey items Teachers frequently encouraged discussions about the text (M=3.43, SD=1.189), but they only sometimes prompted students to create visual representations (M=2.77, SD=0.928) and summarize information (M=2.67, SD=1.008) Notably, teachers rarely assisted students in connecting the stories they read to their personal experiences (M=2.55, SD=1.121).
In conclusion, the analysis of post-reading strategies reveals that one strategy was utilized extensively, two were used moderately, and one was applied to a lesser degree Overall, post-reading strategies were implemented to a moderate extent, indicating that only a few teachers at Phan Ngoc Hien Gifted High School actively incorporate these strategies into their reading instruction Despite recognizing the significance of post-reading strategies in the reading process, it appears that their application remains limited among the teachers.
Table 4.5 Descriptive statistics for Management strategies
The teacher teaches English reading comprehension using whole class instruction
24 The teacher assigns tasks to different groups or pairs 3.41 1.011 G
The teacher teaches English reading comprehension using small group instructions
26 The teacher teaches English reading comprehension using individual instructions 2.78 1.110 M
Table 4.5 presents the descriptive statistics for management strategies, indicating that participants largely agreed with the survey items Notably, teachers frequently employed whole class instruction for English reading comprehension (M=3.81, SD=1.114) and often assigned tasks to different groups or pairs (M=3.41, SD=1.011) Conversely, the data reveals that teachers sometimes utilized small group instruction for English reading comprehension (M=3.26, SD=1.083).
English reading comprehension using individual instructions (item 25) with M=2.78, SD=1.110
In summary, out of the four classroom management strategies analyzed, two were implemented extensively while the other two were utilized to a moderate degree This indicates that classroom management techniques were applied effectively overall Consequently, English teachers at PNHS can leverage these strategies to enhance their students' interest in reading.
Table 4.6 Descriptive statistics for strategy training strategies
27 The teacher asks students how to scan or skim the text 3.59 1.301 G
28 The teacher teaches students how to find meanings of words 3.35 1.141 M
29 The teacher teaches students how to guess words from context clues 3.35 1.141 M
30 The teacher teaches students how to analyze the structures of a text 3.10 1.015 M
31 The teacher teaches students how to summarize the text 2.80 1.081 M
The study highlights the teacher's approach to strategy training, indicating that students frequently learned how to scan or skim texts, with a mean score of 3.59 However, the teacher only occasionally instructed students on finding word meanings and guessing words from context, both with mean scores of 3.35 Additionally, students received sporadic guidance on analyzing text structures (M=3.10) and summarizing content (M=2.80) Notably, the instruction on generating personal questions about the text was infrequent, suggesting a need for improvement in this area Overall, participants generally agreed with the effectiveness of the strategies taught.
In summary, out of the six strategies utilized for strategy training, one was extensively employed, four were moderately applied, and one was minimally used This indicates that training strategies were implemented to a moderate degree, with teachers occasionally instructing their students on effective reading comprehension techniques.
Table 4.7 Descriptive statistics for reading assessment Strategies
33 The teacher gives a mini test to assess students’ vocabulary 2.72 1.142 M
34 All the tasks of reading comprehension in the text book are tested 2.47 1.066 S
Discussion
The research findings highlight two primary concerns regarding EFL teachers at PNHGS: the extent to which they utilize strategies for teaching English reading comprehension and the challenges they face in implementing these strategies effectively.
4.3.1 Strategies employed by teachers in teaching reading comprehension
Research conducted through questionnaires, interviews, and classroom observations at Phan Ngoc Hien Gifted High School indicates that EFL teachers effectively implement reading comprehension strategies and foster a relaxed learning environment for both English and non-English majors It is essential for educators to recognize the reading strategies employed by their students and to introduce effective techniques that enhance comprehension of English academic texts.
The study's findings indicate that teachers can enhance their instructional strategies to improve students' reading skills and identify the negative impacts of certain methods This research provides valuable insights for educators seeking innovative teaching approaches that foster student motivation and enhance reading comprehension, ultimately increasing their interest in learning While not all task types are utilized in every classroom, it is clear that EFL teachers are committed to developing their students' reading abilities, despite challenges such as time constraints that may limit the implementation of certain tasks.
Warm-up activities in reading instruction offer numerous benefits, including enhancing language experience in the classroom, fostering student interactions, and improving communicative competency (Nunan, 2004) These activities also boost student motivation and excitement, as learners find that engaging in meaningful tasks and communicative interactions significantly enhances their reading comprehension skills (Shehadeh, 2005).
An analysis of quantitative and qualitative data indicated that no specific processing strategies were solely responsible for success in the two reading measures Both high and low scoring readers employed similar strategies when responding to comprehension questions; however, high scoring students utilized these strategies more effectively and appropriately.
4.3.2 Difficulties encountered by teachers in applying strategies in teaching English reading comprehension
Teaching reading comprehension in EFL classrooms in Vietnam, particularly at PNH Gifted High School, presents numerous challenges Research through interviews and class observations revealed that many EFL teachers primarily rely on rote memorization of vocabulary and question-answering, often translating words into the students' native language This approach limits students' opportunities for independent reading, leading to difficulties in engaging with new texts As noted by Stanovich (1986), students who struggle with reading tend to avoid it altogether, further exacerbating their challenges.
Complex texts can hinder reading comprehension for students learning English as a second or foreign language These texts often feature complex sentences, which include multiple clauses or reduced clauses Additionally, sentences that utilize cohesive words like however, because, thus, although, and furthermore contribute to their complexity.
Complex noun groups, nominalizations, coordinating conjunctions, participial phrases, and prepositional phrases significantly hinder students' reading comprehension, making texts more complex and challenging to understand (Field, 1997; Nuttall, 2000).
Limited vocabulary and sentence structure knowledge significantly hinder students' ability to read English texts effectively (Gunning, 2002) A lack of these essential skills impedes reading comprehension, making it crucial for learners of a second or foreign language to develop both vocabulary and linguistic knowledge (Day & Bamford, 1998) Vocabulary knowledge aids in understanding word meanings, while familiarity with sentence structure, including syntax and word order, is vital for grasping sentence meanings and grammatical functions.
Research indicates that strategy training positively impacts the use and awareness of reading strategies, with notable differences between proficient and less proficient readers More skilled readers tend to employ a wider variety of strategies and utilize them more effectively (Block, 1986, 1992; Jimenzer, Garcia, & Pearson, 1995) In this study, less proficient readers showed greater benefits from strategy training compared to their more capable peers Consequently, EFL reading instructors should prioritize the integration of reading strategy training into their teaching practices.
Teachers face various challenges when implementing reading teaching strategies in their classrooms However, research indicates that these strategies significantly enhance students' vocabulary knowledge, which positively impacts their spelling and writing skills (Harmer, 2007, p.99).
Teachers play a crucial role in fostering a reading habit among students to improve their proficiency in the target language It is essential for educators to motivate students to read by providing meaningful reasons for doing so Unfortunately, some teachers neglect the importance of selecting appropriate texts for their learners, which diminishes the effectiveness of language instruction and fails to engage students' interests Consequently, students often lack opportunities for independent reading, leading to difficulties in comprehending new texts and applying their understanding in real-life situations.
Teachers often struggle with a lack of knowledge about the target culture, insufficient motivation, and challenging vocabulary, which can hinder effective reading instruction Additionally, inadequate preparation in teaching methods contributes to these challenges, resulting in a diminished interest in reading among learners.
