To overcome these problems, the writer suggested a number of practical strategies that could help ATC students, English teachers and the university principals to improve reading ability
INTRODUCTION
Introduction
In today's globalized world, fluency in foreign languages, particularly English, is crucial Reading, one of the four essential language skills—alongside listening, speaking, and writing—plays a vital role in mastering a second language For English as a Second Language (ESL) and English as a Foreign Language (EFL) learners in Vietnam, the challenges are pronounced due to the non-native learning environment, which creates linguistic barriers and cultural differences Many students perceive English as one of the most challenging subjects, with reading skills in English proving to be more demanding than in their native language This difficulty is compounded at the university level, where English-majored students must engage with English for all academic activities and utilize English-written materials To understand global cultures and knowledge, Vietnamese students must achieve a certain proficiency in English reading skills However, many struggle to meet the required standards, and there is a notable lack of research addressing the academic reading challenges faced by these students This study aims to identify the common academic reading difficulties encountered by English-majored students at the Banking Academy.
The "Reading 2" module highlights the challenges faced by ATC students in the reading section, and based on data analysis, the writer offers targeted suggestions to help them overcome these difficulties Additionally, the study provides valuable recommendations to enhance the teaching methods of educators and optimize the university's resources for improved learning outcomes.
Background of the Study
Reading is a crucial skill for English learners, and difficulties in this area can hinder career aspirations and limit opportunities for enjoyment through reading For students at the Banking Academy of Vietnam (ATC), challenges in reading significantly affect their ability to succeed in other subjects, particularly those related to English Despite years of English education from primary school through university, many Vietnamese students still struggle with reading comprehension While numerous studies on English reading skills exist globally, research specifically focusing on Vietnamese learners is scarce This study aims to identify the reading challenges faced by English-major students in the "Reading 2" course at the Banking Academy of Vietnam.
ATC students must meet specific requirements to enroll in the "Reading 2" course, including achieving an intermediate proficiency in vocabulary, grammar, speaking, and reading skills in English This proficiency indicates that they have successfully completed the "Grammar" course.
The "Reading 2" course aims to enhance students' foundational knowledge and language skills, preparing them for advanced studies After completing eight weeks (16 lessons) and 35 hours of direct interaction with English teachers, students are expected to master essential reading competencies, including expanding vocabulary, understanding technical terms, predicting meanings of new words through context, scanning for key ideas, and summarizing texts Despite these efforts, many ATC students continue to struggle in the course, as noted by experienced English teachers.
This study aims to identify the challenges faced by ATC students in the "Reading 2" course, as many have struggled to achieve the necessary reading level and meet course objectives By investigating these issues, the research will provide practical solutions to help ATC students enhance their language skills effectively.
Objectives of the Study
This research aims to identify the reasons for the poor academic performance of ATC students in the "Reading 2" course at Banking Academy It categorizes the reading difficulties faced by language students into specific groups, including vocabulary issues, skimming and scanning techniques, and summarizing skills Additionally, the study proposes effective strategies to motivate students and enhance their academic language performance The findings will raise awareness among students about learning English and provide insights for language teachers and university staff regarding the challenges their students encounter Moreover, this research contributes to the limited existing literature on academic reading skills among students in Vietnam, highlighting an area that requires further attention.
Research Questions
To achieve the proposed objectives, the following questions are addressed:
1 What are the difficulties relating to vocabulary when reading the texts?
2 What are the difficulties relating to scanning and skimming techniques when reading the texts?
3 What are the difficulties relating to summarizing skill when reading the texts?
Significance of the Study
English-major students who have a desire to pursue higher study levels at universities, always have to use English in all activities at school, such as discussing in groups,
Reading is a crucial skill for ESL and EFL learners, as it significantly enhances their language proficiency and broadens their knowledge across various fields, including economics, science, and culture Despite its importance, there is a notable lack of research on the academic reading challenges faced by English-major students in Vietnam, particularly at the Banking Academy This gap highlights the necessity for studies focused on understanding these difficulties, which can benefit both students and teachers Insights gained from such research can help educators tailor their teaching methods and materials to better meet students' needs, while also guiding the development of more effective syllabi and resources Additionally, the findings can empower ATC students to identify their reading challenges and adopt expert-recommended strategies to enhance their reading skills.
Scope and Limitations
The research conducted at the Banking Academy of Vietnam utilized a questionnaire consisting of fourteen questions focused on challenges faced in the "Reading 2" course The findings were derived from the responses of eighty-five ATC participants However, the study faced limitations, including a restricted number of participants, limited funding sources, a short research duration, and minimal direct interactions among the researcher, teachers, and students.
Despite the findings of the research, several limitations persist, including potential biases and hesitations from respondents in completing the questionnaires, which impacted the survey analysis Additionally, the study focused solely on specific reading challenges such as vocabulary, skimming and scanning skills, and summarizing skills, leaving many other factors contributing to the poor performance of ATC students unexplored.
Definition of Terms
* Academic performance: it refers to how well or badly individual student scores in each specific examinable subject in school as indicated by scores and grades
* ATC students: people study in the Faculty of Foreign Languages at Banking
* Comprehension: reconstructing the author’s message using experiential knowledge of language and thinking skills
English as a Foreign Language (EFL) refers to the study of English by non-native speakers in countries where English is not the primary language This term highlights the learning process of individuals who aim to acquire English skills in a non-English-speaking environment.
English as a Second Language (ESL) refers to the study and use of English by individuals who are not native speakers, particularly in environments where English is the primary language This concept is also commonly referred to as English for Speakers of Other Languages (ESOL).
Paraphrasing involves rephrasing written or spoken content using different words, typically in a more concise and straightforward manner that enhances the clarity of the original message, as defined by the Cambridge Dictionary.
Scanning involves quickly reviewing a text to locate specific information, such as dates, numbers, or places, as defined by Butte College This technique allows readers to efficiently extract pertinent details without reading the entire document.
* Skimming: “to read or consider quickly in order to get a general overview of the material” (according to the definition on the online website of Butte College)
* SPSS: “stands for Statistical Package for the Social Sciences It is an extremely powerful tool for manipulating and deciphering survey data” (Ben Foley, 2018)
* Summarizing: “to express the most important facts or ideas about something or someone in a short and clear form” (according to the definition on the online website of Cambridge Dictionary)
* Reading 2: it is a compulsory subject about academic English reading skills for
ATC students who study in the Faculty of Foreign Languages at Banking Academy of Vietnam
REVIEW OF RELATED LITERATURE
Definitions of Reading
Reading is the process of interpreting written symbols to derive meaning, involving both visual recognition and cognitive understanding It allows individuals to extract explicit and implicit messages from text, fostering critical and creative thinking This receptive skill can be practiced silently or aloud and is essential for language acquisition, as it exposes learners to new vocabulary, sentence structures, and grammatical rules Developing strong reading habits is crucial for students to enhance their knowledge and understanding of various subjects Additionally, reading proficiency is intertwined with speaking skills, as proper pronunciation is necessary for effective communication.
In this case, reading is also a productive skill when people are both receiving information and transmitting it
Reading is defined as the skill or activity of extracting information from written material, as noted by the Cambridge Dictionary, and involves understanding the meaning behind words and sentences According to Collins English Learner’s Dictionary, reading is the act of visually interpreting and comprehending points in text This process requires the use of vision to grasp individual words and sentences, ultimately leading to a comprehensive understanding of the entire text.
Reading Skill Problems in Learning a Foreign Language
2.2.1 Definition of Reading Skills in Learning a Foreign Language
Reading skills are essential cognitive abilities that enable individuals to effectively engage with written texts, facilitating information gathering and the acquisition of new knowledge (Urquhart & Weir, 1998) These skills, including paraphrasing, predicting, scanning, skimming, and summarizing, play a crucial role in the reading process Without a solid foundation in these basic reading skills, students may encounter significant challenges when studying other subjects in school.
2.2.2 Reading Skill Problems in Learning a Foreign Language
Reading skill problems encompass various difficulties that learners face when studying reading-related subjects, stemming from factors within the student or their environment These challenges can arise at any educational level and negatively impact reading abilities, hindering academic success Common issues include limited vocabulary, difficulty in comprehension, and slow reading due to a lack of foundational skills like scanning, skimming, and summarizing Consequently, students struggle to articulate their thoughts in written responses to comprehension questions A case study by Girsa & Dina (2018) highlights that language students often struggle with understanding vocabulary in reading texts, frequently forgetting material taught in class due to a lack of review at home.
Reading difficulties are diverse and arise from various underlying causes, making the reading process complex (Kaluger & Kolson, 1978; Kirk et al., 1978) These challenges can range from minor issues to severe impairments If minor reading problems go unrecognized and unaddressed, they can lead to more significant consequences over time.
Reading difficulties can accumulate over time, leading to significant challenges for students Without timely guidance and proper instruction, many fail to develop essential reading skills (Hosp & Reschly, 2003) Bond, Tinker, and Wasson (1979) categorize common reading issues into several areas, including faulty word identification, inappropriate directional habits, basic comprehension deficiencies, limited special skills, and poor oral reading Lerner (2006) notes that some learners struggle to use reading as a learning tool, often remaining inefficient readers even after instruction Factors such as low self-esteem and poor social relationships contribute to a decline in students' confidence, motivation, attention, and overall behavior, further hindering their ability to succeed academically.
A study by Yaseen (2013) investigates the factors contributing to reading difficulties among secondary school students learning English The findings reveal that these challenges stem largely from students' reading behaviors, including a lack of self-motivation, difficulty in self-correcting errors, stuttering in pronunciation, and limited vocabulary knowledge Additional contributing factors include an inability to differentiate sounds, feelings of shame during reading practice, forgetting previously learned word forms, neglecting extra reading at home, and writing English pronunciations in their native language.
Reading challenges among English learners vary significantly across different countries, highlighting the ongoing need for research in this area.
2.2.3 Teaching Reading Skills in Learning a Foreign Language a Difficulties in teaching reading skills
Language teachers worldwide face significant challenges when teaching students with reading difficulties, as comprehension is the primary goal of reading Many ESL and EFL learners struggle with comprehension, which complicates the teaching process for English instructors Runo (2010) identifies several obstacles, including difficulties in teaching sounds, insufficient materials, limited time for instruction, and interference from students' mother tongues Additionally, factors such as students' motivation, attention, and behavioral issues further impact the effectiveness of reading instruction Research by Karanja (2015) highlights that many language teachers in Kenyan public secondary schools also encounter similar difficulties in teaching reading comprehension.
Students faced challenges such as punctuation mistakes, inadequate textbooks, and reading difficulties, highlighting the need for improvement in reading comprehension instruction A significant number of English teachers, approximately ninety percent, reported feeling uncomfortable addressing reading issues in regular classes, which contributed to their frustration in delivering effective learning activities This discomfort not only hindered their ability to cover the syllabus but also negatively impacted the teacher-student relationship.
Yaseen (2013) identifies key reading challenges stemming from ineffective teaching methods used by educators The study highlights that a lack of diverse teaching strategies, insufficient modern resources, and limited reading activities significantly hinder English teachers' ability to engage students during reading lessons Additionally, a mismatch between vocabulary and students' proficiency levels, along with unappealing topics, further contributes to the difficulties in maintaining student interest.
11 and having little reading exercises for students to practice also caused problems in teaching reading English as a second or foreign language b Strategies for teaching reading skills
Reading is a process that needs a lot of supporting skills such as vocabulary knowledge, background knowledge, knowledge of grammar, and reading strategies
A teaching reading approach is essential for effectively delivering educational materials from teachers to students, ensuring that both parties engage in the learning process English teachers must skillfully convey knowledge while preparing comprehensive lessons to enhance students' school experiences It is crucial for all educators, including those teaching second languages, reading, and special education, to understand the assessment and treatment of reading difficulties This knowledge enables them to provide valuable guidance and teach appropriate reading skills By employing reading strategies such as predicting, making connections, visualizing, inferring, questioning, and summarizing, teachers can significantly improve students' reading comprehension (Block & Israel, 2005).
In their research on second language reading instruction, Day & Bamford (1998) identify four distinct approaches The first is the "grammar-translation" method, where students read foreign texts by translating them into their native language, focusing on sentence-level meaning The second approach, "comprehension tasks," involves using short passages from textbooks that highlight foreign language vocabulary and grammar, followed by comprehension questions to enhance understanding The third method emphasizes "skills and strategies," which aims to develop students' reading competencies through targeted techniques.
Teachers must prepare students to read passages from textbooks while activating their background knowledge and teaching them effective reading strategies One effective method is "extensive reading," which allows students to read books and materials at their own pace, primarily as homework, to enhance their familiarity with a foreign language Anderson (1999) introduces the "ACTIVE" approach, which includes eight strategies for teaching reading in a foreign language The acronym "ACTIVE" stands for: (A) Activate prior knowledge, (C) Cultivate vocabulary, (T) Teach for comprehension, (I) Increase reading rate, (V) Verify reading strategies, and (E) Evaluate progress Additionally, this approach emphasizes the importance of motivation and the selection of appropriate materials for effective learning.
Karanja (2015) highlights key responsibilities of school officials in improving students' reading comprehension, emphasizing the need for diverse library resources and adequate curriculum materials Additionally, schools should implement a suitable syllabus and modern teaching equipment Furthermore, providing students with social skills training, guidance, and counseling services is crucial for helping them navigate learning difficulties effectively.
In summary, English teachers must identify effective strategies to enhance their students' reading skills, which are crucial for learning English as a second or foreign language Additionally, university staff should support this effort by strengthening resources and offering valuable services.
Reading Strategies and the Importance of Reading Strategies
Learning strategies refer to targeted actions and techniques employed by students to improve their learning experience These can include seeking conversation partners or encouraging oneself to overcome challenging language tasks By implementing these strategies, learners can effectively enhance their language acquisition and overall educational outcomes.
Effective reading strategies are essential for all language learners, particularly those who struggle with reading By consciously selecting strategies that align with their individual learning styles, students can enhance their ability to tackle challenging reading tasks and foster motivation for self-study Given the importance of reading tactics, language learners should experiment with various methods during their reading process to identify the most effective approach for their needs.
2.3.2 The Importance of Reading Strategies
Effective reading strategies are crucial for language students, particularly ESL/EFL learners, to enhance their reading skills Research has consistently shown that successful readers understand and utilize strategies that suit their individual needs According to Cubukcu (2008), struggling readers often fail to recognize the importance of these strategies and lack the ability to monitor their reading processes Additionally, many learners do not instinctively know which strategies are most effective for them, leading to challenges in reading lessons Therefore, implementing strategy training and encouraging experimentation with various approaches can significantly improve reading proficiency.
Strategies play a crucial role in language learning for two main reasons Firstly, they serve as tools for active and self-directed engagement, which is vital for developing communicative competence Secondly, learners equipped with effective strategies tend to exhibit greater self-confidence and achieve better learning outcomes Additionally, language learning strategies enhance the role of English teachers, facilitating the learning process both directly and indirectly.
Sheorey and Mokhtari (2001) developed the Survey of Reading Strategies (SORS) to analyze the problem-solving and supporting strategies employed by global second language learners in their reading process Their research revealed a significant positive correlation between the strategies used by ESL learners and their self-rated reading abilities.
14 evident that high performing readers often employ reading strategies more frequently than their lower level counterparts
In conclusion, equipping students with effective learning strategies is a crucial responsibility of language teachers, as it empowers them to take control of their own education A good language teacher is characterized by their ability to help students grasp effective learning approaches and train them in utilizing these strategies effectively.
2.3.3 Strategies in Learning a Foreign Language
Language learners heavily rely on reading skills to excel in higher education, especially as English dominates publications across various fields like politics, economics, and science Mastering reading is essential not only for acquiring knowledge but also for facilitating further academic pursuits Consequently, the need for effective English reading strategies is crucial for both educators and students These strategies help learners navigate reading tasks, comprehend texts, and tackle difficulties in understanding A case study by Singh (2014) highlights that international graduate students in Malaysia primarily use strategies such as re-reading assigned materials and consulting dictionaries, while less favored approaches include focusing on English language use in articles and referencing materials in their native language.
According to Brown (1990), there are five effective strategies to enhance reading speed and comprehension The first strategy, "reviewing," involves examining titles, section headings, and photo captions to grasp the overall structure and content of the text The second strategy, "predicting," encourages students to leverage their background knowledge on the topic to anticipate the content and vocabulary, followed by checking their comprehension.
“skimming and scanning” in which readers use a quick survey of the text to get the
To enhance reading comprehension, students can employ several strategies, including identifying main ideas and text structure while confirming or questioning predictions One effective method is "guessing from the text’s context," where learners utilize their prior knowledge and contextual clues to infer the meanings of unfamiliar words, minimizing the need for dictionary lookups Additionally, the "paraphrasing skill" allows students to pause after reading a passage to restate the information in their own words, ensuring they grasp the content and concepts presented in the text.
Effective language instructors empower students to apply strategies for various situations and reading exercises They guide learners in developing a toolkit of reading strategies tailored to specific reading purposes, ensuring that students can match the right approach to each reading scenario.
In conclusion, all strategies appear in the purpose of helping language learners enhance their reading ability.
Previous Studies
Numerous global studies have examined the challenges faced by ESL/EFL learners and their strategies for overcoming these issues Reading is a fundamental skill essential for academic success and effective communication, as it underpins students' abilities in writing and speaking A lack of reading competence can adversely impact other academic skills Research into the reading difficulties encountered by language learners reveals a variety of factors contributing to their poor performance This study builds on existing research in both the Vietnamese context and international settings to provide a comprehensive understanding of these challenges.
In the Vietnamese context, according to a study of reading comprehension problems in English encountered by first year students at Hanoi National University of
Education (HNUE), the author Ho Van Chung (2016) used a survey as an instrument
A questionnaire utilizing a five-point scale was distributed to first-year students at the Vietnamese Studies faculty of HNUE to assess their reading difficulties in English The findings revealed that vocabulary was the most significant barrier to comprehension, as students frequently paused to look up unfamiliar words, hindering their reading flow Vocabulary knowledge is crucial for understanding complex texts filled with concepts and technical terms, yet it poses a considerable challenge for students to retain Additionally, a lack of background knowledge on reading topics hindered students' ability to make inferences, further complicating their understanding Grammar, particularly tense-related errors, emerged as another critical issue, with students struggling to grasp basic tenses, leading to mistakes in reading exercises and misinterpretation of text contexts.
A study conducted by Tran Quoc Thao and Duong My Tham (2018) at Ho Chi Minh City University of Technology and Nong Lam University investigated the challenges faced by English-majored students in reading comprehension within the context of "English for Specific Purposes" (ESP) The research involved 80 students and three lecturers, utilizing a questionnaire that identified six areas of difficulty, alongside individual interviews with the teachers The findings revealed that the primary obstacles to reading comprehension were "unknown words" and insufficient "background knowledge." All three teachers noted that students struggled to grasp the meanings of unfamiliar words in reading passages and lacked the necessary background knowledge to fully comprehend the texts.
Seventeen students struggled with unfamiliar terminologies, making it difficult for them to infer meanings of unknown words or phrases necessary for translating texts Key challenges included text coverage and organizational structure, which negatively impacted their reading comprehension However, many students found it easier to generalize the meaning of paragraphs and navigate the complexity of text structures A significant issue was timing, as students felt pressured by time constraints, often spending excessive time looking up new words and technical terms, which limited their ability to complete reading tasks While grammar posed some challenges, most English majors reported that they rarely faced difficulties in understanding grammatical structures within the reading materials.
In the Vietnamese context, English language students encounter significant challenges, primarily concerning vocabulary, background knowledge, and time constraints during reading tasks Additionally, they face issues with grammar, understanding the text's organizational structure, and grasping the general ideas of reading materials.
The growing importance of English reading skills has led to an increase in studies focusing on this area, particularly among university language students A critical study by Nezami (2012) examined the reading challenges faced by Arab English as a Foreign Language (EFL) learners at Najran University in Saudi Arabia The research identified four main types of reading difficulties: vocabulary, scanning and skimming skills, predicting skills, and summarizing skills To assess these challenges, the researcher developed a 36-item questionnaire that was distributed to 24 participants.
English teachers at Najran University, specifically in the Preparatory Year and Community College, identified several challenges faced by EFL students in reading comprehension A significant number of respondents noted that students struggled with vocabulary, often unable to understand new words without a dictionary Additionally, teachers observed that students rarely grasped the general ideas of texts through skimming or scanning, despite receiving ample support This lack of effective application of reading skills resulted in students being unable to complete assignments on time Furthermore, teachers highlighted that students often lacked the necessary background knowledge to predict meanings of new words accurately Lastly, many respondents agreed that EFL students exhibited limited comprehension, making it difficult for them to summarize texts effectively within a coherent paragraph.
A study conducted by Singh (2014) at the School of Languages, Literacies and Translation, Universiti Sains Malaysia, investigated the academic reading challenges faced by 131 full-time international master's students Utilizing the Academic Literacies Questionnaire, which included 10 items on reading difficulties and 5 items on strategies to overcome them, the research revealed that the top three challenges were reading quickly to find specific information, reading quickly for overall comprehension, and understanding specialist vocabulary Among these, the most significant challenge was identified as the ability to quickly locate specific information Additionally, graduate international students struggled with deciphering the meanings of difficult words within context and grasping the overall meaning of texts.
A survey of 19 respondents revealed that many found understanding specialist vocabulary challenging, while most international students considered tasks like identifying supporting ideas, taking relevant notes, and understanding key concepts to be easy The research highlighted that the most effective strategies employed by participants included rereading assigned materials and using a dictionary Conversely, strategies such as focusing on mastering the language used by English speakers and referring to texts in their first language were the least favored among respondents.
A study by Alghail & Mahfoodh (2016) at Universiti Sains Malaysia focused on the academic reading challenges faced by Yemeni graduate students, differing from Singh's (2014) research Utilizing the same questionnaire as Singh, the researchers conducted six group interviews and journaling sessions lasting 40 to 50 minutes, gathering data from 92 students The findings highlighted that the most significant difficulties included taking concise notes, paraphrasing, understanding complex vocabulary, and identifying supporting ideas While reading quickly for overall comprehension was perceived as neutral, students found careful reading for understanding quite easy Additionally, identifying key ideas and understanding text organization were seen as easy by many, with quick information retrieval also rated as easy or neutral The study revealed that students employed various strategies to address their academic reading difficulties, including participating in intensive reading programs.
Graduate students at USM enhance their English proficiency through various strategies, including enrolling in English language courses at the Language Centre They also participate in workshops and colloquiums organized by their schools, read instructional books on improving academic reading, and build relationships with senior postgraduate students to gain insights from their experiences.
In summary, previous studies highlight that reading is a crucial skill for language students to master Unfortunately, many ESL and EFL learners face significant challenges in academic reading, and teaching reading skills in foreign or second language classrooms presents numerous obstacles Consequently, addressing reading difficulties is an urgent issue that requires immediate attention and effective solutions.
RESEARCH METHODOLOGY
Research Design
This study employed a mixed-methods approach, combining quantitative and qualitative data collection techniques Initially, the researcher reviewed previous studies focused on English reading skills Subsequently, a questionnaire, informed by the research of Nezami (2012) and Alghail & Mahfoodh (2016), was developed and distributed to 85 respondents from the Banking Academy who had completed the "Reading 2" course The aim was to identify their challenges related to academic reading skills Finally, the collected quantitative and qualitative data were analyzed concurrently to ensure the reliability of the results.
Subjects
The research conducted at the Banking Academy, a leading university in Hanoi, Vietnam, focused on ATC students from the Faculty of Foreign Languages These students, who have studied English for over eight years, were primarily sophomores, juniors, or seniors who had either passed or failed the "Reading 2" course At the start of the module, they were at a basic academic reading level, with the goal of achieving an intermediate level by the course's end to prepare for advanced reading The study involved 85 participants, representing 16% of the target population, with ages ranging from 19 to 21 years old; notably, 97.65% of the participants were female, while males comprised only 2.35%.
Research Instrument
The study utilized a questionnaire derived from the works of Nezami (2012) and Alghail & Mahfoodh (2016) to identify academic reading challenges faced by ATC students in the "Reading 2" course at Banking Academy This questionnaire comprised fourteen items, categorized into three sections addressing specific reading skill issues The first section contained five questions focused on students' difficulties with vocabulary and their ability to infer meanings of unfamiliar terms using contextual clues The second section included five questions related to students' challenges with scanning and skimming techniques while engaging with reading passages The final section featured four questions concerning difficulties in summarizing information Respondents rated the frequency of these reading problems using a four-point Likert scale: always, sometimes, rarely, and never.
Data Collection
The primary data for this study were gathered through a sample questionnaire consisting of fourteen items, administered to eighty-five ATC students who completed the "Reading 2" module The researcher utilized an online approach via Facebook and email to distribute the questionnaire through Google Forms This method was chosen for its practicality in conducting research at the Banking Academy and allowed participants to express their concerns and challenges in learning English reading This insight enabled a deeper understanding of the difficulties faced by ATC students in developing academic reading skills Consequently, the research aims to propose effective reading strategies for both English teachers and ATC students to enhance reading quality Additionally, employing a questionnaire facilitated the collection of high-accuracy quantitative data, ensuring reliable results.
Data Gathering Procedure
The researcher conducted a comprehensive study on reading English skills by systematically gathering and analyzing information from diverse sources This approach led to the creation of a robust framework of evidence to support the research Initially, previous documents were reviewed, followed by a survey administered to language students at the Banking Academy of Vietnam who had completed the "Reading 2" course This targeted group provided relevant and precise responses to the research questions Ultimately, the researcher evaluated the findings and made predictions regarding future studies on English reading skills.
Statistical Treatment
The collected data, encompassing both quantitative and qualitative aspects, were processed for analysis and discussion Quantitative data from the questionnaire were coded and analyzed using SPSS, focusing on percentages and mean scores In contrast, qualitative data were evaluated through content analysis based on participants' responses The frequencies and mean scores of all items were computed to illustrate the academic reading challenges faced by ATC students This methodology aids in understanding the students' attitudes and issues encountered in developing academic reading skills while learning English as a foreign language at the Banking Academy.
The level of agreement, scale value and formula to calculate the mean score are showed as below:
Level of agreement Scale value
Table 3.1 Level of agreement and the scale value
Mean score is calculated by the following formula:
Mean Score = - Number of Respondents
FINDINGS AND DISCUSSION
The study utilized a questionnaire consisting of fourteen items that addressed the challenges faced by ATC students while studying the "Reading 2" module at the Banking Academy Responses were measured using a four-point Likert scale, ranging from "never" (1 point) to "always."
(4 points) to appreciate the students’ difficulty levels To produce reliable results, the questionnaire was distributed to eighty five ATC students who had completed the
In the "Reading 2" module, the researcher categorized responses into three distinct groups reflecting challenges in developing academic reading skills The first group identified issues related to vocabulary comprehension, while the second highlighted difficulties in scanning and skimming techniques Lastly, the third group focused on challenges in summarizing reading texts effectively.
ATC students identified vocabulary and the ability to infer the meanings of new words, phrases, and technical terms from their background knowledge and contextual clues as the primary challenges in the “Reading 2” module at Banking Academy Analysis of questionnaire responses revealed significant insights, with data presented in Table 4.1, highlighting the percentage and mean scores related to these difficulties.
When studying “Reading 2”, have you…
Questions Always Sometimes Rarely Never Mean
1 faced difficulties relating to vocabulary?
2 found new words in the texts?
3 had background knowledge related to the topics of reading texts?
4 figured out meaning of new words/phrases in the text’s context?
5 been able to understand technical terms related to the topic of reading texts?
Table 4.1 Difficulties related to vocabulary
Scale: Always = 4, Sometimes = 3, Rarely = 2, Never = 1
The researcher aims to conduct a detailed analysis of vocabulary issues by examining the number of students, their percentage, and the mean scores for each question Table 4.1 reveals a significant number of ATC students consistently faced vocabulary challenges in the "Reading 2" course, as indicated by the high mean scores for the initial two questions addressing general vocabulary problems and the difficulty of finding new words in reading texts.
ATC students face significant challenges in vocabulary acquisition, with 42.35% reporting always and 54.12% sometimes struggling to understand new words during reading tasks A majority, 67.05%, frequently encounter new vocabulary, indicating that vocabulary is a primary obstacle in their English reading skills When it comes to predicting the meanings of unfamiliar words based on context or prior knowledge, most students (63.53%) only sometimes have relevant background knowledge, leading to difficulties in accurate predictions While students can sometimes infer meanings from context—18.82% always and 64.71% sometimes—overall success in guessing remains moderate, as reflected in a mean score of 3.02 Additionally, understanding technical terms poses a greater challenge, with a mean score of 2.88; only 10.59% of students always grasp these terms, while 69.41% do so sometimes.
In conclusion, in terms of vocabulary problems, ATC students almost “always” faced difficulties because they lacked vocabulary in different topics of reading They found
Many readers encounter numerous new words in texts, often lacking the essential background knowledge needed to predict and comprehend terminology effectively Additionally, challenges arise with the use of scanning and skimming techniques, which can hinder overall understanding of the material.
When studying “Reading 2”, have you…
Questions Always Sometimes Rarely Never Mean
6 been able to understand structure of the texts? (identify topic sentences, supporting ideas and examples)
7 been able to get general ideas of the texts by skimming?
8 been able to identify specific ideas of the texts by scanning?
9 completed reading tasks within allotted time?
10 received the teacher’s help with scanning and skimming techniques?
Table 4.2 Difficulties related to scanning and skimming techniques
The data presented in Table 4.2 indicates that a significant majority of ATC students demonstrated a strong understanding of the organizational structure of reading texts, achieving a mean score of 3.26 out of 4 on question six Specifically, 34.12% of students consistently and 57.65% occasionally identified topic sentences, supporting ideas, and examples within paragraphs, while only 8.23% reported rarely doing so This comprehension facilitated the ability to grasp general ideas through skimming, with mean scores reflecting that 23.53% always and 56.47% sometimes utilized this technique However, 17.65% of students rarely and 2.35% never applied skimming effectively In terms of scanning, which proved more challenging, the mean score was 2.93, with 18.82% always, 58.82% sometimes, and 22.35% indicating they struggled to identify specific ideas Vocabulary limitations contributed to difficulties in completing reading tasks on time, as reflected in the same mean score Additionally, the role of teachers was crucial, with 48.24% of students receiving consistent help with skimming and scanning skills, although 10.58% reported receiving little to no instruction.
In conclusion, ATC students faced significant challenges with scanning for specific information and completing reading exercises within time limits, while they found tasks like understanding text organization, skimming for overviews, and seeking teacher assistance relatively easy.
30 c Difficulties related to summarizing skills
When studying “Reading 2”, have you…
Questions Always Sometimes Rarely Never Mean
11 been able to summarize texts after reading comprehension tasks?
12 faced difficulties in selecting the most important ideas when summarizing the reading texts?
13 been able to summarize the texts in an appropriate length?
14 been able to use synonyms, antonyms, suitable word forms and structures to summarize the reading texts?
Table 4.3 Difficulties related to summarizing skills
Analysis of the data presented in Table 4.3 reveals that ATC students face significant challenges with the summarizing skill in the "Reading 2" subject Despite completing reading comprehension tasks, a substantial portion of students struggled to effectively summarize the material.
The study revealed significant challenges faced by ATC students in summarizing reading texts, highlighted by a low mean score of 2.81 out of 4 for their ability to complete summarization tasks Only 22.35% of students reported always finishing these tasks, while 43.53% did so sometimes A further analysis indicated that students struggled to select key ideas, achieving a mean score of 3.13 out of 4, with 29.41% always and 55.29% sometimes able to extract important information However, 14.12% of respondents still found it difficult to summarize effectively The inability to condense texts to an appropriate length was evident from a mean score of 2.8, with 15.29% always and 51.76% sometimes able to summarize adequately Additionally, paraphrasing emerged as a significant hurdle, reflected in a mean score of 2.93, as students often lacked the vocabulary to express ideas in their own words Consequently, these challenges contributed to lower performance in reading assessments among language students.
To sum up, it is evident that writing a text’s summary after comprehension tasks, summarizing the texts in an appropriate length and the ability to use synonyms,
32 antonyms, suitable word forms and structures in summarizing tasks were the most mentioned problems which put a lot of pressure on ATC students when they studied
4.1.2 Suggested Reading Strategies for ATC Students
Based on the challenges faced by ATC students in the "Reading 2" module at the Banking Academy, this article offers practical strategies that have proven effective for international students worldwide By considering and applying these solutions, ATC students can enhance their reading skills and improve their performance in reading tasks.
To enhance vocabulary, ATC students should engage in reading diverse English materials, including books, newspapers, and online news that align with their interests, fostering a reading habit that enriches their knowledge As Smith (2004, 189) notes, exploring various texts enhances reading skills, as "the more we read, the more we are able to read." It is crucial for students to select reliable resources authored by native speakers to ensure accurate word usage and a rich vocabulary Additionally, watching English movies or series can help improve listening skills while expanding vocabulary Students should also utilize reputable dictionaries, like Cambridge or Oxford, to clarify meanings and pronunciations Ultimately, progress in vocabulary development hinges on the students' patience and dedication.
ATC students should enhance their scanning and skimming skills by closely following their teachers' instructions If they struggle to grasp their university professors' teaching styles, seeking additional support at language centers for intensive English courses can be beneficial These prestigious centers provide thorough training in essential reading skills, including effective scanning and skimming techniques, which are vital for completing reading tasks successfully.
According to Mahfoodh (2016), many language students enroll in intensive English courses at university to enhance their overall proficiency However, the most effective method for improvement remains self-practice in reading Developing a consistent reading habit allows students to become more familiar with English texts, ultimately enabling them to read more quickly and efficiently.
Improving scanning and skimming skills can significantly enhance reading efficiency It's essential for students to select reading materials appropriate for their skill levels to practice these techniques effectively Both scanning and skimming should be performed at a pace three to four times faster than typical reading For further guidance, students can refer to tips available on the Butter College website.
SUMMARY OF FINDINGS,
Summary of Findings
This study aimed to identify the challenges ATC students faced in developing academic reading skills while studying "Reading 2" at Banking Academy The analysis revealed that students encountered significant difficulties, with the top seven issues being related to vocabulary acquisition, understanding terminology, lacking background knowledge, scanning skills, time constraints, summarizing texts effectively, and paraphrasing In contrast, the least common challenges involved grasping the organizational structure of reading materials and receiving teacher support for scanning and skimming techniques Based on these findings, the researcher proposed several practical strategies to address the identified reading problems, focusing on vocabulary enhancement, scanning and skimming techniques, and summarization skills.
ATC students might take into account and choose the methods which were the most effective for their levels so that they can improve their reading scores when learning
“Reading 2” The research’s results would also help English teachers at Banking
Academies strive to understand the factors contributing to their students' challenges in academic reading skills By identifying these issues, educators and university staff can modify teaching methods, curricula, and resources to enhance accessibility and boost student motivation for learning.
Conclusion
In conclusion, the research revealed a variety of reading difficulties in “Reading 2” module which ATC students had experienced when learning English at Banking
Understanding the learning process of language students is crucial for their academic success To address this, the writer provided students with instructions to help them overcome challenges in academic reading Additionally, English teachers and university officials can also benefit from these insights.
38 research’s findings As a result, they could make changes in teaching approaches in accordance with their student’s levels and enhance students’ quality.
Recommendations
The research findings on reading challenges have led to valuable recommendations aimed at supporting ATC students, English teachers, and university officials in effectively addressing difficulties in academic reading practices.
Language students must cultivate self-motivation and self-discipline, as a lack of these qualities can lead to reading difficulties (Yaseen, 2013) ATC students should build their vocabulary, technical terms, and background knowledge by developing a reading habit, engaging with diverse English materials, and utilizing a standard dictionary for unfamiliar words It is essential for students to consciously read learning materials before class to familiarize themselves with new terminology and complex concepts, thereby reducing stress and enhancing comprehension of lengthy texts Additionally, experimenting with various reading strategies—such as previewing, predicting, skimming, scanning, and paraphrasing (Brown, 1990)—can help students identify what works best for them By selecting effective strategies, students will gain greater self-confidence, take more initiative in their learning, and improve their overall effectiveness (Oxford, 1990).
English teachers must explore engaging teaching methods that capture students' attention, as their influence significantly affects the learning experience By fostering a reading habit, teachers can enhance students' proficiency in the target language This involves motivating students to develop their reading skills by providing compelling reasons for the importance of reading Additionally, English teachers can actively promote reading as a vital part of their curriculum.
Creating a supportive classroom atmosphere significantly enhances student motivation and learning (Duke & Pearson, 2002) Implementing warm-up activities before reading lessons effectively engages students’ prior knowledge and piques their interest in the topic Regularly incorporating diverse activities, such as team work, debates, and reading workshops, fosters greater student participation, addressing the common issue of disengagement due to a lack of variety in classroom activities (Yaseen, 2013) Providing students with learning materials in advance allows them to familiarize themselves with new vocabulary and complex concepts Furthermore, teachers can enhance reading skills through strategies like predicting, making connections, visualizing, inferring, questioning, and summarizing (Block & Israel, 2005) Based on the reading challenges faced by ATC students, Anderson (1999) suggests five effective methods for teaching English reading as a second language: activating prior knowledge, cultivating vocabulary, verifying reading strategies, evaluating progress, and selecting appropriate materials.
Effective reading instruction goes beyond merely providing quality teaching; it requires several key elements to ensure comprehension thrives These include exposing students to a variety of text genres, fostering a vocabulary-rich environment through reading experiences and discussions about word meanings, and promoting high-quality dialogue about texts among both teachers and students Ultimately, language teachers must guide students in employing practical strategies and evaluating which methods are most effective for their learning.
University staff should modify teaching materials and the syllabus to better suit student needs It's essential that reading textbooks are designed for clarity and ease of understanding, ensuring that vocabulary aligns with each topic effectively.
To enhance reading comprehension, it is crucial to highlight new vocabulary and complex concepts within texts, accompanied by specific examples for better understanding A diverse range of reading exercises, progressing from simple to complex, should be incorporated to gradually improve students' reading skills Additionally, restructuring the curriculum into shorter sessions, such as 45-minute classes instead of longer ones, can alleviate student stress and fatigue Updating university resources, including computer centers and library materials, is essential for increased accessibility Finally, implementing reading skills training programs and providing guidance and counseling services will offer valuable support to students in their learning journey.
If all the recommendations are considered and implemented, the writer believes that ATC students’ performance in “Reading 2” module will be improved considerably
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