STATEMENT OF AUTHORSHIP I certify that this thesis entitled: “The impact of extensive reading on 7th graders’ reading comprehension at The Asian International School” is my original work
INTRODUCTION
Background of the project
Reading is a fundamental prerequisite for acquiring a foreign language, as it acts as a vital source of input that enhances other skills such as speaking, writing, and listening (Aebersold & Field, 1997) Additionally, Al-Nafisah (2015) emphasizes that reading is a complex skill that requires the use of diverse strategies to achieve a high level of proficiency.
Reading comprehension is a crucial element of English language acquisition, serving as the foundation for effective reading (Durkin, 1993) Despite its importance, many learners struggle with reading comprehension in English as a Foreign Language (EFL) This challenge arises because comprehension is a complex process that involves dynamic interactions among the reader, text, purpose, and context (Snow, 2002) Consequently, readers actively construct meaning, and their interpretations can differ based on various factors, including the individual reader and the specific context.
Extensive reading (ER) significantly enhances students' reading proficiency and vocabulary knowledge in foreign and second language learning, as noted by Anderson (1988) ER serves as an additional resource that motivates students to explore reading beyond their textbooks, allowing them to select topics of personal interest Krashen (2004) emphasized that encouraging students to read freely can lead to improved vocabulary and reading comprehension skills.
Self-selected reading, as highlighted by Renandya (2007), emphasizes enjoyment over academic objectives in extensive reading (ER) This approach encourages readers to explore a diverse array of books across various genres Ultimately, the main goal of ER is to cultivate a strong reading habit in students, enabling them to pursue their favorite books beyond the classroom.
Extensive Reading (ER) materials are designed to be less complex, allowing students to read independently with minimal teacher assistance, which enhances their language learning in vocabulary, grammar, and spelling while fostering a positive attitude towards reading According to Bamford and Day (1997), this approach focuses on overall text comprehension rather than the meaning of individual words Research indicates that L2 learners acquire reading skills gradually through consistent exposure to meaningful input, making ER an effective method for improving reading abilities By providing a wealth of engaging reading material, ER boosts motivation and facilitates the development of proficient reading skills, as supported by studies from Day and Bamford (1998), Grabe (2009), and Krashen (2004, 2011).
Rationales of the project
At The Asian International School (AIS), teachers primarily focus on Intensive Reading (IR), implementing pre-, while-, and post-reading stages in each lesson They engage students in comprehension activities based on coursebook texts However, due to time constraints and the pressure to meet curriculum requirements, Extensive Reading (ER) activities are often not incorporated into the classroom.
AIS 7th graders often read text word by word, which hinders their overall comprehension and ability to make inferences While they can read fluently and understand individual words, they struggle to grasp the meaning of entire passages Consequently, many students lack the necessary reading comprehension skills, resulting in poor performance on initial reading assessments Additionally, during reading lessons, students tend to follow the teacher's instructions closely, displaying a passive approach to their learning.
Therefore, they may get bored with the restricted and must activities to complete the exercises in the classroom
Proficiency in reading comprehension is essential for success in academics and lifelong learning The Elementary reading course at AIS aims to equip students with the skills to analyze and evaluate information across diverse texts, draw complex inferences, and locate explicit details By the end of the course, students will be able to describe and assess literary and cultural texts from various historical contexts Key learning outcomes include reading fluently and competently, decoding phrases, and reading for multiple purposes such as learning and enjoyment Additionally, students will employ various reading comprehension strategies, including connecting to prior knowledge, summarizing, identifying main ideas, and self-monitoring their understanding.
To enhance students' reading comprehension abilities, it is crucial to implement effective reading strategies, particularly extensive reading (ER), which has been shown to improve foreign language proficiency (Anderson et al., 1988) Engaging in ER allows second language learners to acquire more input, facilitating the complex process of reading comprehension (Yamashita, 2013) Nuttall (1982) suggests that living among native speakers is the most effective way to learn a foreign language, with extensive reading as the second-best method Recent studies highlight the numerous benefits of ER as a teaching strategy for second language acquisition (Day & Bamford, 1997).
4 learners' comprehension (Nakanishi et al., 2011; Chou, 2011) Additionally, there have been some trends in favor of ER over IR (Poulshock, 2010; Peham, 2009; Tamrackitkun, 2010; Rezaee & Nourzadeh 2011; Bell, 2001)
The researcher aims to implement extensive reading (ER) strategies to gather empirical evidence that will enhance reading comprehension among 7th graders in the AIS program while fostering a more positive attitude towards reading.
Aims of the project and research questions
The project investigates how extensive reading (ER) affects the reading comprehension of 7th graders at AIS (Van Thanh Campus) and examines their attitudes towards its implementation.
ER to reading comprehension Hence, the research questions of this project are presented as following:
1 How does ER affect the reading comprehension of the 7th graders?
2 What are the 7th graders’ attitudes towards the application of ER?
Significance of the project
This research aims to serve as a valuable reference for future studies in language education, highlighting the significance of Extensive Reading (ER) It also provides essential foundational information on ER, specifically tailored for English teachers at the elementary level.
Extensive Reading (ER) is anticipated to enhance reading comprehension among students at AIS by engaging them with diverse English texts This approach not only familiarizes students with ER but also encourages them to pursue independent reading in the future.
ER at the AIS will be a valuable experience for the researcher and the students.
Scope of the project
This project investigates the impact of Extensive Reading (ER) on reading comprehension among 38 seventh-grade students, aged 13, at the Asian International School's Van Thanh campus The study is specifically focused on the reading aspect within this educational context.
A study involving 38 students aged 5 years was conducted, dividing them into a control group of 18 students and an experimental group of 20 students to compare outcomes The experimental group received Extensive Reading (ER) as a treatment, while in-depth interviews and ER journals were utilized post-treatment to assess students' attitudes towards the application of ER.
Organization of the project
This investigation comprises five chapters: (1) Introduction, (2) Literature review, (3) Research methodology, (4) Results and discussions, and (5) Conclusion and recommendations
Chapter 1 offers a comprehensive overview of the project, including its rationale, objectives, research questions, significance, and organization The theoretical framework of reading, models of reading, and characteristics of ER are presented in Chapter 2, which also includes a review of previous related studies This research's methodology is described in described in Chapter 3 This encompasses the research site, participants, and materials utilized for treatment and instruction The method of data analysis is of paramount importance The data from the Pre-test, Post-test, and interview are analyzed and discussed in Chapter 4 Chapter 5 provides conclusion, recommendations for instructors, students, and future research
LITERATURE REVIEW
Reading
Reading is a complex and multifaceted activity that involves the interaction of various components, as highlighted by Rashidi and Piran (2011) It requires both lexical and text processing skills that are interactive Tennant (2013) emphasizes that reading starts with basic word recognition, progressing to understanding the meaning of words individually and within the context of a text Ur (2012) defines reading as "reading and understanding," indicating that mere decoding of words does not constitute true reading Qanwal and Karim (2014) further note that reading engages both conscious and unconscious thought processes, where readers reconstruct the author's intended meaning by connecting the text to their own prior knowledge and experiences Additionally, Krashen (2004) describes reading as an interactive process, where readers navigate between their own understanding and the text to develop strategies for meaning-making and interpretation.
Reading is an active skill that involves perceiving and interpreting written language, transforming graphic signs into meaningful discourse (Brown, 1994) According to the Reading Project Group (2002), reading is defined as "the process of extracting and constructing meaning through interaction and involvement with written language" (p.11) This process requires readers to engage in various activities to comprehend and extract information, with reading comprehension resulting from interactions among the reader, the text, the activity, and the broader sociocultural context (Frankel et al., 2016).
The primary distinctions in reading definitions emphasize the importance of the text and the reading activity itself, along with the broader sociocultural contexts that influence the reading experience Purcell-Gates et al (2016) argue that understanding reading requires considering the process as it develops within these contexts.
Socioculturally constructed literacy practices encompass the values, beliefs, and power dynamics related to language, gender, ethnicity, religion, economics, and geography Reading is a vital activity in daily life and language education, serving not only as a source of information and enjoyment but also as a means to enhance language skills Its significance as a fundamental skill for communication and education is widely acknowledged.
Reading comprehension is essential; without it, reading literacy loses its significance (Tokunaga, 2008, as cited in Tran, 2021) Thus, the following section will focus on the importance of understanding text content.
Reading comprehension is the ability to understand and interpret written language, serving as a fundamental goal of literacy Various definitions exist, reflecting different research perspectives, but it remains a vital academic skill for students to derive and construct meaning from texts According to Reis and Fogarty (2006), grasping word meanings and evaluating authors' viewpoints are essential for developing effective reading comprehension In today's educational landscape, students must hone these skills to meet classroom objectives, identifying key information to enhance their understanding of texts Edelman et al (2012) emphasize that academic success relies on students' ability to comprehend, assess, and apply knowledge gained from reading, which is crucial for significant improvement in their studies.
Reading comprehension is defined as the essential ability to understand and interpret the meaning of a text, which is crucial for accurately answering descriptive questions (Brown, 2001; Pham, 2021) It involves a cognitive process where readers actively engage with written language to extract and produce meaning (Snow & Sweet, 2003) This process encompasses selecting relevant information, interpreting the author's intended meanings, and connecting new knowledge with prior experiences (Veeravagu et al., 2010; Pham & Le, 2019) Additionally, reading comprehension includes evaluating the content and recognizing the main ideas and emotions expressed in the text, as well as understanding the author's aims and viewpoints (Kavcar, Oguzkan & Sever, 1994; McKee, 2012) Ultimately, it involves the coordination of various cognitive and linguistic processes, such as word reading, working memory, inference-making, comprehension control, vocabulary, and prior knowledge (Perfetti et al., 2005; Sanford, 2015).
Reading is fundamentally connected to comprehension, which is the ability to understand and interpret the meaning of written text This skill is recognized as the core competency of reading (Wulandari, 2017) Comprehension encompasses not only the recognition of words but also the understanding of ideas and the relationships between those ideas presented in the text (McNamara, 2007).
2.1.3 Teaching and learning reading principles
Harmer (2007) outlines six essential principles of reading, with the first being the importance of encouraging students to read frequently and extensively Increased reading leads to improved skills, and teachers should actively promote both extensive and intensive reading practices Engaging students in discussions about this principle is crucial for fostering a reading culture.
To enhance student engagement in reading, it is essential for teachers to promote joyful reading experiences outside of regular class time By fostering an environment where students can derive maximum enjoyment from their reading, teachers can significantly impact their learning Additionally, during class, educators should focus on ensuring that students remain actively engaged with the reading material and the related activities, facilitating a deeper understanding and analysis of the texts.
To effectively engage students with a text, it is essential to motivate them to explore their emotions and reactions, rather than just focusing on its structural elements While analyzing aspects like relative clauses and paragraph organization is important, understanding the text's message is equally vital Teachers must provide opportunities for students to express their opinions on the content, fostering a personal connection to both the material and the language This approach is especially crucial during extensive reading sessions, as reading for pleasure should be recognized as distinct from academic reading.
Prediction plays a crucial role in reading, as students often have a clear idea of the content before they begin Visual cues like book covers, headlines, and images signal what to expect, activating their brains to form predictions and engage in the reading process Teachers can enhance this by providing hints that guide students' expectations In extensive reading (ER), educators should encourage students to examine book covers and back content to make informed choices about their reading material, facilitating a smoother transition into the text.
When utilizing IR texts, it's essential to align tasks with the topic After selecting a reading text suitable for students based on their proficiency, the relevance of the topic, and its linguistic potential, educators should choose appropriate reading materials that enhance comprehension and engagement.
Engaging reading tasks, including well-crafted questions and suitable activities before, during, and after reading, can significantly enhance the learning experience Even the most captivating text can lose its appeal if paired with dull tasks, while a seemingly ordinary passage can become exciting through creative and challenging activities It is essential that these challenges align with the students' skill levels to ensure successful task completion and maximize engagement.
Effective instructors harness the potential of reading materials by integrating them into engaging lesson sequences Rather than allowing students to read and then move on to unrelated activities, good teachers utilize the text as a foundation for discussions, projects, and various activities that bring the content to life They also take advantage of opportunities to provide valuable feedback after students complete their reading, ensuring a deeper understanding and connection to the material.
Attitudes
Attitude is defined as a human capacity that influences an individual's actions, behaviors, and emotions towards various entities, including people, ideas, and objects (Scholl, 2002) Eagly and Chaiken (1993) describe attitude as a psychological tendency reflected in the evaluation of an entity with favor or disfavor Senemoglu (2004) emphasizes that attitude is an internal state that shapes behavior selection, while Gregory (2004) notes that attitudes can be developed through cognitive, affective, or behavioral means, allowing individuals to respond positively or negatively to specific stimuli Ultimately, attitudes serve as emotional evaluations that impact perceptions and decision-making, highlighting their role in understanding and navigating the world.
19 sentimental component and influences an individual's decision to engage in an activity or refrain from doing so, as indicated by these definitions
Reeves (2002) asserted that learner attitude is based on three components including cognitive, affective and behavioral
The cognitive component of learning involves the beliefs and thought processes of the learner regarding the knowledge acquired This construct is divided into four key stages: linking prior knowledge with new information, processing that information, analyzing it critically, and applying the newly acquired knowledge across different contexts.
The affective component of learning focuses on students' emotional responses to their environment, reflecting their preferences and aversions These emotional reactions significantly impact their attitudes toward language learning, as highlighted by Choy and Troudi (2006), emphasizing the importance of internal sensations in shaping learners' experiences.
The behavioral component of attitude influences actions, particularly in educational settings Students who maintain a positive attitude are more likely to engage enthusiastically in class discussions and activities (Gajalakshmi, 2013) This positive outlook fosters constructive behavior towards language acquisition, demonstrating how internal states can significantly impact external actions.
In summary, the cognitive, affective, and behavioral components exhibit a strong interdependence, mutually influencing one another and serving as motivators for action
2.3.3 The effects of attitude on learning
Learners' attitudes, whether positive or negative, play a crucial role in their academic success, as highlighted by Fatiha et al (2014) Research indicates that an individual's attitude toward reading is a strong predictor of academic achievement (Hood et al., 2012; House & Prion, 1998) Furthermore, students' reading attitudes significantly affect their engagement in reading activities and their potential to become independent readers (Logan & Johnston, 2009).
Matthewson (2004) emphasized that reading attitudes significantly impact behaviors such as the intention to read and the ability to sustain reading activities These behaviors, in turn, affect reading strategies, text selection, attention, and comprehension A reader's internal attitude toward reading plays a crucial role in enhancing their reading abilities Additionally, Gardner et al (1985) found that a positive attitude towards reading motivates students to exert greater effort in their learning, ultimately improving their overall learning potential.
Previous related studies
2.4.1 Previous related studies in foreign countries
Extensive research worldwide has focused on the impact of Extensive Reading (ER) on enhancing reading comprehension among students Researchers have explored two key aspects: the improvement in students' reading skills and their attitudes toward using ER as a tool for comprehension Various experimental designs have been employed to study students across different educational levels, from elementary to university.
In a study conducted by Erfanpour (2013) in Iran, the effects of IR and ER strategies on the reading comprehension of EFL students were analyzed Seventy male EFL learners, aged 16 to 17, from two high schools in Shiraz participated in the research To ensure comparable reading comprehension levels, both groups completed pre- and post-reading assessments The extensive group engaged with a variety of literature beyond their textbook over ten weeks, focusing on their preferred texts without the pressure of exams In contrast, the intensive group concentrated on their textbook and an additional ten texts.
An interview with five students from each group revealed that the two strategies, especially Extensive Reading (ER), positively influenced reading comprehension among EFL learners While the results from the interviews and reading exams indicated this beneficial impact, it's important to note that the study focused solely on male participants, leaving gender differences unexamined.
Ahmed and Rajab (2015) conducted a quasi-experimental, longitudinal study to investigate the impact of Extensive Reading (ER) on L2 reading comprehension and writing skills among primary school EFL learners in Egypt and Saudi Arabia Over nine months, the research involved 112 second-grade students from three international schools, divided into three experimental and two control groups The study implemented an enrichment ER program using Graded Readers to encourage leisure reading Guided by three hypotheses, the research utilized one-way analysis of variance and paired samples t-tests for statistical analysis Results showed a significant improvement in English proficiency, particularly in reading comprehension and writing, among the experimental groups However, the study only employed pretest and posttest designs, and details regarding the control group procedures were not provided.
In 2015, a study examined the effects of an Extensive Reading (ER) program on the reading comprehension skills of Saudi EFL university students The research involved 54 randomly selected students from King Saud University, who were divided into experimental and control groups to assess the program's impact.
In a study involving 27 students over a three-month period, pre- and post-test data were collected to assess the impact of extensive reading (ER) on reading comprehension The researcher instructed both the experimental group (EG) and the control group (CG), with results showing that the EG exhibited significantly better reading comprehension than the CG This finding supports the positive influence of ER on the reading skills of English as a Foreign Language (EFL) students However, similar to the findings of Erfanpour (2013), the study's participants were exclusively male, leaving uncertainty about the potential influence of gender on the results.
Sabet and Rostamian (2016) investigated the impact of extensive reading (ER) as a supplementary material on the reading comprehension skills of upper-intermediate English as a Foreign Language (EFL) learners The study included 60 Iranian male and female participants, aged between 18 and 28, who were actively enrolled in EFL courses.
The study conducted at Tabarestan-e Farda English Language Institute utilized three assessment tools: the Oxford Placement Test to determine EFL learners' proficiency, the Pearson Longman Grade 4 Reading Comprehension Test to evaluate reading skills, and a questionnaire by Davis et al (1992) to gauge students' attitudes toward extensive reading (ER) Data analysis was performed using a Paired-Sample T-Test, revealing that ER significantly enhanced reading comprehension Both the experimental and control groups received identical teaching methods over 10 sessions (15 hours), with the experimental group given 70 grade books for extensive reading Positive attitudes toward ER were noted among participants, though limitations regarding participant numbers prevented the division into proficiency levels or age groups The findings suggest that ER should be further integrated into language instruction programs.
Later, in Nigeria, Owodunni (2018) conducted research to ascertain the impact of the
A quasi-experimental study was conducted to evaluate the impact of the Extensive Reading (ER) strategy on students' reading comprehension achievement, involving 210 participants from the Junior Secondary School two English Studies program in the Kwali Area Council of Abuja The research utilized a pre-test and post-test non-equivalent control group design, with data collected through the Reading Comprehension Achievement Test (RCAT) Expert validations were performed on the ER lesson plan, RCAT, and training manual The findings indicated that the ER strategy significantly enhances reading comprehension among students; however, the study's conclusions could be strengthened with additional qualitative data, such as interviews or questionnaires.
Endris (2018) conducted a study on the impact of extensive reading (ER) on reading comprehension and students' attitudes in Ethiopian second cycle primary schools The research involved 92 grade 8 students, who were divided into experimental and control groups, and was conducted over two periods: six weeks and twelve weeks.
In a study comparing two groups of students, the Control Group (CG) learned reading using traditional methods, while the Experimental Group (EG) engaged in extensive reading (ER) followed by related activities Over a six-week period, both groups showed minimal differences in reading proficiency However, after a 12-week treatment that included motivating activities like book discussions and a reading marathon competition, the EG significantly outperformed the CG in reading comprehension and displayed increased motivation, as evidenced by questionnaire data Despite these positive outcomes, the reading materials were limited to just 12 books available in the classroom To enhance the benefits of ER, it is recommended that schools provide a larger selection of books in classrooms and libraries, encouraging students to read more both in and out of class.
In Turkey, Kara (2019) investigated the effects of graded readers on the reading comprehension of university prep students, focusing on 30 elementary-level EFL students at Selcuk University The study involved two groups: a control group (CG) and an experimental group (EG), each with 15 students While both groups attended traditional language classes, the EG participated in an extracurricular extensive reading (ER) program during the second semester Reading comprehension was assessed through midterm exams, revealing that the EG outperformed the CG significantly Furthermore, the research indicated that students who read more books demonstrated better reading comprehension skills, highlighting the positive impact of ER on EFL learners To enhance inclusivity, the study suggested incorporating interviews or questionnaires, as noted by Owodunni (2018).
In addition, ER receives concerns from researchers in Asian countries In Korea, Suk
In a 2016 quasi-experimental study, researchers examined the impact of extensive reading (ER) on vocabulary acquisition, reading speed, and comprehension among 171 students at a Korean institution over a 15-week semester The participants were divided into four intact classes, consisting of two control groups and two experimental groups While both groups received 70 minutes of intensive reading instruction to meet curriculum standards, the experimental group benefited from an additional 30-minute ER session.
CG engaged in various activities surrounding the intervention, utilizing reading comprehension and rate assessments alongside a vocabulary test both before and after the intervention The findings revealed that extensive reading (ER) significantly improved students' language learning skills, particularly in vocabulary acquisition, reading comprehension, and reading rate However, it is important to note that this study relied solely on quantitative methods, and the students' attitudes toward ER were not evaluated through qualitative approaches.
Moreover, Hidayat & Nurinayah (2018) did a study to figure out the effectiveness of
This study investigates the effectiveness of the Extensive Reading (ER) approach in enhancing reading comprehension among 20 11th-grade Advanced Placement students in Cipanas, Indonesia Conducted over six 45-minute sessions, the research utilized pre-tests and post-tests to gather data, analyzed through the t-test formula Findings indicated that students who engaged in ER demonstrated improved reading comprehension skills, suggesting that ER could be an effective strategy for enhancing reading instruction However, the study's limited duration and the lack of clarity regarding the control group's size and teaching procedures warrant further exploration.
2.4.2 Previous related studies in Vietnam
Conceptual framework
Underlying principles of extensive reading
Sequence events and get main ideas and details
Guessing meaning of new words from contexts
METHODOLOGY
Research design
This project utilized a mixed-method research design that integrated both qualitative and quantitative data Qualitative insights were gathered through semi-structured interviews with six students from the experimental group (EG) To categorize students for these interviews, the number of graded books read by EG students was calculated as part of their extensive reading (ER) activities Additionally, quantitative data was collected through reading comprehension assessments conducted during the first and final weeks of the project.
This investigation employed a quasi-experimental design, which is often preferred for its balance between the complexities of human language and the rigor of true experiments (Hatch & Farhadi, 1982) The study involved two groups: an experimental group (EG) that received a new treatment and a control group (CG) that did not Data was collected before and after the treatment period to assess the impact of the new intervention on learner performance The research design is detailed in Table 3.1.
Treatment: Week 2-9 Post test: Week 10
Students’ attitudes (RQ2) Interview Week 10
Research site
The project was conducted at the AIS Van Thanh campus, situated at 151 Vo Oanh Street, Binh Thanh District, Ho Chi Minh City At the time of the project, the school hosted 22 classes for students in Grades 6 to 12, totaling 472 students aged 12 to 18 The English department at this campus comprises 20 teachers, including 10 Vietnamese and 11 foreign instructors Each class typically accommodates a varying number of students.
The school is equipped with modern teaching tools, featuring classrooms that include a blackboard, projector, teacher's desk, and seating for 18 to 20 students, along with two air conditioners It offers specialized facilities such as a STEM room, four laboratories, a music room with a piano and drums, and two computer rooms Additionally, a large library houses a diverse collection of books across various subjects, enhancing the learning experience for students.
Research participants
A study involving 38 students from Classes 7.3 and 7.4 of the AIS's Elementary English curriculum was conducted during the 2023-2024 academic year The researcher randomly assigned one class as the experimental group (EG) and the other as the control group (CG), with all participants being 13 years old and having started learning English around the age of four The EG consisted of eleven males and nine females, while the CG included eight males and ten females Both groups used identical textbooks and curricula, received instruction from the same Vietnamese instructors and foreign teachers, and dedicated equal time to English learning Consequently, any differences observed in the post-test assessments could be attributed to the treatment variations between the groups.
The project involves Grade 7 students participating in the AIS's extra English curriculum, which runs parallel to the Vietnam Ministry of Education and Training (MOET) program The MOET coursebook for seventh graders is “I-learn smart world 7,” while the AIS curriculum includes subjects like Listening, Speaking, Reading, Writing, Math, Literature, History, Drama, and Science, utilizing course materials from Oxford, Cambridge, and National Geographic Learning The extra English curriculum is structured into levels from Starter (Grade 6) to Toefl-intermediate (Grade 12), ensuring students acquire essential English language skills and subject knowledge aligned with American standards This preparation facilitates opportunities for studying abroad or attending international universities in Vietnam after high school, with learning outcomes evaluated against the American Education Reaches Out and Common Core State Standards.
In the MOET curriculum, Vietnamese teachers deliver three English lessons per week to 7th graders using the "I-learn smart world 7" textbook, while an additional six periods focus on Listening, Grammar, Writing, and Reading Foreign teachers enhance the program with ten more periods weekly, which significantly boosts students' listening and speaking skills, fostering confidence in communicating with them However, students struggle with reading and writing, often finding comprehension challenging and viewing reading primarily as a means to achieve scores rather than enjoying the process.
The Vietnamese English teachers usually employ the Audio-Lingual Method and Communicative Language Teaching Approach to develop listening and speaking skills When
When teaching reading, educators generally follow a structured approach: during the pre-reading stage, students acquire new vocabulary; in the while-reading stage, they engage with the text and respond to comprehension questions; and finally, in the post-reading stage, students discuss their reading experiences.
When working with foreign teachers, students engage in group projects and presentations, fostering collaboration and communication skills These teachers emphasize listening and speaking abilities to improve students' confidence and effectiveness in interacting with peers from different countries In contrast, Vietnamese instructors focus on reading, grammar, and writing skills to help students meet MOET standards and excel in their exams.
Teaching material and treatment material
The "Inside B" course book, published by National Geographic Learning-Cengage Learning, is designed to enhance reading skills within the extra English curriculum Comprising eight engaging units filled with vivid images and texts, it captivates students' interest The book features clear vocabulary explanations, article-related questions, literary analysis, and grammar points following each text Additionally, it includes review exercises in both the students' book and workbook, along with unit progress tests and mid-course and end-of-course competency assessments An audio CD is also available for download, further enriching the learning experience.
In the academic year, students engage with various articles across multiple units, with Term 1 covering articles from Units 1, 2, 3, 5, and 6, and Term 2 focusing on Units 3, 4, 5, 7, and 8, as outlined in the school syllabus (see Appendix 1) During the project, participants were specifically studying Units 4, 5, and 7 Notably, Unit 2 emphasizes the interconnectedness of body systems, featuring science articles that explore the functions of different body parts, thereby enhancing students' reading comprehension skills in a scientific context.
In Unit 5, students explore cultural clashes through real-life articles, focusing on how individuals navigate and resolve these conflicts The unit emphasizes comparing details to analyze their impact on the tone and the writer's feelings about the subject Meanwhile, Unit 7 delves into the unifying power of sports, highlighting articles that illustrate how sports shape people's lives The goal is to help students make inferences to understand the author's tone and purpose in their readings.
Graded readers were selected as the primary resources for ER According to Waring
Graded readers are valuable supplementary resources for primary textbooks in courses, featuring short stories from Richmond Robin Readers, published by ILTS in 2012 This well-crafted text offers a variety of engaging topics (Hill, 1997) and includes both adapted classic literature and original stories, effectively improving reading skills for students of varying competence levels The content is organized into six distinct levels to cater to different learning needs.
Table 3.2 The number of words at each level of Richmond Robin Readers (2012)
Richmond Robin Readers features engaging stories divided into chapters, accompanied by pre-, while-, and post-reading exercises such as multiple choice, fill-in-the-blanks, true/false questions, and comprehension queries to enhance reading skills Additionally, the program includes a glossary with pronunciation and English definitions Supplementary materials consist of assessments, practice sheets, and solutions for both the book exercises and related activities, ensuring a comprehensive learning experience.
Richmond Robin Readers offers a diverse range of themes and genres, covering topics from everyday life to significant global events The collection includes a variety of plays, fiction, and non-fiction, featuring both classic and contemporary works Designed for ESL/EFL learners, the books use simple grammar and a limited vocabulary, making them accessible to a wide audience Each book is paired with audio recordings in a British dialect, allowing learners to practice reading and listening simultaneously However, to encourage reading over listening, the audio files are not provided to learners, as the focus of this research is on extensive reading (ER).
Effective extensive reading (ER) materials should align with students' linguistic competence to ensure comfortable reading experiences, as noted by Day and Bamford (1998) Ideal materials are at a level one step below the student's current proficiency (level i minus 1) Nation and Waring (1997) emphasize that to comprehend 80% of a 2000-word list, students should encounter no more than one unknown word for every five words To determine appropriate reading levels, students should read the initial pages of graded books at levels 2 and 3, underlining unfamiliar words If they find only one or two unknown words per page, the book is deemed suitable for their proficiency level (Day & Bamford, 2005).
In this project, participants possess elementary language proficiency, necessitating the selection of graded books appropriate for their extensive reading (ER) levels Consequently, students will engage with Richmond Robin Readers at levels 2 and 3, featuring vocabulary that ranges from 500 words.
750 headwords respectively The names of graded books can be found in Appendix 5
Research instruments
For this investigation, the researcher employed three data collection instruments: tests, interviews, and an ER journal The primary data sources were the tests and interviews, with both groups taking the same pre-test and post-test Notably, only the experimental group (EG) completed the ER journal and participated in the interviews In a quasi-experimental design, variables are typically evaluated using pre-test and post-test scores.
In this study, both the control and experimental groups underwent a pre-test to ensure their initial similarity prior to treatment Following this, a post-test was administered to assess the effect of Extensive Reading (ER) on the reading comprehension of 7th graders, specifically targeting Research Question 1 Additionally, an ER journal and interviews were utilized to investigate students' attitudes towards the implementation of ER in reading comprehension for Research Question 2.
This project utilized pre-test and post-test assessments to evaluate the impact of Extensive Reading (ER) on seventh-grade students' reading comprehension Both tests were formatted identically and administered within the same time frame The reading materials were sourced from "A2 Key for School Trainer 2020" (KET) by Cambridge University Press, ensuring that the topics, text styles, and difficulty levels aligned with the students' current curriculum Additionally, the tests received validation from the head English teacher.
The KET format was chosen for this investigation for several reasons First, Cambridge University developed KET as a test suitable for students at levels A1 to A2 on the Common European Framework of Reference, effectively assessing their language proficiency Additionally, KET evaluates essential skills in reading, listening, speaking, and writing Notably, in reading, KET assesses students' comprehension abilities, including identifying text structure, understanding main ideas, summarizing details, and grasping functional language Furthermore, Cambridge University Press and Assessment (2021) confirmed that KET is well-aligned with students' interests, experiences, and proficiency levels.
36 of school-age students Consequently, the researcher implemented the KET format for this investigation
The pretest and post-test, each lasting 45 minutes, featured a total score of 30 points and consisted of five parts with 30 questions in total Part 1 included six questions designed to evaluate students' comprehension of main ideas and inferences from everyday notices Part 2 assessed reading for details with seven questions based on three short passages related to life experiences and hobbies In Part 3, students answered five multiple-choice questions focusing on details, main ideas, and inferences from a longer passage about daily life experiences Part 4 required students to fill in gaps in a passage with six multiple-choice options, while Part 5 involved six open-ended gap-fills where students had to provide their own grammatically correct words Detailed samples of the tests can be found in Appendices 3 and 4.
Table 3.3 Pre-test and Post-test structure
Parts Tasks purposes Task types Number of questions
1 Understanding the main ideas or the gist of real-world notices
2 Reading for details Multiple choice
3 Reading for details, main ideas and making inferences
4 Reading and identifying the appropriate vocabulary
5 Reading the passage and using words exactly in meaning and grammar
At the start of the project, students received the ER journal form, accompanied by instructions from the teacher to ensure clarity on how to complete it The ER journal served three key purposes: monitoring student participation in the ER activity, gathering data on the reading content during the program, and verifying the authenticity of the students' reading experiences.
Each week, students are required to complete an ER Journal, which they must submit at the week's end Participants should record the dates they read, the titles and levels of the Graded Reader books, the total reading duration, and share their reflections on the best and worst books they encountered during the week, highlighting their favorite aspects.
38 characters or a dramatic reading of a thrilling or exciting part Also, they could relate what they have read to their real-life experience
The major purpose of using this method was to conduct interviews for the purpose of piloting and validating additional instruments, as well as collecting data (Breakwell et al.,
In 2000, oral data collection methods were often preferred over written alternatives due to a widespread inclination among individuals to express their thoughts verbally rather than in writing.
In educational and social research, interviews can be categorized into structured, semi-structured, and unstructured formats For this study, the researcher utilized semi-structured interviews to explore students' perspectives on ER, aligning with the second research question While the questions and answers were pre-set, they allowed for elaboration, enabling the interviewer to uncover "hard to share" information and deepen the interviewee's responses This flexibility in the semi-structured format facilitated a richer understanding of the participants' insights (Rubin & Rubin, 2005, p 88).
Individual interviews will be conducted with respondents to collect data in a private setting, fostering trust and confidentiality (Brown, 2001) To ensure students fully understand the questions and can express their thoughts clearly, the interviews will be held entirely in Vietnamese.
Six students from the EG were selected for interviews based on their posttest scores, including two with the highest scores, two with unchanged scores, and two with the lowest scores, coded as H1, H2, R1, R2, L1, and L2 for analysis Each interview lasted approximately 15 minutes and was conducted in Vietnamese during recess The interviews focused on three components of attitudes: cognitive (the benefits and challenges of extensive reading), affective (students' enjoyment of extensive reading), and behavioral (students' intentions to continue extensive reading in the future) A total of five questions were posed during the interviews.
The article discusses three key components of attitude as explored through interviews: the cognitive component, which examines the challenges students face during extensive reading (ER) and its benefits for reading comprehension; the affective component, which gathers students' opinions and preferences regarding ER; and the behavioral component, which focuses on students' intentions to apply ER in the future Detailed interview questions related to these themes can be found in Appendix 7.
Applications of ER
The project spanned ten weeks, from February 19 to April 28, 2024, involving 90 minutes of reading instruction each week Lesson plans, pre-tests, post-tests, and interview questions were prepared in advance by the researcher In Class 7.3, the experimental group (EG) focused on reading graded books outside of class using conventional teaching methods, while Class 7.4, the control group (CG), engaged in additional workbook exercises as homework Both groups completed a pre-test before the treatment and a post-test afterward The EG also maintained a weekly ER journal and participated in interviews following the post-test.
In Week 1, both student groups completed a pre-test, followed by the experimental group's (EG) treatment from Week 2 to Week 9 By Week 10, the EG submitted their ER journals and answered interview questions Both groups faced the same reading comprehension questions regarding topic and content and participated in identical reading instruction activities However, they were assigned different tasks for their assignments Detailed information about the research plan is available in Table 3.2, with a sample lesson plan provided in Appendix 2.
In the Pre-reading stage, students engaged with visuals or participated in a mini game to predict the reading topic They then addressed guiding questions individually or in pairs/groups Finally, the teacher clarified the meaning of the content.
Duration (10 weeks) Control group Experimental group
Before week 1 -Design lesson plans for both groups
-Prepare pre-test, post-test, Extensive Reading Journal form and interview questions
Week 1 -Conducting a pre-test to measure the students’ reading comprehension proficiency
ER, graded books, Extensive Reading journal
Week 2-9 Using the conventional teaching technique in teaching reading comprehension + reading and vocabulary tasks in the Inside B workbook as homework
Using the conventional teaching technique in teaching reading comprehension + Extensive Reading as homework
Week 10 Conducting post-test to measure the students’ reading comprehension proficiency
In the lesson, students learned 41 new words through pictures, definitions, synonyms, and antonyms During the reading stage, they engaged with the text by completing exercises, including answering questions, True/False statements, multiple-choice quizzes, and matching activities In the post-reading phase, the teacher encouraged students to summarize the text, respond to related questions, and create posters for class presentations For homework, students were assigned reading and vocabulary exercises from their practice book, which involved filling in blanks with appropriate words based on given definitions and answering comprehension questions about the texts.
Students in the EG also followed three stages of reading which were the same as the
CG However, their homework was reading graded books and completing the ER journal
In Week 1 of the project, the teacher gave an orientation about ER to tell students what
The article discusses the implementation of extensive reading (ER) in an educational setting, highlighting its benefits for students An introduction to graded books and the ER journal was provided, along with samples to give students a clear understanding of the tasks ahead Participants in the experimental group (EG) were expected to read a minimum of one graded book each week, with specific titles assigned according to a structured plan From Week 2 to Week 9, students visited the library to borrow books that matched their reading levels, fostering a personalized and engaging reading experience.
Students in both the control group (CG) and the experimental group (EG) were assigned to read at home, with expectations set at a minimum of one book per week A detailed summary of the teaching and learning activities for both groups is available in Table 3.4.
Table 3.5 Teaching procedures of the CG and the EG
Reading stages Control Group Experimental Group
Pre-reading Students discussed the pictures or played mini games to guess the topic they would read about
-Students answered some guiding questions relating to the reading topic and learnt new words in the reading text
While-reading +Students listened to the text, or the teacher asked some students to read the text aloud
+Students read the text silently and carefully found the answer to the guiding questions
+Students did exercises in the textbook such as answering questions, True/False, multiple choice, matching or filling in the blanks They could work in individuals, pairs, or groups
Post-reading Students made a summary, discussed some questions relating to the reading text or made posters about it and presented it in front of the class
Homework Students completed two reading texts of about 500 words in total, followed by comprehension questions and two vocabulary tasks per week
Students were encouraged to read at least one graded book per week at home and complete the ER journal form.
Data analysis
To address Research Question 1, independent and paired sample t-tests were conducted to analyze reading pre-test and post-test scores Initially, an independent sample t-test was performed using IBM SPSS Statistics 20.0 to assess whether two groups had comparable reading comprehension skills, with the Control Group (CG) receiving conventional teaching and the Experimental Group (EG) receiving conventional teaching supplemented with Extensive Reading (ER) training Additionally, two paired sample t-tests were utilized to compare the pre-test and post-test scores within each group.
43 group to determine whether or not the students in each group improved their reading comprehension after the course
To investigate students' attitudes toward the application of Extensive Reading (ER), qualitative data from semi-structured interviews were analyzed following Creswell's (2012) six stages The researcher began by listening to the recorded interviews and transcribing them into a Word document while taking notes The interviews were then translated into English, highlighting key ideas from the responses Subsequently, the researcher iteratively compared the collected data with the analysis to identify relevant information addressing the research question Text segments were labeled with codes, and the data was further categorized for descriptive reporting and thematic analysis The findings will be detailed in the subsequent chapter, with individual student responses included in Appendix 8.
At the end of each week, the ER journal was collected to analyze students' participation in the extensive reading (ER) activity By examining the number of graded books, reading durations, and students' reflections on the content, it was possible to verify their engagement and determine if they genuinely read the assigned books.
Research validity and reliability
Validity refers to the degree to which assessment results yield appropriate, meaningful, and useful inferences for their intended purpose (Brown, 2004) It is essential for a test to accurately measure what it claims to assess (Richard, 1992) To evaluate the validity of the tests, the researcher examined three key aspects: content validity, face validity, and construct validity.
A test is deemed to have content validity when its contents accurately represent the language skills and structures it aims to assess, as noted by Hughes (2003) The reading tests used in this study were specifically developed for this purpose.
The Cambridge University-published KET is suitable for assessing students' proficiency levels within the Common European Framework of Reference, specifically levels A1 to A2 It effectively evaluates reading comprehension by focusing on text structure, main ideas, and functional language The vocabulary and topics chosen for the reading comprehension tests are relevant to the students' learning, with pre-test passages reflecting first-semester content and post-test themes aligning with the course syllabus This testing approach meets the project's pre- and post-testing requirements, allowing for the assessment of students' academic progress throughout the treatment, while also aligning with the objectives of the Elementary Reading course at AIS.
Construct validity reflects how effectively a tool assesses the theoretical concept under investigation (Tazik, 2019) It is crucial for ensuring the reliability of the measurement methodology in a project The pre-test and post-test items evaluate various aspects of reading proficiency, including reading for gist, detail comprehension, making inferences, word recognition, and structural word identification.
The face validity of a test reflects how familiar test-takers are with it (Ghazali, 2016) Key quality markers for an exam include readability, clarity of instructions, and appropriate style, structure, and format (Taherdoost, 2016) The head of the English department, who is qualified to assess aspects such as clarity, duration, substance, format, time allocation, and difficulty level, reviewed the exams The test structure was well-known to students, as it was often used in class After revising the test items, the exams were submitted to the supervisor for a second review.
Reliability in measurement refers to the consistency and stability of results, as highlighted by Carmines and Zeller (1979) and Norris and Ortega (2003) It is determined by two key factors: dependability and consistency, with dependability reflecting how measurement errors impact result consistency (Ary, 2002) Test results should remain consistent regardless of the number of attempts by students According to Creswell (2011), reliability encompasses the consistency of findings over time, across different instruments, and among various respondents, while validity ensures an accurate representation of the population.
The researcher, who taught both classes, meticulously monitored the test-taking process to prevent any form of cheating and to enhance the reliability of the results She ensured that all participants received equal time to complete their tests and administered a survey to confirm that none had previously used the KET book, as they were following the official school textbooks, including "Inside B" by National Geographic Learning To maintain consistency and avoid confusion, both the pre-test and post-test were designed with the same format and time allotment The exam scores were accurately evaluated using the answer keys from the KET Trainer 2020 book and test bank Two identical classrooms were utilized for administering the tests, ensuring uniform seating, facilities, and teacher support, while students received training on test administration to minimize issues like information exchange or congestion during testing.
The validity of the interview was ensured through a thorough examination of relevant literature, confirming its alignment with the research objectives and the proficiency levels of the learners Furthermore, a pilot group participated in the interview process, allowing the researcher to make necessary modifications based on their feedback.
The researchers formulated 46 clear inquiries in literal Vietnamese to ensure participants understood them, facilitating effortless insights from their responses The interviews took place at a convenient location and time, allowing both researchers and participants to feel comfortable and free from coercion The reliability of the responses was ensured by transcribing them from a recording on the researcher's phone.
Ethical considerations
When conducting research, it is crucial to address ethical considerations, including obtaining necessary approvals from school authorities and ensuring the safety of research participants (McNiff & Whitehead, 2005) Prior to initiating the project, the researcher secured permission from the manager of The Asian International School, Van Thanh Campus, as well as from students in classes 7/3 and 7/4 Consent forms related to this process are available in the Appendix.
The manager and students from two classes signed documents 11 and 12, ensuring that all information remained confidential The research outlined the project's objectives, the instruments used, and a stringent policy to maintain integrity throughout the study.
Chapter summary
This chapter outlines the methodology employed in the project, detailing the research site, project background, participant information, research design, and the teaching and treatment materials used It also provides a comprehensive description of the procedures for applying the educational resources (ER) and clearly explains the data collection methods Additionally, it addresses the reliability and validity of the data collection instruments, ensuring a rigorous approach to the research.