Luận văn developing high school students’ reading motivation through extensive reading

It is documented in the second language learning literature that, if learners only read texts from textbooks, it will be not enough for students who are going to take the 2 in 1 GCSH Ge

VIETNAM NATIONAL UNIVERSITY, HA KOL

UNIVERSITY OF LANGUAGES AND INTERNATLONAL STUDIES

FACULTY OF POST - GRADUATE STUDIES

VU DIEU IIUYEN

DEVELOPING ITIGII SCIOOL STUDENTS? READING

MOTIVATION THROUGH EXTENSIVE READING:

TIE CASE OF 12™ GRADERS AT A TIGIT SCIIOOL

IN HA NAM PROVINCE (Phát triển động lực đọc của học sinh trung học phô thông qua việc

đọc thêm: Trường hợp của học sinh lớp 12 tại một trường trung học

phé thing & tinh Ha Nam)

M.A MINOR THESIS

FIELD: ENGLISH TEACHING METHODOLOGY CODE: 814023101

HANOL, 2019

VIETNAM NATIONAL UNIVERSITY, HA KOL

UNIVERSITY OF LANGUAGES AND INTERNATLONAL STUDIES

FACULTY OF POST - GRADUATE STUDIES

VU DIEU IIUYEN

DEVELOPING IIIGII SCHOOL STUDENTS? READING

MOTIVATION THROUGH EXTENSIVE READING:

TIE CASE OF 12™ GRADERS AT A TIGIT SCIIOOL

IN HA NAM PROVINCE

(Phái triển động lực đọc của học sinh trung hoc phd thông qua việc

đọc thâm: Trường hợp của học sinh lớp 12 tại mội trường trung học

phổ thông ở tĩnh Hĩà Nam)

M.A MINOR THESIS

FIELD: ENGLISH TEACHING METHODOLOGY

CODE: 8140231.01

Supervisor: Assoc Prof.Dr Lé Van Canh

HANOL, 2019

DECLARATION

T hereby certify thal this minor thesis culilled “Developing high school students’ reading motivation through extensive reading: The case of 12" graders at

a high school in Ila Nam Province” is entirely the study of my own work, which

has not beer submitted before any degree or examination im any other university,

and that all the sources 1 have used or quoted have been indicated and

acknowledged by means of complete references

Lanoi, November 2019

Signature

Vu Dien Huyen

ACKNOWLEDGEMENTS

T would like to express my gralilude to people who gave me the possibility to

complete this master’s project

Tirst of all, I would like to express my deepest gratitude and love to my

thesis supervisor, Assoc Prof Dy Le Van Canh, who has been generous with his

feedback, time and patience It is his invaluable and insightful comments, guidance, and encouragement that helps me fulfill my minor thesis

My sincere gratitude is also extended to all lecturers and staff of Posigraduate

Studies for their useful lectures, materials, guidance and enthusiasm during my course

I would like to gratefully acknowledge the support from my colleagues and

students, especially students of classes 12A1 and 12A4, whe have inspired and

guided me in the accomplishment of the study

Last but not least, I would like to thank my beloved family for their

understanding, support and cneouragement, Without them, T would not have beorr

able to finish this thesis.

ABSTRACT

Fxlensive reading is beheved to be one of the effective tools to develop

students’ good reading habit and reading motivation However, little has been done

to measure the effects of extensive reading on leaners’ reading motivation Thus, the present stuly was conducted under the action research 1o investigate the ellect

of extensive reading on leamers’ motivation for reading I'he participants were 86

students from classes 12A1 and 12.4 of a high school in Ila Nam Province through

an S-week trial period Tn order to collect data for the research, a pre-inlervertion

questionnaire, and post questionnaire were employed After a preliminary investigation via pre-intervention questionnaire, an extensive reading program was

designed and then implemented during & first weeks of the first semester of the

school year 2019-2020 The result from post questionnaire showed that there has

been great improvement in the students’ reading motivation Besides, students also

expressed posilive attitudes lowards this program end (heir intention to continue this

program afterwards,

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TABLE OF CONTENTS DECLARA THỜN Heo

1 Rationale of the study

2 Anns of the study:

4 Scope of the study

S Significance of thie stucly

6 Method of the study ssensnesnunennneuninennnes

7 Organization of the thesis

CHAPTER 2: LITERATURE REVIEW,

2.1.1 Definition of reading

2.1.2, Roles of rcading un second language teaching

2.1.3 lntensive reading vs extensive reading

2.2 Extensive reading

2.2.1, Definition of extensive reading

2.2.2, Characteristics and principles of extensive xeađing

2.2.3 Constraints on developing an extensive reading program for students

2.3 Motivation for reading

2.3.1 Definition of motivation

k2 2 Readmg mollvalion

2

2.3.4 Extensive reading as a motivator to students to read

2.4, Previous studies on extensive reading and students’ reading motivatian

CHAPTER 3: RESEARCH METHODOLOGY ào

3.1 Research approach

3.1.1, Overview of action research

3.1.2 Rationale for the use of an action research

3.1.3, Stops oŸ acliơtrosearch tt 1221

3.2 The research procedures

3.2.1 Research context

3.2.2 Research participants

3.3, Data collection instrumenfs nga garerriririe

3.4, Data collectian procedures

4.1.1 Students” sell-reports of the frequency of extensive reading assignments

4.1.2 Students’ preferred reading material genres and sources of reading materials

4.1.3 Students’ perceived benefits of extensive reading

4.1.4, Students’ perceived effects of extensive reading on students’ reading

comprehension and motivation

APPENDIX 1: PRE-INTERVENTION QUESTIONNAIRE (English version) 1

APPLNDIX 2: POST-QUESTIONNAIRIL (1inghsh version) VIT

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TAST OF TABLES

‘Table 1: Chart contrasting intensive and extensive reading (Welch 1997: 53) 7 Table 2: Schedule for an extensive reading program 30 Table 3: Frequency of extensive reading, assignments required by teachers 35

Table 4: Students’ self-reports of their time spent on extensive reading and reasons

‘Table 5: Students’ preferred reading material genres and sources of reading, materials 39 Table 6: Students’ perceived benefits of extensive reading, - - 40

Table 7: Students’ perceived effects of extensive reading on students’ reading

Table 8: Students’ assessment of the benefits of extensive reading - 43

Table 9: Students’ altitudes towards extensive reading program 45

Table 10: Sumznary of the Research Pindings

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CHAPTER 1: INTRODUCTION

This part introduces the rationale, the aims, rescarch questions, scope, significance, and research method of the study This is followed by the structure of

the thesis

1 Rationale of the study

Reading is an important activity which provides linguistic input for the development of other language skills owever, I, as a classroam teacher, observed

thal the majority of studenis were nol motivated lo read English outside the

classroom Irom my experience, | hypothesized that student’s motivation and their vocabulary could be the reasons for their unsuccessful reading comprehension

Moat of students seemed Lo be passive and reluctant to read They were not aware of

the benefits of reading to their English language learning That’s why they limited

their reading to the reading texts in the textbook It is documented in the second

language learning literature that, if learners only read texts from textbooks, it will be not enough for students who are going to take the 2 in 1 GCSH (General Certificate

of Secondary Education) exams in which reading comprehension lexis are much

more challenging than texts un the national curriculum, and sometimes are beyond

students” knowledge and reading skill

Most scholars agree that in language leaching, the usc of extensive reading:

is quite useful to the leaming process because it promotes students’ confidence and motivation and makes the leaming process quicker and easier, according to

Hedgecock and Ferris (2009) Day and Bramford (1998) also add more points that,

through extensive readmg, students can develop reading babits, gel prepared for

further reading and develop some academic skills More importantly, students

develop positive attitudes towards second language leaming In other words, it is agreed upon that reading extensively provides improvement in attitudes towards

further reading Despite the welldocumerted benefits of extensive reading, m my

teaching context, not much research was conducted regarding the implementation of

extensive reading and students’ reading motivation This metivated me to undertake this

achion research project, which was aimed al motivaling my sludonts Lo be more active in

extensive reading,

2 Aims of the study

This action research was conducted with a view to undorstanding the

influence of extarsive reading on students’ changed reading motivation, Exle

ve reading is believed to build up knowledge of vocabulary and structures for reading comprehension It was hoped that when extensive reading was encouraged, students’ reading motivation would change and their reading competence would be improved

4, Scope of the study

The study was conducled on volunteer 12 graders in my two classes during,

the first semester of the school year 2019-2020, The research was not aimed at

generalizing the results Rather, the purpose was to help me to understand whether the encouragement and support of students’ extensive reading changed their reading

motivation or not

5 Significance of the study

The findings of this action research project is believed to be useful for the researcher because once completed, the study will provide an insight into the way extensive reading changes students’ reading motivation What will be achieved in this rescarch may help teachers highly evaluate reading extensively as a way Lo improve students’ reading motivation Moreover, the research will be much

beneficial to students who would like to improve reading achievement

6 Method of the study

As the aim of this action research project is to gain understandings of the influence of extensive roading on high school students’ reading motivation, i [its

the purpose of an action research design As ‘sui (1993: 33) pointed out, “action

research is a very effective way of helping teachers to reflect on their teaching and

to come up wilh (heir own allernalives Lo mprove their practice.”

Ihe author’s desire is to measure the development in the students” reading motivation before and after applying extensive reading activity In order to get data,

QuesHormaires were employed meludinyg a pre-mlervention questionnaire, and post-

questionnaire ‘I'he data collected was analyzed and discussed so that reliable findings could be clarified

7 Organization of the thesis

The thesis consists of five chapters:

Chapter 1: Introduction: introduces the rationale, aims, research questions, scope, significance, method of the sludy and organization of the thests

Chapter 2: Literature review: covers the overview of the literature which

ticludes relevant theoretical background and reviews of related studies concerning

reading, extensive reading and the use of extensive reading in developing students’

reading motivation

Chapter 3: Research methodalogy: includes an overview of the approach used to conduct the study including the participants of the study, the

instrumentation, the methods and procedures of data collection and data analysis

Chapter 4: Findings and Discussion: demonstrates the findings accompanied by data analysis and discussion

Chapter 5: Conclusion: recapitulates the major findings of the study,

represents further recommendations for the implementation of aulhentic materials

and acknowledges the limitations of the study

CHAPTER 2: LITERATURE REVIEW

This chapter reviews the literature on extensive reading and students’ reading

molivation in foreign’ ond language learning The tee main issues thai are included in the chaplers are the theoretical background of reading, extensive readin,

and reading motivation First, the definition, roles and forms of reading are

introduced Next, an overview of extensive reading such as definitions, principles and characterislivs off extensive reading and vonstraints on developing extensive

program [or learners are precisely analyzed T.ast, molivalion and motivation [or

reading, definitions, factors affecting students’ reading motivation in learning a second language, extensive reading as a motivator are also presented in this chapter 2.1 Reading

24.1 Definition of reading

One of the skills that can be considered the first step in acquiring English is reading It plays an essential part to achieve success inside and outside educational

activities However, there is no exact definition of reading because different authors

aud rescarchers define this term in diflerent ways under various perspectives

According to William (1984), reading is a process whereby one looks al and understands what has been written It may be the simplest definition and easiest to

understand about reading as it is considered a mental process in which readers are

aclive, nol passive, lo lock into a wrillen (ext and absorb the information (rom the

wrillen linguislic message

Sharing the opinion with William, Alderson et al (1987) defines reading as the process of constructing meaning from written texts They also add that reading

is a complex skill requiring coordination of a number of interrelated sources of information Reading is also defined in a smgle sentence as it is the ability to draw meaning from the printed page and interpret this information appropriately (Candlin

and Tall, 2002),

Brunan (1989) defines reading as a two way interaction between the readers

and the writers Smith (1973) shares the same opinion with Brunan when he

supposes that reading is an activity in which information is transforred from a

iranammiller Lo # receiver

In short, there are a number of opinions and definitions of reading according

to different, scholars From the defimtions above, what comes out clearly 1s that

most scholars seem to agree that reading is to do with readers, texts and meanings However, il canmot be concluded which is better and more accurate because each of thom solves one aspect of rcadng, for swvival, for leaning or for pleasure Reading for survival means reading for information about outside world such as street signs, timetables, advertisements, etc In contrast, reading for leaming is the in-class reading, which is controlled and regulated by the syllabus or the textbook Reading, for pleasure is reading for relaxation, it is something that one does not have to do and depends on one’s interest such as reading shart stories or comic books, so on According to Kim (2002), reading is a very complicated process involving a variety

of factors that interact with one another Therefore, learners should be provided with sufficient scaffolding so thal they can achieve more effective reading comprehension

2.1.2 Roles of reading in second language teaching

There is no doubl that reading Junctions as a crucial clement in second

language teaching The learning of this skill is especially essential component for acquiring a second language Reading is necessary for all aspects of daily life Not only is it an important tool in education and individual development but it also plays central roles in individuals’ careers Most of the materials for learning are in the written form of books or computer based materials Therefore, it is important to develop text's understanding, to enhance fluency, to expand Imowledge, to build up background knowledge, and to practice reading strategies

Obviously, reading is highly emphasized in second language teaching of all levels on the ground that it sets the basis for other language skills The following quote by Krashen (1993:23) indicates the crucial role of reading “Reading is good for you Reading is the only way we become good readers, develop a good writing style, and adequate vocabulary, advanced grammar, and the only way we become

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good spellers He strongly agrees that constant reading helps leamors be better able to read fluently write skillfully with a good master of grammar and vocabulary ‘Ihe more learners read, the more learners become proficient in the largel language as readers, wrilers, speakers and listeners

All in all, reading helps to expand learners’ background knowledge, and exposes thom to more linguistic input, Also, reading brings leamers onjoyment and refreshment as well Through reading one learns and gets pleasure For each reading purpose, different types of reading are employed

2.1.3 Intensive reading vs extensive reading

In foreign language teaching, two approaches of reading are recognized, namely intensive and extensive reading The differences m these two kinds of reading are discussed bellows

Intensive reading is an activity of reading in the classroom in limited time This a classroom oriented activity in which short Lexts are dealed with detailed understanding under a teacher’s guidance This form of reading is defined by Nuttall (2000:38) that it “involves approaching the text under the guidance of a teacher or a task which forces the students to focus on the text” This activity focuses on achieving a full understanding of the text that teachers select Palmer (1964:111) considers intensive reading as the activily “lake a text, study at line

by line, referring at every moment to our dictionary and our grammar, comparing, analyzing, wanslating and retsining overy expression that it contains” In other words, intensive reading relates to mainly reading short texts and focuses on specific lexical or syntactic parts of the text The aim of intensive

veading is to “arrive al am understanding, nol only of whal the Lext means but

how the meaning is produced”, (Nuttall, 2005:38) Intensive reading requires from a reader fully understanding of the material so that a learner can sve the main idea of a text, find pronoun referents or guess the meaning of unknown words Intensive reading makes readers’ experience frustrating, unpleasant and unproductive As a result, students dislike reading

Extensive reading, contrary to intensive reading, a long-run approach, usually takes place outside the classroom It is an individual activity which provides learners wilh relatively long reading materials for independent reading Cor pleasure, information and general understanding rather than the meaning of individual words

or sentences According to Long and Richards (1971:216), extensive reading occurs

“when students read a large amount of high interest material, usually oul of class, concentrating on meaning, reading for gist and skipping unknown words” Ixtensive reading is for general understanding which means comprehension of the

reading maleral less than 100% It is a program that facilitates and motivates

students to choose what to read from a wide variety of text types according to their own interests The main assignment which is given to students is reading

Differences betwoen the Iwo approaches to the leaching of reading are summarized by Roberta Welch (1997) in the table below

Table 1: Chart contrasting intensive and extensive reading (Welch 1997: 53}

Intensive Reading Type of reading Extensive reading

Teacher chooses Students choose

Mnast finish Method Stop Wf you dow’ like 1L

Despite the differences between those approaches mentioned above in terms

of how leamers read, they are both to be used in a classroom Drew and Serheun

(2009) encourage a balanced approach, which is a combination of various

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approaches to trigger both the conscious and subconscious processes in learning a language It is importamt for teachers to be up-to-date on different approaches for leaching purposes The following section will discuss further oxlonsive reading in

foreign language education contexts

2.2 Extensive reading

2.21 Definition of extensive reading

Extensive reading is sometimes referred altematively as “Supplementary

reading (West, 1955), “Uninterupted Sustained Silent Reading” (Vaughan, 1982; Krastien, 1985), ‘Pleasure Reading” (Mikulecky, 1990, Trelease, 2006), ele Different scholars of different approaches provide different definitions of extensive reading

Palmer (1927, as cited in Smith, 2003, p 151) defines that extensive reading means “rapid readiry:” Those with knowledge of a foreign language are able to read texts written in that language with understanding and without that process of mental

translation

The term "extensive reading" by Bamforl cal (1991) refers to reading of a

large quantity of material or long texts, fer global or general understanding; with the

titention of oblaining pleasure from the text Further, because reading is uidividualized, with students choosmg the books they want to read, the books are

not discussed in class Lixtensive reading encourages students to read, read and read more Davis (1995:329) shares the same nolion of extensive reading in which pupils are given the time, encouragement and materials to read pleasurably, at their own level, as many books as they can, without the pressures of testing or marks The

goal of extensive reading is encourage more reading, give more experience that

builds language

According to Ilafiz and Tudor (1989-4), extensive reading is “the reading of

large amounts of material in the second language over lime for pleasure or mleres|,

and without the addition of productive tasks or follow up language work” ‘[hrough extensive reading, learners self-select reading materials and writing, brief summaries

or comments ont what they read

Sharing the same idca with Hafiz and Tudor, Helgesen, M (2005) docs believe that extensive reading is an activity through which leamers read easy and

aujoyable books It is considered as a ploasure activity thal makes leaming eá

jie However, it is noticed that extensive reading varies depending on students’ motivation and school resources (Iledge, 2000)

Tn language (caching, extensive reading is considered an approach to language teaching in which leamers read a lot of easy and enjoyable materials in the new language Students choose their own reading material and read it independently

of the leacher They read for general, overall meaning, information and enjoyment Lxtensive exposes learners to “large quantities of material within their linguistic competence” (Grabe and Stoller, 2002, cited in Pigada & Schmitt, 2006)

From a series of definitions above, il can be concluded thal extensive reading refers to a reading program which provides leamers with a source of reading materials that suitable for their reading abilities Despite different terms of extensive reading, they have the same basis in theory which is intended to develop good reading habits, to build up knowledge of vocabulary and structure, and to encourage aliking for reading

2.2.2, Characteristics and principles of extensive reading

There are several defining characteristics which make extensive reading dilTerent to most reading thal happens in the classrooms Hedge (2000) listed five characteristics of extensive reading as follows:

© Reading large quantities of material, whether short stories and novel, newspaper

or magazine articles, or professional reading,

© Reading consistently over time on a frequent and regular basis,

© Reading longer lexts (inore than a few paragraphs iu lengttt) of types listed in the first point above,

© Reading for general meaning, primarily for pleasure, curiosity, or professional interest,

© Reading longer texts during class time but also engaging in individual, independent reading at home, ideally of self-selected materials

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From all the above characteristics of extensive reading, a conclusion can be drawn that: "Extensive reading is reading of a large quantity of material or long texts, for global or general understanding; with the intention of obtaining pleasure from the text” (Susser & Robb, 1990:165) Further, because reading is individualized, with students choosing the books they want to read, the books are not discussed in class (Bamford ct al., 1991) The goal of an extensive reading approach is to get students enjoy reading in the target language

Day and Bamford (2002) on their part identify the top ten principles related

to successful extensive reading:

J- Students read as much as possible, perups in and definitely oul of the classroom 2- A variety of materials on a wide range of topies is available so as to cucourage reading for different reasons and in different ways

3- Students select what they want to read and have the freedom to stop reading material that fails to interest them

4 The purposes of reading aru usually related 10 pleasure, information, and general understanding These purposes are determined by the nature of the material and the interest of the student

S- Reading is its own reward There are few or no follow-up exercises after reading

6 Reading materials are well within the linguistic competence of the students in terms of vocabulary and grammar Dictionaries are rarely uscd while reading because the conslant stopping to look-up words makes [Tuenl readhng dhlfieult 7- Reading is individual and silent, at the student’s own pace, and outside class, done when and where the student chooses

8- Reading speed is usually faster than slower as students read books and other material they find easily understandable

% Teachers orient students to the goals of the programme, explain the methodology, keep ack of what cach student reads, and guide students in getting the most out of the programme

10-The teacher is a role model of a reader for students- an active member of the classroom reading community, demonstrating what it means to be a reader and

the rewards of boing a reader

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The principles listed by Day & Bamford are very good standards and inspiration for how to explore extensive reading Llowever, these principles should

be carefully considered and adapted to make learners’ studying effective Learners’

needs and capabilities should also be taken ime consideration when educators

decide how to adjust these principles

2.23 Constraints on developing an extensive reading program for students

1n addition to the roles of extensive reading as motivation for students to

read, there are some constraints on developing a further reading program for

learners, which challenges educators:

Virstly, it is an obstacle for teachers to find supplementary reading materials

which meet the demand of all students in terms of both interests and levels Nuttall

(2000) suggests the four maim criteria [or choosing maternal for the extensive

reading program: short, appealing, varied and easy An extensive reading program

should be suitable with students’ capacity, but diversified in topics, interesting and

cullurally relevaril to students so thal reading materials can attract learners’

concems, Actually, not all of schools cam provide Hnglish reading materials which

are suilable with students’ levels Tt is teachers’ duty thal develops an extensive reading program fer students, which should therefore consist of texts graded into a

number of reading levels to cater for the full range of ability in the class Ifa student

is nol enjoying the book they are reading, encourage (hem 19 choose another one,

even if this means they will not finish it This is what real readers do Readers’

interests come first because students will not read extensively or voluntarily unless they are interested in the material (Jeon and Day, 2016)

Secondly, implementing a supplementary reading program may also be a

hard task with the large number of students in a class Most of classes consist of

approximatsly 40 students of mixed abilily, which may be chifficull for teachers to handle a big number of students as every student might have a wide range of topics

in their mind To overcome it, for the orientation of minimizing the various topics

of extensive reading, eavhera can provids particnlar roadmg materials lo be chosen

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by students every weck However, teachers should ensue that learners can find texts that they are interested in and are of an appropriate level As Nuttall

(1982:185) points oul thal reading skill will develop much better if a student reads a

lot of books that are too easy rather than a few that are too difficult Hlisheva

Barkon (2017) also adds that it is more important to read for a few minutes every day than lo read or 20 minutes only once a week

Uhirdly, extensive reading is not about testing It is the next limitation of extensive reading program It is about helping, students to build their reading, speed and

fluency, and become more confident readers in English Readers might be assessed by

simply showing that they have read and understood a large number of books over the course of a semester Therefore, to evaluate and keep track of students’ reading progress, teachers can offer follow-up aclivity aller reading (Day and Bamferd, 2004) Another way to do this is to create a generic book choice reading reflection worksheet

This is something that the students should complete each week It will require them not

only lo summarize the book, bul also to answer questions about how the book relates to their personal life and how it has helped them grow as a reader (Powell, 2011)

However, the important thing 1s to make sure that the tasks are short and will not lake

‘up s¢ much time that they are distracted from thei main job of reading Furthermore

the tasks should be simple and easy to do so that these will not put students off the extensive reading program One of the ways to observe studetils’ extensive reading is

to encourage them to report back their reading in certain ways (Harmer, 2007) for example by employing reading joumal

From the constraints above, it can be concluded that extensive reading

program can only benefit the teaching and learning process if they are seriously taken by the school, the teachers and the students If an extensive reading program

is integrated into the learning process and is regarded as a telaxing and regular of

students’ activities, the materials chosen are interesting and carefully graded with students’ right levels, the program will develop a reading motivation in the students aud bring about marked improvement in ther English in the lơng run

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2.3 Mativatian fer reading

243.1 Definition of motivation

“Motivation” is a complex psychological construct which can be defined diversely Ihe concept “motivation” has passed through a number of different interpretations and therefore many theories of motivation have been proposed

According to Richards and Schmidt (2002), molivation is delined as “ihe

driving force in any situation that leads to action” Sharing the same ideas with them, Ilarmer (2007:27) defines motivations as intemal drive which pushes

somteune lo actin order to achieve something

Lightbrown and Spada (2006: 63) see motivation in second language learning to be a “complex phenomenon” which oan be defined in term of two

factors: Jearers’ commute:

uve needs and their altitude towards lhe second

language community Motivation balances between the communicative needs of the

leamer and his or her attitude towards the second language community

A summary of definitions offered by Mitchell (1982) is quile simular to the

definition offered by Williams and Burdens (1997) when they suppose that

motivation becomes those psychological process hai cause arousal, direction, and persistence of voluntary actions that are goal-related,

One of the leading researchers in language learning motivation, Domyei

(2001), claims that motivation is an abstracl, hypothetteal concept thal we use Lo

explain why people think and behave as they do Motivation is one affective component that is influenced by instructions and involved in the performance of all

leamers’ responses Gardner (2006-241) also points out that students with higher levels of motivation will do better than ones with lower levels Motivation is one of

the main determining factors in success in second language learning Students can

hardly learn a language without motivation because it creales the strength and

positive attitude to get students involved in learning process Moreover, whether strategies can carry out tasks successfully or not also effects students’ level of motivation and capavilics to succeed in learning the targeL language Because of

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that, strategies to motivate students cfficicntly arc the most recurrent and essential

concems of all language teachers

2.3.2 Reading motivation

Reading motivation is an aspect which attracts many teachers and

researchers’ over the years Ilowever, the term “reading motivation” has been variously defined according to different scholars

Motivation for reading is a crucial entity for successfully engaging in the reading process because it is the element that maintains students’ engagement

throughout the entire reading process The more sludenis read, the beller readers

they become (Bamford & Day, 1998) Motivation has close relation with learners in comprehending, a text, and leamers need to have motivation in reading It refers to

positive allilude toward reading im English and wilhngness to read more English

Guthrie and Wigfield (2000: 405) defines reading motivation as an

“individual's personal goals, values, and beliel’s with regard to the topics, processes and outcomes of reading” In this definition, the reading motivation of each individual is varied depending on context and the way the text is presented

Hermosa (2002) considers reading motivation as the interest or desire to read

for different purposes She does believe that it is important for teachers to make integrative reading activities to facilitate leamers’ real love and passion for reading

both mside and outside the class

Resnick and Lester (2000:5) states that “motivation is one of the most

important ingredienls in skilled readmg” Motivation 1s a contributing factor in

language leaming because learning will he more effective and efficient if it is

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pushed by motivation Students would likely to read more when they are allowed to choose their reading materials because they would discover thal roading is an enjoyable activity (Hairul, Ahmadi, & Pourhossein, 2012)

Gambrell (2011) identifies seven research-based rules of engagement that foster the reading motivation in students According to Gambrell, students are more

molivaled lo read wher

» reading tasks and activities are relevant to their lives,

» awide range of reading materials is accessed to

» opportunities to engage in sustained readings are available

» opportunities to make choices about what they read and how they engage in and complete literacy tasks are available

» opportunities to sacially interact with others abaut the texts they are reading

are available

» opportunities to be successful with challenging texts are foreseen

» classroom incentives reflect the value and importance ol’ reading (p.173-176)

233 Factors affecting students’ reading motivation in learning a second language

It has been broadly accepted that motivation is onc of the most fundamental

elements in foreign language learning Wilhoul enough motivation, almost learners

even the most extraordinary skills cannot achieve long-term goals However,

motivation for reading is not the same among learners because it depends on

reading materials, teacher’s attitude and students’ behavior-related factors

2.3.3.1, Reading materials

Reading materials are one of the most important factars determining leamers’

motivation for reading Accarding to Lighthown and Spada (1999:57), students are

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In terms of the level of difficulty, reading texts should be suitable for students’

levels It is readily available and easy to understand If students are assigned to read the texts which aro beyond their language proficiency level, they will become overwhelmed and seon, they will be discouraged and frustrated hey do not understand the texts because of a great deal of unknown words, complex sentence

structures and so on

In terms of the topic of the reading texts, it is noted that the topics should be interesting enough to attract students” desire to read If the topics of the reading texts

are nol inleresting and relevant to learners’ experience and knowledge, they may

stop reading immediately because those texts do not satisfy leaners’ expectations

need and curiosity Therefore, it is a challenge for both teachers and learners to

choose the texts with rich source of motivalion such as music, fikns, technology, sports, hobbies, etc, When students are interested in the topic, they enjoy reading and

their reading camprehension is the best achieved

Tn terms of the content of the reading lexis, it should be carefully chosen as

long as texts catch up with readers” interest with some relevance to the situation and

conlexl, The vocabulary in the reading text must be of appropriale level with learners The complexity of grammar must not be too great so that learners can sec the content

of the texts they are following

From the analysis mentioned above, it can be concluded thal reading texts play

a very important role in reading learning environment in terms of its level of challenge, topics and content, Nuttall (1996) offers three criteria for teachers to

choose reading materials for students such as suitability of content (interesting,

challenging but appropriate), exploitability (facilitate the achievement of certain language and content goals), readability (suitable level of difficulty without overwhelming readers)

2.3.3.2 Teachers’ attitudes

Galluzzo (2005-142) also emphasizes the importance of teaching which is

determined by teachers’ attitude when he says that “nothing is more central to

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student leaming than the quality of teacher” Ericksen (1978:3) points out

“Effective learnimg in the classroom depends on the teacher's ability

According to these researchers, students’ learning motivation is directly affected

by teachers and their teaching techniques with appropriate guidance and advice

Furthermore, students’ learning motivation is also strongly affected by what happens in the chissroom, including teachers’ personality, allilude and tcaching methods Teachers play a significant role in students’ learning of a foreign language because they can either facilitate ar impede the leaming process Students’ interest

in learning much depends on whether teachers are warm, sensitive, enthusiastic, empathetic, humorous and flexible or not Therefore, teachers should vary reading activities both m and oulsids the class and adapt reading materials so thal they can

prevent demotivation and increase learners’ interest level

Additionally, the way teachers give feedback also directly influences students” leaming motivation In order to achieve effect learning environment, teachers are

encouraged 1o ereale a competitive leaming almosphere in which sindents are ol afraid of making mistakes and willing to exposure themselves and express their own thinking, interest and leaming needs Davies (1996) also shared his own ideas about factors affoctne loarnmg motivation, Ho omphasized that in leaming how to use a Iunguage effectively, students musl be actively cngaged in using language He also appreciated the role of the teacher of English in creating opportunities within the classroom situation, which enables students to think through language and to express their leaming through the models of speaking, listening, reading and writing

In brief, there are two main things that teachers should keep in mind in helping leamers to study a language The first is to provide the students with suitable

materials, and the second is to provide them with suitable teaching activities Nuttall

(1982: 192) considers teacher's job as “providing first, suitable texts and second,

activities that will focus the students’ attention on the text”

2.3.3.3 Students" behavior

Students’ behavior also holds a considerable role m the second language

reading classroom and has a close relationship with motivation

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Among some factors that influence the sccond language learning motivation,

Oxford and Shearin (1994) emphasizes some student-related factors such as attitude,

behels about self, goals, imvelyement and personal allibutc The aulhor also said thal

leaming can ouly happens when cerlain affective conditions such as positive, self- confidence and low anxiety exist, This opinion is similar to Krashen’s (1985) when

he proposed thal altitudes can act as barriers or bridges Lo eating in a new language and are the essential environmental ingredient for language reading

Obviously, reading in a foreign language is really difficult because of

students’ limited reading skill, which is caused by their lack of vocabulary, cultural

understanding and more importantly, lack of frequent practice of reading One of the

factors leading to these problems is that learners do not find themselves interested in

reading Tn other words, studenta have no motivation [or reading skill Readers

usually cope with a large number of new words, unfamiliar topics when they have no

skill of guessing their meanings Consequently, students cannot concentrate well on

the reading lexis, or when (hey gel to the ond of the text, they may nol recall whal they have read from the beginning

To improve reading motivaion and reading abilily, i is necessary thal students be willing to select materials they likc, and read materials trom easy to

difficult Students will become more motivated when assigned a book that they

would typically choose on their own (Moley, Bandre, & George, 2011) The free choice and unlimited time of reading materials are believed to make positive altitudes toward reading in the second language According to Powell (2011),

teachers should build their curriculum around student interest books rather than

following pre-determined content

2.3.4, textensive reading as a motivator to students to read

Extensive reading as an effective stralegy to lear a language has been

gaining popularity for a long time It is also highly evaluated as a way for fostering learners’ motivation and progress in reading development and improvement at

various levels

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Strong (1996:291) emphasizes that “extensive reading of literature can encourage students to develop posilive attitudes toward reading” SLudonls who read

a lot improve positive attitudes toward reading and develop motivation in studying a

language There are relatively few studies examining the relationship between motivation and reading ma second language

Also discussing the role of exlensive reading in language education as

motivators, Nuttall (1996:127) states that “getting students to read extensively is the

easiest and most effective way of improving, their reading skill It is much easier

to teach people to read better if they are leaming in a favorable climate, where reading is valued not only as an educational tool, but as a source of enjoyment”

Day and Bamford (1998) also suggests Ikal applying the extensive reading approach in Inglish learning class has the potential to influence all of the variables

in the motivation model as follows l'irst, the reading materials are interesting and readily available to attract students Second, reading ability is not a problem for low-level reading abilily learners because they read al levels appropriale to their

reading ability Next, free choice of reading material produces positive attitude

toward reading in the second language Learners have no fear of evaluation when they fimsh reading Last, the extensive reading approach creates a classroom environment that valucs and encourages Toading Motivation is a [oroe that make people do (ar not do) something (Day and Bamford, 1998) If a child’s reading motivation is high, the amount and breadth of reading increases (Wigfield and

Guthrie, 1997), and if the amount and breadth of reading increase, a child will

achieve more academically (Anderson, Wilson and Fileding, 1998)

The benefits of extensive reading are diverse and wide-range Bell (1998)

lists some basic roles of extensive reading in language learning as enhancing learners’ language competence and exposure to language, increasing vocabulary, building confidence with text, development prediction skills Grabe (2012) also emphasizes some benefits of extensive readmg that are to build vocabulary and structural awareness, enhance background knowledge, develop automaticity,

improve comprehension skills, and promote confidence and motivation

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Obviously, many of the studies and rescaichers already support oxtensive reading, whnch allows learners lo find pleasure in readityg when they gain a general

understanding of literacy ideas, leam reading strategies, and acqture new

vocabulary Various researchers have asserted the strengths and a number of positive offects of extensive reading on students’ reading motivation Most of them also ag

thai cxiensive reading plays an important rele in developing fluent second language readers because leamers develap the ability to read large quantities

of written materials with pleasure (Takase, 2007)

Yo sum up, extensive reading in language learning can be considered as a motivator because extensive reading materials help

- To provide comprehensible input

- Toenhance leamers’ general language competence

- ‘To inorease the students’ exposure to the language

- To increase knowledge of vocabulary

+ Te lead to improvement in wriling

- To increase affect and motivate learners to read

- To consolidate previously leaned language

- To cncourage the exploitation of textual redundancy

- To facilitates the development of prediction skills

Extensive reading is considered as a motivator ta students and one of the

main determinams of reading achievement It can result in learner's autonomy and

formulate high intrinsic motivation (ledge, 2000), Learners’ motivation to read

increases when they are interested in what they are reading, which is why it is up to the learner to decide what to read in the extensive reading approach Consequently, the reading motivation of each individual is different, depending on numerous extemal factors and changes in the course ‘'herefore, the research of how to change students’ reading motivation has become a challenging task

2.4 Previous studies on extensive reading and students’ reading motivation

Many studies have shown that extensive reading has positive effects on

various aspects of scvond language development and on attitudes towards second

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language reading Extensive reading has also becn promoted as a method of increasing reading motivalion There have been (ew studies which have examined

the relationship between extensive reading and the mativation to read

Day and Bamford (1998) emphasized that applying the extensive reading approach in English learning class has the potential to influence all of the variables

in the motivation model They supposed that free choice of reading matoriat

produces positive attitudes toward reading in the second language; therefore,

reading, extensively may create a classroom environment that values and encourage further reading

Additionally, Mori (2002) in a study “Refining Motivation to read in a foreign language” indicated that when students do nol have cnough exposure with the target language they do not get the necessary desire to read anything in that language On the comvrary, the more the leamers are in contact with the target language, the more they become motivated to read in that language (2013:1239) Thorefore, reading matenals chosen lor extensive reading should conventrate on

smident”s needs, tastes and interest to motivate and energize them to read more

Gao (2004) carried out a research to find out whether extensive reading, can increase motivation or not The experiment had two groups of high school students

from Taiwan with the same Enghsh teachers and the same lessons of English

courses One was the experiment group, which practiced extensive reading each week and the other was the control group After one year, the results finally showed that the experiment group, with extensive reading practice, gained noticeably higher motivation in language learning, and greater confidence in their Knglish

Another study conducted by Kirin and Wasanasomsithi (2010) showed that

high amount of reading had positive effects on students’ reading comprehension, reading pace and also reading motivation ‘Lhey affirmed that the more participants read, the more they comprehend In addition, after finishing the experiment with

exlensive reading, parlicipants had positive attitudes towards reading activity

A mumber of international studies have been conducted regarding the

positive effects of an extensive reading program lor example, Day et al (2011)

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reviewed several studics conducted from 1981 to 2008, which showed that the gains

are related Lo reading rate, reading strafegies, oral Mucney, allilude, motivation, and

general language proficiency

In Vietnam, there have been some research projects on the effects of extensive reading on improving reading motivation of the Isarners The first one, Dao, T.N (2014) in his MA thesis also emphasized the role of Taternct as an online

extensive reading resource which can be best used to develop extensive reading for Vietnamese leamers of English The subjects of his study were 30 students of 10th graders at ‘Tuyen Quang Gifted Lligh School In his teaching applications, he tried to

design extensive reading activities to motivate students to learn and also attempted

to address certain challonges in (ns approach

Additionally, Tran’s study was conducted at two intact English classes at a

umiversity in Vietnam in 2018 ‘Ihe subjects for the study were 68 participants of

two groups The furst group is composed of 33 subjects as a control group The second group included 35 English students as a trealment groups All of them are

first year Vietnamese FFT learners and none of the participants had previously

experienced extensive reading, before The study set out to seek whether extensive reading help improve EFL leamers’ reading or not

All these studies and research on the elfects of extensive reading, program

indicate that supplementary materials can be an appropriate way for improving

learners’ background language skills, and especially developing students’ motivation for reading In other words, the extensive program has effected a substantial improvement in learners’ reading proficiency and motivation Henee, the

researcher decided to carry out an action research to investigate the effectiveness of

extensive reading on developing students’ reading motivation

In summary, this literature review shows that extensive reading promises to

be an effective strategy to develop students’ reading motivation However, the review also shows thal Ihe iniluence of extensive reading on Vietnamese high

school students’ reading motivation remains to be one of the issues that are worth

further investigation

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CHAPTER 3: RESEARCH METHODOLOGY

The [ocus of Luis chapter is to provide imformalion aboul the action rescarch

project reported in this thesis Ihe information includes the description of the methodology employed to collect data for the study

3.1 Research approach

3.1.1 Overview uf action research

This study is Action Research in nature Action research 1s one of the most common research approaches in applied linguistics to be extensively used to

research changes in teaching practice It refers to the conjunction of three elements action, research, and participation It has become a valued research methodology, a collaborative and irmovative approach that encourages people’s active intervention

to take systematic action to resolve specific problems

According to Reason and Bradbury (2001-1), action research is defined as “a parlicipatory, democratic process concemed with developing practical knowledge in the pursuit of worthwhile human purposes It seeks to bring together action and

reflection, theory and practice, in participalon wilh others, im the pursuit of practical sclutions to issues of pressing concer to people, and more generally the

flourishing of individual persons and their communities”

As defined in Cohen and Manion (1994:186), action research is “stnall-scalc

intervention in the functioning of the real world and a close examination of the

effects of such intervention”, Cohen, Manion, and Morrison (2007:297) also show

the importance of action research that “action research is a powerful tool for change

and improvement at the local level It can be used in almost any setting where a problem involving people, tasks and procedure cries out for solution”

3.1.2 Rationale for the use of an action research

Action research aims to imcrease to control the ability of the involved

community or organization members to control their own destinies more effectively and lo keep improving their capacity to de so within a more sustainable and just

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environment Cohen and Manion (2007) state that the aim of action research is to improve the current state of affairs within educational context in which the research is

imsuflicienlly motivaled to read in English This research was conducied wilh a

desire to improve students' reading motivation through extensive reading materials

With this view, this research meets the demand of action research project

First of all, this roscarch was carried oul by mysell’, a classroom loacher, with

my own students in my two regular classes In addition, the students and 1

collaborated during the process of doing the research Finally, the aim of the

research is to gain understanding of whether extensive reading had some positive

influence on my students’ reading motivation

3.1.2 Steps of action research

In the model of action research, Altricher and Gstettner (1993: 343, cited in Cohen et al, 2004) indicate four steps: finding a starting point, clarifying the

situation; developing action strategies and putting them into practice: making

teachers’ knowledge public Tsui (1993) suggested 5 steps in conducting action research: Identifying problems; Finding causes of the problem; Designing

siralegies for improvement (plan [or action) aud writing a proposal for action

research; ‘Lrying out the strategies (action) and keeping a diary of what happened

in the class; and Evaluating the try-out, Whereas Nunan (1992:19) suggested seven slops as Follows

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- Stop 1: Initiation (Identit'y the problem)

- Step 2: Preliminary investigation (Collect data through a varicly of moans)

- Step 3: Hypothesis (Assumption) (Develop research questions)

- Step 4: Intervention (Devise strategies and innovation to be implemented)

- Step 5: Evaluation (Collect data again and analyze it to werk out the findings)

- Step 6: Dissemination (Report the resull by rurming workshops or issuing a paper)

- Step 7: Follow-up (Find altemative methods to solve the same problem)

In short, action research is a kind of scientific study which is often carried

out by a teacher or an educator in order to solve a practical problem in a classroom Action research is not @ panacea for all ills but provides a means for people to more

clearly understand their situalions and to formulate effective solutions to problems

This action research project was conducted at a high school in Phu Ly City,

La Nam province ‘The school has 30 classes with an average of 40 students per class Ihe physical condition of the school is cousidered as a supportive environment for language teaching and learning with favorable facilities such as rooms well-equipped with overhead projector, screen, loud speakers, CD and CD player I'here were three forty-five-minute linglish classes and one optional lesson

every week Hach unit consists of 5 lessons and each lesson focuses on different

basic skills

The stucents of approximately 16-18 years old had leamed Lnglish as a

compulsory subject for about 9 years but their language competence was not at the

25

same level For some students, the things they had learned at the secondary school seem to be completely new heir vocabulary was not large enough to understand a shorl and simple passage Over the years working as a leacher of English, T found that many students at this high school tended to got low scores in reading comprehension tests The majority of students claimed that reading seemed to be

most diffeull skill for them to master because of the vanely of unfamiliar words

and the complexity of grammatical structures Moreover, students’ low language Imowledge prevented them from attaining this input skill This discouraged

students’ reading motivation, which was the result of mfrequent reading praclice

and low reading comprehension, Additionally, the main reason, as investigated, is that students were overdependent on reading texts in textbooks as their major source

of reading They did not read much outside the elassroom 1Í they were nol required

by their teachers

In addition, the amount of time allocated to reading is, according to the

syllabus, nol moch Therefore, teachers, in most cascs, hardly use supplementary reading materials rather than those in the textbooks chosen in advance by the

cumnculum, which students can hardly find motivalion to read As a resull, they lose

a chanee to become autonomous readers Teachers often employ the traditional

method of teaching in reading lessons Most of the time, the teachers play the key role in the classroom, baing the main speakers working through the lext The teachers explain new words, new structures even willingly give the answers and evidence to some difficult exercises without waiting for students’ thinking Then the

students are more passive

Those reasons mentioned above motivate for this action research project

3.22 Research participants

The participants are 86 students in two class 12A1 and 1244 of a high scliool

in [a Nam province during 8 weeks of the first semester of the school year 2019-

2020, of whom there are 56 female students and 30 males Students study English

wilh a textbook durmg three classes of 45 minutes and one optional class in the

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morning cach week The studonts participating in the study wore at the age of 17 who started studying Linglish at grade 6 and have quite a full knowledge of

grammar; however, nol many have a rich vocabulary and most often have problem

with reading skill in English When looking into this problem, the researcher found out that students often found it difficult in reading comprehension on the ground

that they do not practice reading outside the class regularly, in other words, students

did not read extensively because they had low motivation for reading Students only read when they were required by the teachers, but most of them did it superficially

The participants of the research may nol represent the whole population of

the students in the school

3.23, Research procedures

The action was condneled during 8 weeks of the firsL semester of sclioal year 2019-2020, Adapting steps in Nunan (1992)’s action research cycle, the action was developed in five main steps as follows:

Step 1: Problem identification

During the process of teaching English for the 12" form students over years,

the rescarcher discovered that most of her students scemed to be weak at reading

comprehension skill They were not keen on domg reading activities, in other words, they did not have reading motivation or they just read when being required

As a result, the students! scores in exams were quite low, especially for questions related to reading texts ‘I'he researcher discussed her concern with her colleagues

and they admitted that their students had the same problems with reading

Moreover, the time for reading lessons in class is not enough to improve reading, which requires students to read extensively to develop their reading motivation as well as their language competences I'his urged the teacher to find a better way to

work with her new classes in the school-year 201 9-2020

Step 2: Preliminary investigation: Use the questionnaire

Ilaving observed and analyzed the studying results over years, especially the fact that only 23.7 % of the students got mark 5+ in the GCSE exam at the end of

the 2018-2019 school year, the researcher found that, in general, the students’

27

English competence is rather low, When being asked what part in the test they worried muosl, ahnosL all o[ thơm found reading questions most challenging Most students honestly revealed that they hardly read outside the class voluntarily because they were not interested and motivated which lead to their obsession with reading and students’ low achievement in doing reading tests

escarcher raised a question for exploration: “To what extent

does extensive reading change high school smdents’ reading motivation?” To

answer this question, a pre-questionnaire was conducted The questionnaire consists

of ten questions These questions are both closed and open-ended ‘the participant was asked to respond to each question first by ticking the given options that were true to themselves Then they were asked to answer (he open-cnded questions by providing the reason for their selected answers (see Appendix 1 for the full

questionnaire)

The participants’ responses were analyzed quantitatively so that information

abont their motivation to read English was oblaimed Tins mfornation was used to inform the action that followed

Step 3: Assumption

The students were unmotivated because some reading tasks in the textbook

Rnglish 12 were unsuilable to their level, the Lopics were tol interesting to them, or

students did not frequently practice reading extensively outside the class Moreaver,

they lack vocabulary and background knowledge whereas time for reading lesson in class is limited ‘They could not completely understand the information conveyed in reading texts, Some students shared that reading skill was the most boring and

stressful for them

To confirm the problems, the questionnaire was given to 86 students in group 12A1 and 12A4 It aims at confirming the hypothesis that students’ troubles are

related to reading motivation with the support of extensive reading

To access siudents’ achievement belore applying extensive reading program,

a pre-intervention questionnaire was given to them to discover students’ reading attitudes towards extensive reading activity

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Step 4: Intervention: Conducting the extensive reading program

Ihe most important step of doing an action research suggested by Nunan

(1992), as presenicd im “Research method” as the mlervention cared out by the

researcher lo achieve the aims of this study, the teacher decided to use extensive

reading program to change students” reading motivation This step of intervention

was cared oul as lollows:

Before the period of implementing the program, the researcher gave students

a pre-intervention questionnaire to find out what they thought of free reading and

whal types and sources of reading materials they were interested in

During the period of implementing the program, students were oriented to the objectives of this study which is to practice reading in English, so students need nol look up every unknown words bul [focus on the content, Besides, students were also given the instructions on how to select supplementary reading materials, read

extensively, write summary and fill out the record Students were suggested

materials for exlensive reading assignment = from thẻ websiles

wwwnewsmnlevels.com, www.tweentribune.com/, www.dogonews.cony ‘Ihese lessons were developed and classified inlo different stages and different topics

Additionally, students were cnecuraged to watch the video and to do more activities

as required The students could begin reading in their free time at school, but no need lo fimsh reading lexis depending on their reading pace Then they could continue their reading outside the class, Thanks to this website with the variety of reading materials and topics, leamers could improve all other language skills

The teacher and the students had one meeting every week at the period for

optional lessons, During these meetings, students were instructed to discuss every text they had read including title of the text, time for reading, the topic and their

assignment al home Students were also required to talk about their problems and

opinion of the reading materials Ihe teacher monitored carefully, shared ideas, pave some advice and encourages students to continue to read whenever they were reo By doing so, the Leacher can check whether the students really do thie reading,

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but should net make any correction A review should be taken after first low weeks and at the end of the extensive reading program for evaluation of its effectiveness

aud suggestions for the adjustment

After the period of implementing the program for 8 weeks, the students received a post questionnaire to write down their own thoughts of the extensive

reading program so bal the rescarcher could sec the effects ol extensive reading on

students’ reading motivation

Table 2: Schedule for an extensive reading program

Funny story Retell the story Say what

you think of the women in the story

2 | Rhino Embryos Nature indanger Summarize the cause of

suggest some possible solution to protect rhinos

3 | Plastics in the Black Sea | Environmental Write a paragraph about the

www newsinlevels.com/# | Pollution situation and solution to

protect the sea

4 | Good News about AIDS _ | Discovery Tiscnss some good news

www newsmlevels com/4 abonl a dangerous disease

5 | What is wind? Weather How can wind both uproot a

www tweentribune.com tree and someone's life?

6 | Why do we love jumk | Dood andhealth Why does it take a lot of

itself is fast and cheap?

7 | Why do we use one hand | Daily life Why are some people left-

more than the other? handed?

www weentribune.com

8 Valentine's Day Is Almost | Celebrations How 1s Valenines Day

Vietnam?

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