Luận văn a study on reading strategy training for grade 11th english majors at binh xuyen high school vĩnh phúc province

Llowever, teaching strategies are still not paid attention at Binh Xuyen high school so as for students to overcome difficulties in this skill school.. With the desire to improve student

VIETNAM NATIONAL UNIVERSITY, HA NOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

——caEAz>—_

TRẢN THỊ KHÁNH

A STUDY ON READING STRATEGY TRAINING FOR

GRADE 11 ENGLISIT MAJORS AT BINII XUYEN HIGH

SCHOOL, VINH PHUC PROVINCE

Luyện một số thủ thuật đọc hiệu quả cho học sinh chuyên Tiếng

Anh lớp 11, trường THPT Bình Xuyên, tỉnh Vĩnh Phúc

M.A MINOR PROGRAMME THESIS

Field: Inglish Language ‘leaching Methodology Code: 601410

HA NOT, 2013

VIETNAM NATIONAL UNIVERSITY, HA NOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

—— cafe —-

TRAN TI KMANII

A STUDY ON READING STRATEGY TRAINING FOR

GRADE 11 ENGLISH MAJORS AT BINH XUYEN HIGH

SCTIOOL, VINII PITUC PROVINCE

Luyện một số thủ thuật đọc hiệu quả cho học sinh chuyên Tiếng

Anh lớp 11, trường THPT Bình Xuyên, tính Vĩnh Phúc

MLA MINOR PROGRAMME THESIS

Field: English Language Teaching Methodology Code: 60 1410

Supervisor: Dr, V6 Dai Quang

IIA NOI, 2013

STATEMENT OF THESIS ORIGINALITY

1, [rin ‘Thi Khanh, certify that the thesis “‘Iraining strategies to 11"" grade

English notemajors al Binh Xuyon high school, Vinh phus province”, partial

fulfillment of the requirements for the degree of Master of Arts is the result of my own and has not been submitted for a degree to any other universities or

inslilutions.

ACKNOWLEDGEMENTS

1 would like to express my deep gratitude to my supervisor, Assoc Prof, Dr

Vo Dai Quimg, for his assistance, guidance and critical comments so thal T can

complete my study

Talso wish to send my thanks to lecturers during the M.A course, who have

helped me to Fulfill the thesis

1 owe my sincere thanks to teachers and students at Binh Xuyen high school, Vinh Phuc province, who have been enthusiastic to participate in my research

Finally, T would like to show my big gratitude to my mother, my colleagues and my friends who have encouraged me to overcome difficulties when 1 carried out

the research.

ABTRACT

Reading is onc necessary and important skill in Icarning English Reading is also the means to gain success in learning other subjects Llowever, teaching strategies are still not paid attention at Binh Xuyen high school so as for students to overcome difficulties in this skill school As a teacher of English, 1 recognized that their results in graduation and university entrance exam are net high at Binh Xuyen high school and frequently complained by other teachers The students felt bored and afraid to cope with reading lessons With the desire to improve students’ reading skill, the author carried out the research on the training reading strategies at Binh Xuyen high school, Vinh Phuc province The purpose of the study was to investigate the cffoct of the training the strategics, give findings and uscful implications in learning and teaching reading

This study consists of three main parts

Fart A, Introduction states the background of the study and the problem Part B is the main part of the study, Development continuing with three chapters in which the

furst presents the literature review and the second describes the study in details and

analysizes the statistics Chapter three focuses on data analysis, findings and

discussions Parl Ở draws conclusions ard shows the limitations and suggestions im

the future studies

‘The rest of the thesis is Part D: REVURENCUS and Part Li: APPUNDICES

iii

TAST OF FABLES

Table 1: Background information about the subjects of the study

Table 2-Numbers of students in score levels according to pretest and posttest results

of the Conirol group

Table 3:Mean and Standard Deviation of Pretest and Posttest according to

categories of test items and overall results of the Control group

Table 4:Numbers of students in score levels according to Pretest and Posttest

results of the Experimental group Table 5:Mean and Standard Deviation of Pretest and Postiest according to

categories of lest items and averull results of the Experimental group

Table 6:Numbers of students in score levels according to Pretest results of the

Control and Experimental group

Tuble 7-Mean and Standard Deviation of Pretest according to vategories of test

items and overall results of the Control and Experimental group

Table 8:-Numbers of students in score levels according to Posttest Results of the

Contral and Fixperimental group

Table 9:Mean and Standard Deviation of Postiest according to categories of test

items and overall results of the Conivol and Experimental group

Table 10: Mean and Standard Deviations of Overall Pretest and Posttest of Control

and Lixperimental group

The number of students

: Vietnam National University

3.Research questions for the studiy

6 Design of the study .ccc:cecscsvsesssersesssrvensvisutstieessnseseiesvete 3

1.1 Learning sữafegies 22 tt 222211 xxree 5

1.1.2 Classification of language learning strategies wad

1.2 Delinition of reading 2c 2n rrrer 6

1.4 Reading strateples 0n seerecrrer 8

LALL, Definition of reading stralegies on are "¬ esti 8

1.4.3 The role of Reading Strategies 13 1.4.4 Reading Strategy Instruction and Primciples for Sirategies Instruction 14

1.4.5 Research om learing, and Ieaching reading siralegles 16

CHAPTER 2: METHODOLOGY

2.1 Setting of the smady 26

2.3.1 Type oŸ method cành nh rHererrirec 37

2.3.3 Data collection Isirulnieilfs co cecnrieerrieeriieerrree 29

2.3.4 Data analysis technniques sec sen "¬¬ BO

CHAPTER 3: DATA ANALYSIS, FINDINGS AND DISCUSSIONS

3.1 Data analysis - - - 33

3.1.1 Comparison of the Prelest and PosLlest, Results wilhin each group 33

3.1.2 Comparison of the Pretest and Posttest Results of Uxperimental group 34 3.1.3 Comparison of the Pretest Results between Control and Experimental proup36 3.1.4 Comparison of the Postiest Results between the Control group and

2 Conoluding remarks on each of the thesis obiectives ¬

2.2 Concluding remarks on objective 2 45

3 Limitations of the study and suggestions for further study 4

3.2 Suggestions for fufure SIHdy son n0 —

Part A: INTRODUCTION

1, Rationale for the study

It is easy to see that reading is one of essential skills at high school First, reading lessons have been systematically introduced together with other skills such as

listening, spoaking and wriling in the English textbook in Vietnam Reading always

begins each unit in the textbook then, listening or speaking and writing, The structures or new words in the reading lesson will continue to appear and be practised in the ollawing sections Second, all regular tests in Frighish class involve reading comprehension questions lispecially, the points for reading questions always make up a large number in graduate or university entrance exams

Roading is also the database that provides knowledge Cor students to enhance their

language learning and improve skills in life When students are provided with a

variety of language expressions, structures and a wide range of information, it is

gasier for them to practise the rest skills such as wriling or speaking Moreover,

reading skill is also useful in other fields of science, for example, when students

have (o study mformation tschnalogy subject or fd out malerials involved tourists, history, cven maths or chemistry in English Students may read wm order to gain

information or verify existing knowledge, do research and so on

Tn addition, reading also develops some skills in real situations in life such as

scanning the timetable when they fly by plane to go abroad or look for information

in TV or magazines in English In other cases, students can read to understand other

cultures, the relationship between people or social communication The more they

read, the more knowledgeable they become ‘therefore, it is crucial for them to read

Lnglish effectively [lowever, English reading is often said to be difficult in spite of

students’ effort The requirement for leachers is to teach their students how 1a

overcome the difficulties, but this is not an easy task

At Binh Xuyen high school, English is a compulsory subject Moreover, for the majors of Fnglish, afler graduation they will have (o take a universily enlrance

exam, However, through observing English reading classes, the author has realized most of the students read texts at low speed They lack strategies to take advantage

of their voeabulary, linguistic or prior knowledge Lo do tasks Besides, the method

of teaching is sometimes not suitable, for example, some teachers translate the texts into Viemamese or explain too many new words, which is waste of time without

dealing with the tasks For alarementioned reasons, il’s necessary for the author to

investigate what strategies should be trained to bring effects and whether the teaching of strategies benefits students’learning of reading or not

2 Aims and objectives of the study

‘This thesis is aimed at gaining an insightful look into reading strategies with a view to improving the teaching of reading skills at Binh Xuyen high school

Objectives are set for investigation:

- Identifying the effects brought about by the 4 reading strategies to the teaching and leaming of reading skills at Binh Xuyen high school: Scanning, Skimming, and guessing vocabulary in eonlexL and Inference

~ Identifying the techniques possibly applicable to the teaching of reading

3 Research questions for the study

The aims are speciticd in two research questions:

1 To what extent does the training of four reading strategies (skimming, scanning, guessing vocabulary in context, and inference) alfect grade 11 Fnglish majors’ xeading learning at Binh Xuyen high school?

2, Tow can students’ abilities in reading be improved via four reading strategies?

4 Scope of the study

‘A learners’ success or failure in acquiring a foreign language can be affected by

many interrelated factors fram both students and teachers At high school, students

learn all Finglish skills listening, speaking, writing and grammar However, this study only focuses on the teaching some of reading strategies at Binh Xuyen high school, and the effects are brought about by those strategies

5 Significance af the study

‘The research is carried out at Binh Xuyen high school with a view to applying roading slralogics and exploring its cffeats Allhough il only focuses on 4 reading strategies for reading, its significance is remarkable Kirst, it touches on reading strategies that is often overlooked in teaching reading at Binh Xuyen high school It highlighls the imporlance of leachiryg strategies in classes With clear evidence from the study, the researcher hopes to encourage students to take advantage of self-study competence and teachers to use creative methods of teaching Second, the study

helps the aufhorteacher understand more about the students’ learning and using

reading strategies at Binh Xuyen high school ‘Third, through a thorough analysis of

the results, the author desires to share ideas and experiences with other teachers in

the school to come up wilh solutions to drawbacks cxisling in leaching Such findings will help improve both the leaming and teaching in reading in the future

Finally, useful implications from this study will be beneficial for further studies

6 Design of the study

‘The study comprises 3 main parts:

Part A is the introduction, which presents the rationale of the study, the aims

and objectives, research questions, the scope and the significance and design of the

by experts and researchers

Chapler two — Methodology — describes how the authors carried oul the

study with the participating of the students (group 1LAIO and HAI) at Binh

Xuyen high school, Vinh Phuc province The process includes administrating the pretest and posttest, teaching reading four strategics and the way of collecting, analyzing data

Chapter three - Analyses and Findings — includes tho analyzing data, findings and the comments for each finding

Part C is the conclusion which summarizes all the mam coments of the

study, reviews objectives, limitations of cuent research and gives suggestions for

further studies

Appendixes with supplementary materials and references are included in

Part D and Part KE.

Part B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW

1.1 Learning strategies

1.1.1 Definition

Learning strategies is the concept discussed much in language research Why

this person studios better, more casily and more clTectively than others? The reason

for this is the use of reading strategies Learning strategies are considered important

to comprehension, learning, or retention of the information

Many researchers describe leaming strategies from different points of view Strategies are considered as “any sets of operations, steps, plans, routines used by

the leamer to facilitate the obtaining, storage, retrieval, and use of information.”

(Wenden and Rubin, 1987) Loarning strategies bevome the means to gain success it

that “Strategies are specilic methods of approachmg a problem or task, modes of

operation for achieving a particular end, planned designs for controlling and

snanipulating certain information.” Oxford (1990-8) also defines language learning

strategies as “specific actions taken by the leaner to make Jeaming easier, faster, miore enjoyable, more self-directed, more effective, and more transferable to new

situations” In spites of amy expressions or terms, language strategies are

acknowledged to facilitate the leaming

1.1.2 Classification of language learning strategies

ification Alderson

Together with the defirition of language strategies is ils cl

(2000) reviews the classification from Rubin (1987:19) in terms of cognitive, meta-

cognitive, and communication strategies as the following:

“Cognitive learning strategics (clarificatiowverification, guessing’ inductive inferencing; deductive reasoning; practice, memorization; and monitoring)

Mela-cognitive learning strategies (choosing, priotilization, planning, advance

preparation, selective attention and more);

Communication strategies Gncluding circumlocution/ paraphrase, formulae use, avoidance strategies and clarificalion strategies)

Social strategies”

(Rubin, 1987.20 passim)

Lee (2010:140) summarizes another classification according to Oxford (1990)

Strategies are divided into direct and indirect ones Direct strategies are “used to

deal with new language” while “indirecl ones do not dircetly involve using Ihe

language, but they support language learning.” Three groups that belong to the

direct one are memory, cognitive, and compensation strategies The indirect

siralcgics also include three groups: mota-cognilive, a{Toctive and social strategies

1.2 Definition of reading

person reads for different, purposes in native language or other second or

foreign languages Reading is considered a daily activity which is integral part of

people, so what is reading?

According lo Harmer (1991-190) reading is a mechanical process in which “cyes

receive the message and the brain then bas to work out the significance of the

message.”

Alderson and Urquhart (1984) confirm “Reading indeniably and incontrovertibly

involves two necessary elements: a reader and a text.” The third element is “the

writer.” Likewise, Nuttal (1996: 11) considers reading as “an interactive process- as

conversation because boll reader and writer depend on cue another.” He

acknowledges that the interaction is of complexity because of no writer's explaining

or facilitating at the time of reading The reader has to find out the meaning of the

text written by the author, Consequently, there scems to be no “complete” concept

of meeting between the reader and the writer

Williams (1984:2) defines “reading is a process whereby one looks al and

understands what has been written.” Reading aloud without understanding is not called reading and requiring students to read what students knows is also considered

“an activily off very limiled value”, hawover, reading aloud is also ineluded in

xeading and is one of activities to practise pronunciation The word “understand” in

the definition is comprehended in a flexible way Ile claims that “This definition of

reading does nol mean that a foreign learner (or indeed any reader) needs to understand everything in a text.” Also, the reader does not simply work with words and sentences in a boring or passive way, but he or she is actively working on the

text He can arrive al understanding without looking af every leHer and word Tn

summary, reading is a process related to understanding written text, but it is not “an

absolute process- understanding nothing or all.” One efficient reader must know

what he/she needs and how he/she does to oblain mearung without reading

everything in the text

The aforementioned defimiions make an effort lo identily what the reading is and what is involved in reading Another term often appearing in studics on reading is

reading comprehension which is presented in the next part

1 3 Reading comprehension

Many studies confirm that the final goal of reading instruction is comprehension and one of the most important goals of skilled reading is decoding and understanding written text However, the decoding and the ability to recognize words in texts are only the beginning stages of reading and reading comprehension (Adam, 1990) The concept of comprehension is explained in a higher level by Grellet (1981), he states thal “Understanding a wrillen lex means extracting the required information from it as efficiently as possible.” Le also shows the examples

in which a good reader will omit unnecessary information and find out what he or

she is soarctring for

Other people believe that reading comprehension is not just a receptive process, It requires many other skills in combination “It implies a complex process

in which the readers identify basic mformalion and are able lo predict, to infer, to

argue and to recognize writers’ points of view.” Diaz& Laguado (2003,p.6)

Pang, Muaka, Bembhardt and Kamil (2003), also states that “Reading is a

complex activily” in the combinalion of related processes: word recognition and

comprehension Word recognition refers to the process of perceiving how written symbols correspond to one’s spoken language Comprehension is the process of

taking sense of words, sentences and connected lext Readers typically make use

of background knowledge, vocabulary, grammatical knowledge, experience with text and other strategies to help them understand written text.”

Farris and Hodges (1995) suggest that reading comprehension is “the

construction of the meaning of a written text through a reciprocal interchange of

ideas between the reader and the message in a particular text” Aebersold (1997: 15)

also emphasives (wo “onlilics” in the reading process; Ihey are the toxt and the

veader, He adds that “the meaning the reader gets fiom the text may not exactly the

same as the mearung the writer wished to convey Because of influences from “the family, community, aptitude and other personal characteristics”, consequently,

“reading comprehension differs from one reader to another.”

Combined from the all defimlions, reading corupreicnsion can be defined as “a

fluent process of readers combining information from a text and their own background knowledge to build meaning The goal of reading is comprehension ”

(Anderson, 2000, p.68)

iratepies 1.4.1 Definition of rcading strategies

Barnel (1998) considers reading stralegies as the menial operations which

happens when a person reads effectively and makes sense of the meaning Alderson (1999-70) argues that strategies like “deliberate action that leamers select and

control lo achieve desired goals or objectives” (Winograd and Hare, 1988, p.123)

He highlights the “active role” of the readers in using, cffoctively in obtaining

“desired results” Llowever, reading strategies are not considered “a single event” bul “a sequence of activities” and it is not hoped they can meet demands of getting all but only “some of the sequence”

In terms of monitoring text comprehension that refers to the readers’ “constantly checking lo see if the stralogics they arc using”, Smith (1988:3) states thal

“strategies that build comprehension focus on how the text progresses and the ameaning of the text as it builds sentence and paragraph by paragraph.”

Tn reading research, reading strategies may be confusing lo be understond in

comparison with reading skills It 1s said that they are used interchangeably and mutually supportive Strategies support skills, so they are placed in “complementary relations” Skills and stralgics also refer 10 the development in progress “e.g (isl

phonics skill then the comprehension strategies.” Smith (1988:364), Ilowever, a group of researchers such as Afflerbach, Pearson, and Paris (2008: 365) who try to

amake a distinction claim that skill is relaled to the “proficiency of a complex act”

and strategies refer to “a conscious and systematic plan” Skills come from

earning Wbrough practice” bul strategies from “constructive, self-controlled theories of information processing.” They also show that using skills and strategics

depends on students’ knowledge 'hey tend to use skills when their tasks are easy

and “their knowledge is strong” while stralogics are used when they de not have

enough knowledge to confront a difficult text A number of distinctions are listed:

“Skills make up strategies.”

“Strategies lead to skills.”

“Skill is the destination, strategy is the journey.”

“We learn strategies to doa skill.”

“Skills are automatic, strategies are effortful and mediated”

“We use strategies as tools.”

“Strategies that work require a skill set.”

“We have to pay attention in Icarning skills, but eventually we use them automatically.”

“You don’L funk about skills, and you do think aboul strategics.”

Hudson (2007:105) says: “Other researchers restrict reading skills to automatic

processes and contrast those to the view that strategies are conscious and deliberate

vopair stratogies” He also cites the differences between skills and strategies by Paris

Walsik and ‘Turner (1996):

“kills refer information- processing techniques that are automatic, whether at the level of recognizing phoneme-grapheme correspondence or summarizing a story Skills are applied to text unconsciously for many reasons including expertise, repeated practice, and compliance with directions, luck, and naive use In contrast,

siralcgios are aclions sclecled delibcraicly to achieve particular goals An emerging

skill can become a strategy when it is used intentionally Likewise, a strategy can

“go underground” and become a skill Indeed, strategies are more efficient and

developmentally advanced when lhey become goncraled and applied autouralically

as skills” (Paris et all 1996; 610-11)

All the distinclions help make the definition of strategies clear and in the next pat, classification of reading strategies is presented

1.4.2 Classification of Reading strategies

Grellct (1990) provides 3 groups of techniques:

Sensitizing: Inference, Understanding relations within the sentences, linking

sentences and ideas

According to Ur (1996), an effective reader

- Concentrate on reading and is involved with the author’ logic, word usage

and ideas

- Read with goats in mind

- Visualize what is being read

- Associated new ideas with old ones through comprehension and retention

- Know most of the vocabulary

10

- Can guess many word meanings form senteneos around the unfamiliar

words

- Used the dictionary to dolermine meanings of key and for technical words

- Use critical, logical meaning to access and apply new ideas

- Summarizes new knowledge in own words

- Use review methods with Lexls

- Integrates new ideas, fact and theory into knowledge already acquired about the subject

- Read in phrases and thought urnts , nol word by word

- Always previews material before reading

- Learn and can apply main ideas and find details as they relate to main ideas

- Make use of boll inductive and deductive reasoning

- Locate thesis statement, topic sentences, generalizations

O'Malley and Chamot (1990) classify reading strategies into cognitive, meta-

cogmilive and sovial/ affective Some items such as “Clarification or verification,

guessing or inductive inferencing, deductive reasoning, practice, memorization, and

monitoring” belong lo cognilive stralegies Other wems hike “a conscious overview

of the leaming process, making decisions about planning, monitoring, or

evaluating” are included meta-cognitive strategies

Alderson (1999:82) also gives the lisi with 24 stralegics im while reading that is

classified into three different groups: cognitive reading strategies, meta-cognitive reading strategies, and compensating reading strategies:

Cognitive Reading Strategies

1 Predicting the content of an upcoming passage or section of the text

2 concentrating on grammar to help you understand unfamiliar constructions

3 Underslanding the main idea to help you comprehend the entire reading

4, Uxpanding your vocabulary and grammar to help you increase your reading

5 Guessing the meanings of unfamiliar words or phrases to let you use what you already know aboul English

6 Analyzing thome, style, and conneetions to improve your comprehension

7, Distinguish between opinions and facts in your reading

8 Breaking down larger phrases ilo smaller paris to help you understand difficult

passages

9 Linking what you know in your first language with words in English

10 Creating a map or drawing of relatcd ideas to enable you to understand the

relationships between words and ideas

11 Writing a short summary of what you read to help you understand the main

ideas,

Meta-cognitive Reading Strategies

12 Setting goals for yourself to help you improve areas that are important to you

13 Making lisls of relevant vocabulary to prepare lor new reading

14 Working with classmates to help you develop your reading skills

15 Taking opportunities to practice what you already know to keep progress steady

16 Fvaluating what you have learned and how well you are doing to help you focus

your reading

Compensating Reading Strategies

17 Relying on what you already know to unprove your readmg comprehension

18, ‘faking notes to help you recall important details

19 trying to remember what you underslard form a reading to help you develop

better comprehension skills

20 Reviewing the purpose and tone of a reading passage so you can remember more effectively

2 Picturing scenes in your mind to help you remember and understand your reading

22 Reviewing key ideas and details to help you remember

23 Using physical action to help you remember information you have read

9A Classifying words inta meaningful groups to help you remember them more clearly

An another classification with ten strategies relating to bottom-up procedures, and

others to top down processes is proposed by Brown (2001) :

1 Tdentily the purpose of readirys (clearly identify the purpose in reading something

s0 you will know what you are looking for),

2 Use graphemic rules and pattems to aid bottom-up decoding, especially for

begirming level learners;

3 Use efficient silent reading technique for rapid comprehension (for untermediate

to advanced levels)

4 Skim the text for main ideas (quickly rurming one’s eyes across whole text for its

gist) for prediction;

5 Scan the text for specific information (quickly searching for some particular piece

or piccas of information ina tex!)

6 use semantic mapping or clustering (group ideas meaningful clusters, helps readers to provide some order to the chaos)

7 guess when you aren't cortain (guess a meaning of a word, guess # grammatical

selationship, guess a discourse relationship, guess a discourse relationship, infer implied meaning, guess about a cultural reference and guess content messages)

8 analyze vocabulary (look for prefixes, lock for sutfixes, look for roots that are

familiar, look for grammatical contexts that may signal information, look at

semantic conlexL for clues)

9, Distinguish between literal and impled meanings;

10 Capitalize on discourse markers to process relationships

1.4.3 The role of Reading Strategies

Reading strategies play an important role in reading comprehension They are considered as centered in learning process to gain success and nowadays mare and

more ailention is paid Lo them Tt is the reason thal Anderson (1999) slates “recently, there has been a shift in attention from a focus on the product of reading (such as a

score on a reading comprehension test) to an emphasis on determining the strategies

thal readers usc im various reading conlexLs

Various studics on reading strategics show that reading strategics can support students’ reading comprehension (Cohen, 1998, Chamot, 1999) Researchers

acknowledge (hat [ficient readers know how to oporale (heir reading slaicgies ta

achieve success while poor readers lack the development of reading, strategies O'Malley & Chamot (1990) also add that students using strategies perform better

in reading than that of students who are not provided with reading stralegics

instruction Moreover, according to (Allen, 2003; Rubin, 1987), reading strategies

activate autonomic independent learning In the reading process, students can do self-direct their learning or reading

In summary, reading strategies facilitate reading process and enable readers to construct meaning from the text effectively They direct readers on the right track

and discover the reasons why they are poor reader or how they can do to improve

reading comprehension

1.4.4, Reading Strategy Instruction and Principles for Strategies Instruction

Anderson (1999) confirms that “leaching readers how to use strategies is a prime

consideration in reading classroom.” It may be the reason why in the past decades,

so many sladies explore the teaching in reading strategies with the hope to enable students te cope with difficulties and unprove thei reading abulitics

Ina study, a group of authors such as Shohreh Raftari, Keivan Seyyedi, and Shaik

Abdul Malik Mohamed Ismail Harp( 2012) who have reviewed studies on readin,

strategies instruction draw conclusions that the teaclung strategies are “always useful” Ilowever, “its usefulness varies according to different factors such as the

teaching methods and the leamers’ personal variables.”

Using reading strategies are necessary and powerful to an efficiem reader, but to help students become such good readers, strategies instructions must be considered

The principles or how strategy astruclions are delivered im elective way are

discussed, Garner (1982, cited in Anderson, 1999) “emphasizes that low-

proficiency readers need guided practice if strategy training is to be successful

Such training ean cmphasizes the “when” and “why” of stralogy usc al least as

14

such as the “what” Anderson pays close attention to the role of teacher in teaching

strategies [le states that “teacher explanation is an intergral part of success in

learning how Lo vorily stralogy use.” Some clements are shown clearly by Winogard

and Hare (1998, cited in Anderson, 1999): “(1) what the strategy is, (2) why the

strategy should be leamed, (3) how to use the strategy, (4) when and where the

stratogy is to be learned, and (5) how Lo evaluate the use of the strategy.” (p.71)

In addition, Hudson (2007) shows a variety of studies on second language strategy and comes to conclusion that the training must depend on “second language

alnhty and the depth of the inning” He also argues that instruction is only become

the most effective when the instructor:

1 carefully explains the nature and purpose of the strategy

2 models ils usc through reading and Uninking aloud

3 provides ample practice and feedback for the students

4, reminds students of the benefits of strategy use and encourages the independent

transfer of these skills lo new learning situation

5 provides a contem base so that strategy fearing is embedded in authentic

purposes

Other his implications for instruction are the instructional time for direct-strategy

instruction and modeling available for strategy instruction to be effective ‘The

stralogics need lo be taught in “a sufficient duration (or the training to be olfective”

The stuategies taught must be “determined through task analyses of strategies

needed.” They are suitable enough for students to do, not too difficult or not tao

easy Finally, strategies “should be presented over a number of contexts with a

variety of texts.” (p.136)

Yang (1995, p.6, cited in Shang, 1996, p.24) generalizes steps as follows

1 Diagnosis: Developing students’ awareness toward different stralegies;

identifying and assessing students’ current strategies through observations

questionnaires, interviews, diaries, self-report surveys, think-aloud procedure, ete

2 Preparation: Explaining the concept and importance of Icarning stratcgics; providing students with knowledge about language leaming strategies and

information on motivation and belief!

3 Instruction: Providing direct and informed instructions on learning strategies through explanation, modeling, practice, and integration; and providing different

praclice opportunitics with various learning lasks

4, Evaluation: Helping students evaluate their own strategy use, evaluating the whole strategy training and revising the training component if necessary

1.4.5 Research on learning and teaching reading strategies

1.4.5.1 Research on teaching reading strategies

Barnet (1988) investigates the relationships among reading strategies and perceived

siralogios usc on reading-cormprchension in a two-part stndy He firstly looks al he

strategies use, and secondly looked at the effect of a teaching intervention designed

to help students develop more effective reading strategies before, during and after

yeading The resuills indicales that studerts had belter reading comprehension with

use of reading strategies through context ‘Ihis study may show the importance of

quality and intensity of the strategy mstruction

Kern (1989) has shown the effects of strategy instruction on the study “the effects

of strategy instruction on the reading comprehension and inferential ability of

iennediate level French students” The study focuses not only om whether direc!

strategy instruction is effective, but also whether it is differentially effective depending upon second language reading ability, The subjects are fifty-three French

students in the third semester, divided into two groups The experimental group

xeceives explicit strategy instruction in reading while the Control group received the normal course without the strategy training The results indicates there is a

statistically significant difference in comprehension between the Experimental

group and the control group

Recently,the authors, Shohreh Raftari, Keivan Seyyedi, and Shaik Abdul Malik

Mohamed Tstail Hamp (2012: 26) have lisied a vanety of studies around the world:

16

Lions (1985) explored in the influence of teaching EFL reading on the progress of students in academic reading classes of a university preparation course, comparing

iwo differen methods of reading imstruclion, , “raditional” and “lext-strategic”

Hamp-Lyons (1985) and Kern (1989) found that students who had strategy trainng

did better in reading than who did not having strategy training

Carell, Pharis and Tiberto (1989) and Pappa, Zaftrepoulou and Metalliou(2003)

also found that learners who had waining on using semantic mapping and

ametacognitive strategies outperformed those

Auerbach and Paxton (1997) conducted a study to apply 1.2 teading research findings in an ISL course classroom of non-proficient readers to discover the effects of new reading strategies on the students’ comprehension performance

Farrell (2008) did rescarch on roading strategies, argued thal effective reading

strategy training needs to include two key meta-cognitive factors: 1) knowledge of cognition 2) regulation of cognition

Taylor, Sloven, and Asher (2006) alter their mela-anulysis of reading strategy

instruction studies concluded that teaching of reading strategies influence the improvement of 1.2/ FT proficiency

These studies contribute to pedagogic implications in teaching readings strategies

and become data for ongoing research

1.4.5.2 Research on learning reading strategies in second language learning

Padron and Waxman (1988) conducted a study on the reading strategies of young TFL readers The purpose of this research was to identify the strategies the students felt that they used The population of the study was 82 third- fourth-, and fifth-grade

Hispanic KFL students ‘They were asked to complete a questionnaire with 14 items

on reading strategies and two standardized reading comprehension tests in order ta

identify which strategies they fell that they used and to examine the relalionship

between the self-reported reading strategies and reading comprehension Padron and Waxman found out seven of the strategies positively related to students” reading :

1 Summarizing in writing

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tạ UUnderlining important parts of the story to sec iÝ everything is remembered Self-generated questions

Checking (rough the story to see if everything ix remembered

Asking questions about parts of the story not understood

Anderson leams from his data that successful second language reading comprehension is “not simply a matter of knowing what strategy to use, but the

veader musl also know how lo use it successfully and know low to orchestrale its

use with other strategies It is not sufficient to know about strategies, but a reader aust also be able to apply them strategically” (Anderson, 1991:19)

Similarly, Kern (1989) states thal there are good and bad uses of the same stralegy,

and that the difference between a “g00d” use and a “bad” use of the same strategy is

in the context in which they are used, how they are used and how they inleract with

other stratogics In other words, the differences are how the strategics are

“operationalized”

The group of researchers: Shohrch Raflari, Keivan Seyyedi, and Shaik Abdnl

Malik Mohamed Ismail Hamp (2012:29) also bring back useful result from systemizing studies on reading strategies, Investigating a wide variety of the training and using strategies by both native and non-native language readers around the world, the authors classify them into 10 categories:

A successful and unsuccessful readers’ strategies

B reatling strategy mstruction oulcomes

C factors affecting the use of reading strategies

D reading strategies of natives and L2/FL readers of the same language

FE reading strategy use and reading comprehension

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F reading strategics of FL readers and L2 readers

G reading strategies while reading in the first language vs reading in L2/'L

HL frequency of stralogy usc and readers’ preferences

1 which strategies suit which readers

J using the first language while reading FL/ SL

The authors draw to the must imporlan! conclusions:

“First, successful readers use reading strategies more actively and make use of a greater variety of strategies and

Second, explicit reading slralegy instruction is always useful: though, ils

‘usefulness varies according to different factors such as the teaching methods and the

learners’ personal variables.”

Tu Viotnam, there are a huge number of studies on reading stralegies in different

areas and aspects by both lecturers, and professors at universities or MA students

Recently, two authors Nguyen Thanh Duc and Trinh Hong Tinh has investigated

the three most irequently used cognilive-netacognilive stralegies in reading process

xesponded by 196 Can ‘Tho Unitversity Hnglish-majored students through the questionnaire The authors discover the level of frequent use of the reading

strategics From the results, the authors suggest the applying meta-cognitive

strategies in reading so that they can improve their abilities and become successful

language learners

in addition, the major of MA students’ studies focus on difficulties or the use of

strategies in learning and teaching in reading classes For example

- A study on difficulties in reading English for Electrical and Electronic

Engineering at Vinh Technical ‘Yeachers’ trainmg university by Pham Hai

Yén(2008)

- Difficulties im teaching reading comprehension with the new Fnglish “Tieng Anh

10” (the set of standard textbooks to the 10th form students )at Ke Sat Lligh School

by Va Thi Thu Ha(2010)

There are also studies investigating the effect of training stralogies like:

- Improving students’ reading comprehension through predicting strategy

instruction: an action research at Cao Ba Quat Upper Secondary School by Hoang Thi Kitn Que(2011)

However, a few of people have done research on the effect of the integrating a number of strategies to train students at high school Moreover, in most of the

studies mertioned above, the aulhors just used questionaires and imlerviows for

teachers and students a3 a means of data collection Not many of them conducted

the quasi-experiment which is said to be helpfil to get more accurate and

trustworlly information,

1.4.5.3 Research on four strategies: skimming, scanning, guessing vocabulary

in the context and inference

1.4.5.3.1, Four strategies: skimming, scanning, guessing vocabulary in context

and inference

Skimming

According to Nulall (1996), “whon skimming, we go through the reading

material quickly in order to get the gist of it, to know how it is organized, or to get

an idea of the Lone or the intention of the writer.” Nutall (1996) states that skimming

is the ‘process of rapid glancimg through a text cither to search for a specitic pices

of information (a name, a date) or to get an initial impression of whether the text is

suilable for a given purpose’ (p 49) Likewise, Brown (2001: 308) adds “Skimming

gives readers the advantage of being able to predict the purpose of the reading text, the main topic, or message, and possibly some of the developing or supporting ideas.” In summary, skimming is important for speedy reading to know the purpose, the topic, organization of the text, readers read for general sense but not for the meaning of every word or detail

Scanning

Grellet (1981) considers scanning as the way of “quickly going through a text to find a particular piece of information” Having the same ideas, Williams (1984:100), stales thal “Scamming oceurs when a reader goos Unrough a loxt very

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quickly in order to find a particular point of information.” He also indicates the cases in which scanning may be performed “indexes, dictionaries, maps,

adverlisomenis, labels, reference material, ” Roth scanning and skimming are helpful to read quickly but they are different in some ways When scanning, we

“only try to locate specific information and often we do not even follow the linearity of the passage to do so We simply let our eyes wander over the texl umiil

we find what we are looking for, whether it is a name, a date, or a less specific piece

of information.” Grellet (1981: 19)

Guessing the words [rom the context

Aldelson (1999) emphasizes the role of vocabulary in reading process Lle reports many results from other researchers “Lack of adequate vocabulary as one of the

obstacles to lexL comprehension” (Levine and Reves, 1990, p.37) Grable (1991)

stresses the important role of vocabulary as a predictor of overall reading ability

‘More specifically, how to leam is discussed by Nation (1990) and Alderson (1999) Nation (1990-1) emphasizes “a systematic and principled approach to vocabulary by

both the teacher and the leamer” and instructions are “effective” when the teacher

“makes informed decisions” about how to leach vocabulary He also suggests his

own way of teaching vocabulary in reading “basic vocabulary should be explicitly

taught and L2 reader should be taught to use context to effectively guess the ameanings of less frequent vocabulary.” Anderson (1999) cites 5 steps to guess the

words proposed by Clark and Nation (cited in Nation, 1990 162-63)

“Step 1: Look at the unknown word and decide its part of speech Is it a noun, a verb, an adjective, ar an adverb?

Step 2: Look at the clause or sentence containing the unknown word if the

unknown word is a nowt, what adjectives describe it? What verb is it near? That is, what does this noun do, and what is done Lo i? Tf the unknown word is a verb, what

nouns does if go with? Is it modified by an adverb? If it is an adjective, what noun does it go with? If it is an adverb, what verb is it modifying?”

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Stop 3: Look at the relationship between the clause or scntence containing the unknown word and other sentences or sentence containing the unknown word and other sentences or paragraphs Sometimes this relationship will be signaled by a conjunction like “but”, “because”, “if”, “when”, or by an adverb like “however” or

“as a result” Often there will be no signal The possible types of relationship

alion, and

include cause and clfect, contrast, imclusion, time, exemplifi

summary Punctuation may also serve as a clue Semicolons often signal a list of inclusion relationships; dashes may signal restatement Reference wards like “this”,

“that” and “such” alsa useful information

Step 4: Use the knowledge you have gained from Steps 1-3 to guess the meaning of

the word

Stop 5: Check that your guess is correet

a See that the part of speech of your guess is the same as the part of speech of the unknown ward If it is not the same, then something is wrong with your guess

b Replace the unknown word with your guess If the sentence makes sense, your

guess is probably correct

c Break the unknown word into its prefix, rool, sullix, if possible, If the meanings

of the prefix and roct correspond to your guess, good If not, lock at your gucss

again, but do not change anything if you feel reasonably certain about your guess

using the vontex

d Using the dictionary could be (an additional) way of checking

Alderson also highlights the crucial role of perceiving the meaning of prefixes, suffixes, and roots This is considered as a “strategy to guessing the meaning of unfamiliar vocabulary.” (p.27)

Aebersold (1997) asserts that “Guessing the meaning of a word from the other

words around if, the context, is perhaps the most useful vocabntary skill that readers

can have ‘Ihe ability to use the words and information around an unknown word in

order to guess, or infer, what that word means in a general sense will serve students well in almost every reading siluulion.” (p.142) He considers vocabulary in pre-,

during- and post- reading In addition, he claimed that the number of unknown words in a text depends the level of language proficiency and the role of the teacher

is “lo have knowledge of stralogics available lo readers [or use during reading, and

they need to promote the understanding and use of these strategies in the L2/L reading classroom”

Inference

Inference is a difficult strategy that “causes discouragement and apprehension

in students when they are faced with a new text” Gellet (1981:14) Ile adds

“inferring means making use of syntactic, logical and cultural clues to discover the

meaning of unknown elements If these are words, then word-form and derivation

will also play an important part.” To cope with inferring of unknown elements,

readers need to understand relations wilhin the sentence and linking sentences and

ideas

Nuttall (1996) considers the inference of meaning from context as a “powerful

aid lo comprehension” In addition, il is interesting for students lo Jean beeause it

arouses “intelligence” Although if “challenges” readers’ knowledge, it still can be

understood because the readers do not need to “fully understand” (1.72) To deal

with the difficulties, readers need “schemata” whieh is the knowledge about the

world used to guess Le points out some items that related to the inference of

meaning from context such as clucs and lexical density “TT the context, does not

offer enough clues, it is unproductive, inference is impossible” or if the sentence

need inferring contains other new words, it is difficult to make inference because of

increasing “uncertainty” Nuttall also generalizes inference in the broader meaning, not only being used to get the meaning of the words when he said that “inference can often be used to reconstruct the writer’s unstated presuppositions It can also be

used for a different, purpose: when the writer sxpecls the reader to draw certain

unstated conclusions from facts, points in an argument, etc in this case, the reader has all the evidence required, but is expected to take the final steps himself In practice the division between these uses of inference is nol always elear.” (p.114)

Inference is considered “an essential skill, but a tricky one because often it is not

clear how much the writer expects us to infer” (p.115)

1.4.5.3.2 Research on skimming, scanning, inference and guessing word

meaning from the context

Many researchers conduct a variety of reading strategies that are related to 4

straicgics and find out the resulis representing their own setlings or comiloxts

However, in the scope of this study, the author only mentions some studies in recent years First, in one study, Flora Debora Moris Marsha (2009) shows the specific

results of wrong answers from students To skimming, 42, 5 % of respondents’ Lotal answers was incorrect lor inference, there were 70 % of the wrong answers lie

concludes that vocatulary skill is the third most difficult reading skill for these

respondents Fnference from ventext skill is also one of imporlant word atlack skilk

and few of the respondents are successful in guessing word meanings from the context However, when scanning, the students do not have trouble like other skills

because il might (hey Have been taught lo use it in all reading classes

Jn terms of each strategy, first, inference, Plulips (1987:17) discovers that reading

proficiency “may compensate im instances where there is insufficient background knowledge, however, whether one had sufficient background knowledge or not

makes little difference in overall performance when the level of reading proficiency

is low” Another interesting point is hat “adull readers have a greater breadth and

depth of understanding of reading comprehension than do the young reader” This is the results of many years of reading, and the problem for educators is to find out

which strategies to teach younger learners In another study, Attaprechakul (2013)

lists some factors related to inference such as “Explicit Main Idea, Lexicon, Syntax,

Summary of the Section, Discourse, Style and Tone, Implicit Main Idea” Ile

believes thal to promote efficienl reading needs inference strategies He

recommends Linguistic ability, Automatic Processing of Text, the Reader’ Prior

Knowledge as well as Training in use of strategies as factors to solve the problem

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The same conclusion from both studies is that the training of inference strategy is

necessary

Another study on “How 1o improve Sixth Grader’s Reading compretonsion

through the Skimming techniques” by a group of authors: Sandra Calderon

Agudelo, Ligia Milena Carvajal Avila, Anna Yamile Guerrero Lopez (2007),

explores different inloresting aspeols and give some uselul implicalion They

discover that their students liked this technique and found it easy and understandable They could understand the whole meaning of the key words or the

tex in an effective way In addition, 75% of students said that the activity was

“excellent”, Skimming led them to “become proficient readers.” (p 31)

As far as guessing vocabulary is cancemed, in a study on “Guessing the Meaning

of Words From conlext’ How and why”, the aulhor Cagin Tugrul Mart (2012)

comes to conclusion that vocabulary plays an important role in helping students

read fluently, so it must be paid attention, but “New words presented in isolation are

hard lo learn but words in conlex( help earners to deduce meamng from context and

leamers see how new words are used grammatically in a sentence.” Other authors

such as Ahmad Ayman Mokhtar and Rafival) Mohd Rawian (2072) show the

limutations of guessing words in context First, guessing vocabulary is usctul for

reading but students need practicing vocabulary to enhance their knowledge In

addition, if a text contains loo many unknown words, hey become frustrated

Therefore, they claim that reading develops vocabulary but it “must be

accompanied with exercises or activities that focus student attention on the

'words "(p 402)

CHAPTER 2: METHODOLOGY

2.1, Setting of the study

Students

Students grade 11 at Bmh Xuyen high school participated in this study There

were 10 classes with 30 students, 2 classes of which included Lnglish majors

Students in these two classes would take a university entrance exam Therefore,

their English program was also different from the others, ‘They had 5 periods per week for studying Lnglish while the others only studied in 3 periods They started

English from the first sermesler al grade 10 and would finish the sixth one al grade

12 at Binh Xuyen high school, Students worked with only textbook in 3 periods, and 2 periods with materials provided by the teacher in optional lessons Hach

period comprised 45 minutes

‘Textbook and Materials:

Students worked with English 11 based on the new national curriculum and

approach (Jearner-cenlered and cormmunicative approach wilh task-based teaching)

In the textbook, there are 16 units with diverse topics related to 6 topics: You and

me, Fducalion, Communily, Nature, Recreation, and People and Places 5 sections

were included in a unit: Reading, Speaking, Listening, Writing and Language

Voous Because they were Linglish majors, they were assigned extra exercises,

dilTerently designed lessor plan to practise The aim of the textbook was lo provide

iowledge and necessary skills of a foreign language speaker

The study were conducted from when the participants were in the second semester when they already had had knowledge about basic structures as well as vocabulary

in textbook of grade 10 and 11 ‘Therefore, the author found that it matched with the

abjectives of the learning program and students’ levels of proficiency

26

Facilities

‘The school was equipped with a library and a multimedia room for leaming

Faglish However, English materials in (he Hbrary were limited There were only

English books for exams, not for extensive reading

‘Teachers:

There were 8 teachers of English leaching in 30 classes at Binh Xuyen high

school, ‘Iwo of them weve at the age of above 30 years old, the rest were under this age All of them had studied English as their major at pedagogical universities

2.2 Restatement of research questions

‘Two questions are above-mentioned in the introduction

1 To what extent does the training of four reading strategies (skimming, scanning,

inference, and guessing new words in conlext) affect grade 11 Fryrlish majors’

reading leaming at Binh Xuyen high school?

2 How can students’ abilities in reading be improved via four reading strategies?

2.3 Research methods

2.3.1 Type of method

Why is quasi-experimental research used?

The rescarcher chose it because of some reasons Furst, it could “explore the

strength of the relationships between variables” and “an appropriate way of

gathering: data” Nunan (1992:25) The second reason was that the sludy was suitable

to the characteristics of the experimental research ‘There are three designs in the experimental method: true -experimental, quasi-experimental and pre-experimental The differences are the designs of control group According to Nunan (1992-41), the

pre-experiment “may have pre- aud posttreatment tests, but lacks a control group

The quasi-experiment “has both pre-and posttests and experimental and control

groups, but na random ignment of subjecis” The irue- experiment “has both pre and posttests, experimental and control groups, and random assignment of subjects.” The subjects of the study had already been assigned before the treatment

Tn addition, the number of students in wo classes was nol changed or moved, sa il

27

contributed to the increase in the external validity Extrancous variables were also

controlled prior to the experiment such as the gender, the group size, the age, and

‘Rnglish proficieney The scarcher saved a lot of time in managing the groups

Finally, all the participants were Vietnamese of the same age They lived all over areas around Binh Muyen high school, so they were said to be at the same level of sovial and cultural background Moreover, their Friglish proficiency was the same according to their scores in the placement test they had done With above

mentioned rationale the quasi-experimental research was suitable, and feasible to be chosen

Variables:

Independent variable: Four strategies

Tn this study, the Control group learned with traditional activitios in reading provided by the teacher in a reading lesson Meanwhile the Experimental group was explained four strategies and supplied materials to practise reading exercises The

independent was considered to be the cause of changes in the values of the

dependent variable

Dependent variable: Students’ scores in reaching

The students’ reading comprehension proficiency was reflected im the reading,

comprehension test administered in both pretest and posttest

Tnlervening vanbles such as learners’ age, gender, personality, prior knowledge, motivation and attitudes, belief and leaming strategies, leamer language proficiency, society and education, and teacher might appear Ilowever, it was assumed that these factors randomly distributed in both groups and the influences

on the data seemed to be equal

2.3.2 Population sampling

This research was conducted with 60 students major of Enghsh in two ol:

‘There were 40 females and 20 males ‘They were studying the second term of the

choosing students at grade 11 First, as these students were the ones who I had been directly teaching, so | could have favorable conditions to carry out all the steps of the research process Second, they had experienced 1 year al Birk Xuyen high school and they had some proficiency in English at high school

Table 1: Background information about the subject of the study

Third, regarding English background, all subjects had studied English for 4 years

in lower-secondary school before upper-secondary school Although they had one year with Linglish at upper-second or high school and all of them planned to take university entrance and final exam, they were reported to face with lots of

difficulties in reading skill The results of testa at the previous grade were

discouraging and which were often complained by the teacher Many students got

bad marks: English reading skill scores were estimated to be low

Tn this study, the subjects were divided into 2 groups: class 11A10 (the

experimental group, N= 30) and the control group (N=30) Both groups took the

pre-and post- reading comprehension tests The experimental group received a S-

weck reading strategics training course while the control group received regular seading training

2.3.3 Data collection instruments

In this study, the author uses pretest and post test to investigate the effect of 4

strategies taught

Only one test is uscd for both pretest and posttest The ralionale for using the same

test as suggested by Song, (1998) was:

1 Tt assured the exact comparable test and helped avoid the problem of equating

different forms of pretest and posttest

2 Students were not given answer keys afler doing the lest, so even if they

remembered how they had answered the first time they did not know whether their

answers were correct or not

3 Any ellects duc lo the tes! would be compared between the two groups

4, It ensures test reliability

The values of the dependent variable were measured by scores of both Control

and Experimenial groups in pre and postlesl The lesl scores were calculated and

compared by a t-test after the treatment

The test was based on standardized tests of TOEFL (Milada Broukal (2004)

Pelerson’s 2002 TORFL Flash Reading NXB Tré) which was adapted (rom TORFT

Test Assistant Before the test, the researcher consulted a group of teachers with

many years teaching English to identify the level that is suitable to the students

Thore were SO mulliple-choice questions in the test focusing on four stralogics

tested: skimming, scanning, inference and vocabulary Hach text contains the

number of words that salisfted wilh the requirement for the level of students according to the national curriculum (230-270 words for students at grade 11}, There

was 7 inference questions and 5 skimming questions (main ideas / topic); 17

scanning questions and 21 vocabulary questions Rach correcl answer gained by

students was mark 0, 2 The time allowance for each test was 55 munutes

2.3.4, Data analysis techniques

The teacher delivered instructions while training 4 strategies and observed the

students’ behaviors

For the statistical analyses of the data obiained, the Statistical Package for Social

Science (SPSS) was used T-test were used to compare mean scores of readin, comprehension between the two groups and within each group itself at the

‘beginning, and end of the study

30