04051001986 An exploratory study of explicit instruction on reading strategies in a secondary school in Bac Ninh = Nghiên cứu khám phá về dạy chiến lược đọc hiểu tại một trường trung học cơ sở ở Bắc Ninh
INTRODUCTION
Rationale for the study
Reading comprehension is a vital element of any language and literacy program, often described as "the essence of reading" (Durkin, 1993, p.4) and "the heart of reading" (Moore & Hall, 2012, p.24) It serves as "the central driving force for reading" (Leu), highlighting its crucial role in developing reading skills and fostering effective communication Prioritizing reading comprehension strategies is essential for improving literacy and supporting learners' overall language development.
Despite its crucial role, reading comprehension instruction remains overlooked and underemphasized in English language learning classrooms However, recent research highlights the significant benefits of teaching reading comprehension strategies, with scholars like Harvey and Goudvis (2007) and Pressley (2002) emphasizing their effectiveness in improving students’ understanding of texts.
Reading comprehension strategies are defined as conscious practices and tactics that readers use to understand text, with Snow (2002) highlighting that it involves extracting and constructing meaning through interaction with written language Researchers advocate for the direct, explicit, flexible, and systematic instruction of these strategies, as emphasized by Duke and Pearson (2008) Explicit instruction is regarded as one of the most effective teaching tools and is considered essential for teaching the core components of reading (Archer & Hughes, 2011) Torgesen (2004) describes explicit literacy instruction as a comprehensive approach that ensures all necessary skills and knowledge are explicitly taught, leaving no room for assumption Among various models, explicit instruction is recognized as one of the most powerful methods for effective reading education (Fielding, Kerr, & Rosier, 2007).
There is a significant lack of research on reading instruction in Vietnam, especially regarding explicit teaching methods for developing reading skills This gap raises important questions about the specific types of instruction teachers are currently using in the classroom Understanding effective reading instruction is crucial for improving literacy education across the country.
2 and the methods they are using, as well as whether it is effective for increasing students’ achievement
With over five years of experience teaching English at a secondary school, I have observed that developing strong reading comprehension skills is essential for students to achieve their educational goals The ability to understand textual information enables learners to quickly locate relevant details, filter out irrelevant content, and identify key information to focus on However, many students struggle with reading comprehension, partly because traditional classroom instruction often lacks targeted strategies and activities in this area Implementing effective reading comprehension strategies can help teachers create engaging lessons suitable for different grade levels, improving students' ability to interact with texts Furthermore, incorporating interactive techniques that teach students to actively engage with written passages enhances their comprehension, making it easier for them to recall information and derive meaning from texts.
This study explores secondary school teachers' experiences with using explicit instruction to teach reading comprehension The research aims to gain deeper insights into the effectiveness of explicit reading strategies (EIRS) in enhancing students' reading skills Conducted in a secondary school in Bac Ninh, this exploratory study seeks to understand how explicit instruction impacts students' ability to grasp reading strategies The findings will contribute to improving teaching methods and promoting effective reading comprehension techniques at the secondary school level.
Aims and objectives of the research
This study explores the use of EIRS (Explicit Instruction in Reading Strategies) to enhance reading comprehension skills in lower secondary school English classrooms It aims to assess how explicit reading strategy instruction impacts students’ ability to understand and interpret texts The research seeks to identify the effectiveness of EIRS in improving reading comprehension and to provide insights into best practices for teaching strategies at the secondary level Overall, the study emphasizes the importance of explicit instructional methods in fostering better reading skills among young learners.
- To explore the current practices of using explicit instruction in teaching English reading comprehension at the lower secondary school level
- To determine the effects of implementing EIRS on students’ English reading comprehension.
Research questions
The present study focuses on answering the following questions:
Question 1: What explicit instruction of reading strategies is provided to students in a Bac Ninh secondary school?
Question 2: What are effects of the explicit instruction on students’ English reading comprehension in a Bac Ninh secondary school?
Scope of research
This small-scale study, involving 80 sixth-grade students and 5 English teachers at a lower secondary school in Bac Ninh Province, aims to identify the effectiveness of the EIRS teaching method in enhancing students’ reading comprehension The research primarily focuses on evaluating how EIRS contributes to improving reading skills among students, while also exploring the overall impact of this teaching approach on students’ learning outcomes in English.
This study focused on students from a specific lower secondary school in Bac Ninh Province, which may limit the generalizability of the findings Consequently, the results might not apply to other student groups with different ages, English proficiency levels, or sociocultural backgrounds It's important to consider these contextual factors when interpreting the study’s implications for broader populations.
Theoretical and practical significance of the research
This research significantly contributes to theories of using explicit instruction to enhance reading comprehension skills Practically, it serves as a valuable reference for researchers conducting future studies and offers practical guidance for teachers seeking to improve their teaching effectiveness.
Research method
This study employed an exploratory research design using a mixed-method approach, combining both qualitative and quantitative data collection methods to ensure comprehensive insights According to Sandhursen (2000), exploratory studies help identify various causes and potential solutions for specific problems, making them valuable for understanding complex issues thoroughly.
Exploratory research design is primarily used to explore research questions and identify areas for further investigation While it often employs less rigorous methodologies and smaller sample sizes compared to conclusive studies, it is essential to conduct these studies as systematically as possible to inform future research directions According to Nargundkar (2003), exploratory studies may not have the same level of methodological rigor but play a crucial role in shaping subsequent, more definitive research.
This study utilized mixed methods of data collection to comprehensively explore the actual practices of EIRS (Electronic Individual Reading Software) and its impact on improving EFL students' reading comprehension skills The research aims to provide valuable insights into how EIRS can effectively enhance reading abilities among English as a Foreign Language learners Findings highlight the significance of EIRS in supporting student engagement and reading proficiency, making it a promising tool for EFL instruction.
This study focused on 80 sixth-grade students from a lower secondary school in Bac Ninh Province, all expected to have achieved A2 level proficiency in English according to CEFR standards after completing primary school English courses.
This study collected both quantitative and qualitative data to comprehensively achieve its objectives Quantitative data were analyzed using Excel functions to calculate key metrics like means, ensuring accurate statistical insights The results from questionnaires were systematically displayed in tables and charts for clear visualization and analysis Meanwhile, qualitative data obtained from interviews were documented through notes and direct quotations, providing valuable insights for in-depth discussions and interpretations.
Structure of the thesis
This study is organized into five chapters, beginning with Chapter 1, the introduction, which outlines the research rationale, aims, and objectives It highlights the theoretical and practical significance of the study, defines the research scope, details the methodology used, and provides a brief overview of each chapter to guide the reader.
Chapter 2 focuses on literature review, which is the review of the previous studies overseas and in Vietnam related to the research area of the thesis and the theoretical background of the research
Chapter 3 elaborates on the research methodology, which addresses the context of the study, participants, the type of research, data collection instruments, data collection procedures, the data analysis methods, and a summary
Chapter 4 focuses on data analysis and discussion of formal data In this chapter, the data collected from the instruments is analyzed The results from the study are then discussed and compared with the ones from previous studies
Chapter 5 discusses the study's shortcomings and offers pedagogical implications, as well as recommendations for further research
LITERATURE REVIEW
Reading comprehension
2.1.1 Definition and Importance of Reading Comprehension
Reading is a crucial foundational skill that students must develop in the early grades, as it underpins learning across all academic subjects (Sloat, Beswick, & Willms, 2007) Mastering reading skills before third grade is especially vital because, after this point, students rely on reading to acquire knowledge and engage with academic content Failure to achieve reading proficiency by the end of third grade can lead to lower motivation, behavioral challenges, and decreased academic achievement, emphasizing the importance of early reading development (Sloat, Beswick, & Williams, 2007).
Reading comprehension skills are essential for students to succeed academically and personally These skills form the foundation for understanding all academic content and become increasingly important as students progress through their grades Additionally, strong reading comprehension is crucial for meeting educational expectations, such as analyzing information from multiple sources to research various topics effectively.
Reading comprehension is essential across different academic disciplines, enabling students to quickly locate relevant information, filter out unrelated content, and identify key points to focus on Academic success depends on students' ability to understand, analyze, and apply the information they gather through reading These skills are crucial for completing assignments effectively; without strong reading comprehension, students struggle to accomplish their academic tasks (Clarke, Truelove, Hulme, & Snowling, 2013; Wong, 2011).
There are three major reading comprehension models that aid in understanding texts and overcoming comprehension difficulties: the bottom-up, top-down, and interactive models (Grabe, 2004) The bottom-up model focuses on decoding each word to derive meaning, while the top-down model emphasizes the importance of the reader’s background knowledge and prior experiences The interactive model views reading as a dynamic process involving two interactions: between the text and the reader’s existing knowledge, and between various reading strategies employed by the reader (Ahmadi, Ismail, & Abdullah, 2013; Grabe, 2004) These models differ based on how readers apply different methods to interpret written passages, enhancing comprehension through different processes.
The bottom-up approach suggests that readers should start by decoding individual letters, then move on to understanding vocabulary words and eventually entire phrases This method emphasizes building meaning progressively from the smallest units of written language By focusing on the fundamental components of text, readers can develop better comprehension skills and enhance their overall reading ability Implementing a bottom-up strategy is essential for effective literacy development and mastering reading proficiency.
Reading is viewed as a combination of letter recognition and vocabulary development, essential for meaningful comprehension To decode a book effectively, readers must understand individual letters and words, making quick word recognition a vital prerequisite The bottom-up reading approach emphasizes the importance of understanding each word to achieve overall comprehension, as highlighted by Ahmadi et al (2013).
According to the reading comprehension paradigm, proficient readers using a bottom-up approach quickly develop decoding skills, enhancing their overall reading ability (Pressley, 2000) These skilled readers effortlessly recognize letter chunks, prefixes, suffixes, and vocabulary, enabling them to focus more cognitive resources on understanding the text Conversely, struggling readers who decode slowly often face disruptions in comprehension, as their difficulty decoding words consumes more mental effort and reduces available memory for understanding the material Therefore, rapid decoding is essential for efficient reading comprehension, while decoding challenges hinder overall understanding.
Although enhancing reading comprehension requires the capacity to decode quickly, the bottom-up strategy has drawn criticism for a few reasons First, the
The bottom-up reading model proposes that readers follow a mechanical, word-by-word decoding process, where they translate text into meaning with minimal influence from their prior knowledge, as explained by Grabe and Stoller (2002) This approach emphasizes vocabulary-by-vocabulary decoding, which can be a labor-intensive process that requires significant time and effort, potentially overwhelming short-term memory Consequently, readers may only grasp individual words rather than understanding the overall message, leading to limited comprehension A lack of thorough understanding can reduce motivation to read regularly, hindering the development of critical thinking skills and overall reading proficiency.
The second major criticism of this model is that it neglects the crucial role of readers' prior knowledge in understanding texts By focusing solely on bottom-up processes—from letters to words—it overlooks how existing background knowledge facilitates comprehension Consequently, this design may impair readers' ability to recognize and engage with the cognitive processes involved in reading.
→ sentences) The constraints associated with bottom-up reading comprehension model contributed to the produce of the top-down reading model (Eskey, 2005)
The top-down reading comprehension model emphasizes the importance of readers' prior knowledge, experiences, and expectations in understanding a text Unlike the bottom-up approach, this model views comprehension as an interactive process where meaning is constructed from both the reader's background and the written material According to Eskey (2005), this approach considers reading comprehension as a process that begins with the reader's existing understandings and anticipations, actively engaging their cognitive skills to interpret the passage Incorporating the top-down model can enhance reading strategies by focusing on context clues and prior knowledge, making it a crucial concept for effective language learning and literacy development.
The top-down reading comprehension model, developed by Goodman in 1967, emphasizes that readers begin understanding a text by actively building expectations based on their prior knowledge of the topic In this approach, the cognitive process starts from the reader's brain, translating thoughts into text, and relies on establishing context and meaning before decoding specific words Effective reading comprehension involves leveraging previous experiences to predict and interpret information, making the process more intuitive and meaningful for the reader.
A "psycholinguistic guessing game" engages readers to use their prior knowledge to predict the meaning of a text, highlighting the active role of the reader in comprehension According to Smith (2004), a leading proponent of the top-down model, readers interpret written texts by leveraging their existing knowledge about the topic and their reading experiences This process allows readers to confirm or adjust their initial expectations, emphasizing the importance of prior understanding in effective reading comprehension.
The top-down reading comprehension model was developed to overcome the limitations of the bottom-up approach, but it has faced criticism for relying heavily on readers' prior knowledge, expectations, and background information Critics argue that this model often neglects the importance of the actual text, potentially leading to misunderstandings Additionally, the top-down model struggles when readers encounter unfamiliar topics, as building accurate expectations or predictions becomes challenging These issues highlight the limitations of both the top-down and bottom-up reading comprehension models in effectively supporting diverse reading processes.
10 up and top-down reading models in clarifying the reading comprehension process have resulted in the birth of the interactive reading model (Ahmadi et al., 2013)
The interactive model is considered more effective for proficient readers because it emphasizes the integration of both sensory and non-sensory knowledge during the reading process Rumelhardt (1977) highlights that “both sensory and non-sensory come together at one place and the reading process is the product of simultaneous joint application of all the knowledge sources,” illustrating the dynamic nature of reading Additionally, Alderson (2000) states that “the whole reading process is not an ‘either/or’ selection between the bottom-up and top-down models but involves the interaction between both approaches,” emphasizing the importance of combining different cognitive strategies for effective reading comprehension.
The interactive reading comprehension model emerged to address the limitations of both bottom-up and top-down models by integrating their features Today, it is the most widely accepted framework for explaining the reading comprehension process, emphasizing the crucial interaction between the reader and the text.
The Concept of Explicit Instruction
2.2.1 Definition and Importance of the Explicit Instruction
Explicit instruction is a systematic and effective teaching method that guides students through learning academic skills with clarity and purpose It involves clear explanations, demonstrations, and supported practice, ensuring students understand the skill and receive feedback until they achieve independent mastery (Archer & Hughes, 2011, p.1) This direct approach emphasizes transparency in learning objectives and a structured process to enhance student success.
Explicit instruction is a structured and effective teaching methodology for academic skills It involves a series of supports or scaffolds that guide students through the learning process, including clear explanations, demonstrations, and supported practice This approach emphasizes breaking down learning into small steps, clearly stating the purpose and rationale, and providing feedback until students achieve independent mastery According to Rosenshine and Hughes (1987), explicit instruction is a systematic method of teaching that ensures students understand and master new skills effectively.
Effective teaching aims to enhance student understanding and foster active participation, creating a respectful and positive classroom environment According to Archer and Hughes (2011), the primary goal is to help students maximize their academic achievements through targeted strategies Explicit instruction is a powerful tool in achieving this, as it supports student success by providing clear, direct guidance It is particularly valuable when discovery-based learning is impractical, incomplete, or inefficient, ensuring students grasp essential concepts accurately and confidently.
2.2.2 The Elements of explicit Instruction
1) Focus instruction on critical content Teach skills, strategies, vocabulary terms, concepts, and rules that will empower students in the future and match the students’ instructional needs
2) Sequence skills logically Ensuring mastery of prerequisites to a skill before teaching the skill itself and separating skills and strategies that are similar
3) Break down complex skills and strategies into smaller instructional units Teach in small steps Segmenting complex skills into smaller instructional units of new material addresses concerns about cognitive overloading, processing demands, and the capacity of students working memory
4) Design organized and focused lessons Organized lessons are on topic, well sequenced, and contain no irrelevant digressions
5) Begin lessons with a clear statement of the lesson’s goals and your expectations Students achieve better if they understand the instructional goals and outcomes expected, as well as how the information or skills presented will help them
2.2.3 The Purpose of Explicit Instruction
According to Agu and Samuel (2020), explicit teaching is essential for introducing new topics and developing specific skills This method offers guided instruction that helps students grasp the fundamental concepts required for mastery Once the basics are understood, students can enhance their learning through practice, collaboration, repetition, hands-on activities, and developmental play, fostering deeper understanding and skill development.
2.2.4 The Stages of Explicit Instruction
Explicit Instruction, according to Kardi and Nur, (2009, p.43), can be shaped
"lectures, demonstrations, training or practice, and teamwork" This strategy can also
15 be used to deliver lessons that are transformed directly by the teacher to the student Stages or strategy Explicit Instruction syntax is as follows:
Effective lesson planning begins with providing background information, emphasizing the importance of the lesson, and preparing students for learning The initial phase involves outlining clear objectives and motivating students by capturing their attention Teachers can achieve this by explicitly stating the lesson's purpose to engage students and foster participation Additionally, summarizing the lesson plan on the board helps generate interest and focus students on the topic This activity aims to activate students' prior knowledge, highlight the relevance of the lesson, and remind them of previously learned outcomes related to the subject.
Effective teaching involves demonstrating subject matter clearly, whether it’s a skill or concept, by presenting information step-by-step Teachers must deliver instruction that is precise and structured, reinforcing the idea that clear communication positively impacts student learning Since most learning outcomes are achieved through observation, it is crucial for teachers to model correct behaviors accurately To ensure students acquire the right skills, teachers need to closely monitor each stage of the demonstration, ensuring students observe and imitate the correct procedures and actions.
Master plan and provide guidance early instruction to students Furthermore, the training phase, including:
Effective teacher training requires intensive preparation and focus on key aspects of the skills or concepts being demonstrated to ensure accuracy and understanding It is essential to provide guided training that highlights important considerations for teachers during implementation, enabling them to confidently apply new techniques in their classrooms.
(1) Assigning students perform short exercises and meaningful
(2) Providing training to students to truly master the concepts/skills learned
(3) Training performed continuously for a long time can cause saturation of the students
(4) Paying attention to the early stages of training, which may have students perform a skill that is less true or false even unwittingly
Teachers assess students’ understanding by providing opportunities for practice, allowing them to apply concepts and skills This process helps educators determine whether students are successfully mastering the material, based on their performance and positive feedback Effective practice and feedback are essential for ensuring student progress and learning success.
The next stage in the learning process focuses on assessing understanding and offering feedback, commonly known as the recitation stage During this phase, teachers pose questions—either orally or in writing—and respond to students' answers to gauge their comprehension Effective feedback methods include verbal comments, tests, and written remarks, all aimed at reinforcing learning and identifying areas needing improvement.
Teachers plan to enhance instruction by focusing on complex situations and real-life applications, providing students with opportunities for independent learning outside classroom hours When assigning independent tasks, teachers should ensure that homework is viewed as a continuation of training for future courses rather than just ongoing lessons Additionally, teachers need to communicate clearly with parents about the level of involvement required to support students' learning at home, ensuring a collaborative effort to reinforce educational growth.
17 c) The teachers need to provide feedback on the results of the task given to students at home
Table 1 Stages of Explicit Instruction
Phase 1: Outline the objectives and prepare students
Teacher explains background information, the importance of the lesson, prepare students for learning
Phase 2: Demonstrate the knowledge and skills
Teachers demonstrate the skill correctly, or present information step by step
Phase 3: Provide Guiding Training Convey the subject matter and provide guidance and initial training
Phase 4: Check understanding and provide feedback
Check whether the student has successfully done a good job, providing feedback
Phase 5: Provide opportunities for advanced training and implementation
Teachers prepare for the opportunity to do advanced training, with special attention to the implementation more complex situations and everyday life
2.3 Review the previous research on explicit direct instruction of reading comprehension strategies
Implementing the EIRS (Educational Interactive Reading Strategies) has been recognized as an effective approach to enhancing EFL students’ reading comprehension, supported by numerous studies conducted globally This body of research highlights the positive impact of EIRS on students' ability to understand and interpret texts more effectively By reviewing these significant studies, this research aims to establish a solid foundation for further investigation into the role of EIRS in improving reading skills among EFL learners.
A 2009 study titled "Metacognitive Online Reading Strategies Among Thai EFL University Students" examined how students use metacognitive strategies for academic online reading and analyzed their application during real reading tasks The research identified that proficient readers tend to employ effective strategies, while less proficient readers struggle with vocabulary, grammatical structures, text length, organization, and evaluation, often leading to misunderstandings Less proficient students also face significant challenges due to vocabulary limitations, impacting their ability to accurately comprehend online academic texts These difficulties are linked to their educational background at Camilo Torres School, which may hinder their success in reading comprehension and standardized assessments.
Lin (2011) investigated the roles of reading strategies and reading interest in the comprehension of English expository texts among eighth graders in Taiwan The study analyzed the types of reading strategies used by students, assessed L2 reading strategies, and explored the relationship between reading strategy use and reading interest Key strategies identified included translation, word-by-word translating, paraphrasing, and determining the meanings of words or sentences Additionally, the TOEIC reading comprehension test was administered, revealing that such strategies were frequently applied This research highlights the significance of understanding the interaction between cognitive and motivational factors in reading comprehension, offering valuable insights for methodological considerations in strategy research.
METHODOLOGY
Research design
This study explores the effective use of explicit instruction in teaching reading comprehension in English classes, focusing on strategies, implementation methods, influencing factors, challenges, and preferences for each activity It also investigates teachers’ and students’ perceptions of this method’s effectiveness in enhancing reading skills An exploratory research design was employed, involving surveys to gather data on attitudes, opinions, and behaviors of participants The study combines both quantitative and qualitative approaches, collecting numerical data through questionnaires and detailed insights through semi-structured interviews and classroom observations to ensure comprehensive understanding.
Research setting
This research was conducted at a private lower secondary school in Bac Ninh province, which has experienced significant growth since its founding in Bac Ninh city The school now offers 16 lower secondary classes, employs 35 teachers across various subjects, and enrolls over 300 students annually.
The school utilizes the Cambridge-developed "Complete Key for Schools Student’s Book," which emphasizes a communicative approach to enhance students’ communication skills Equipped with computers, smart TVs, and high-speed internet, the school structures lessons around four key skills: reading, listening, speaking, and writing Classrooms comfortably accommodate 20 to 25 students, with students receiving eight English lessons weekly To address challenges in reading comprehension—particularly students feeling discouraged by long texts and finding the content boring—the school emphasizes effective English reading strategies to boost motivation and improve learning outcomes.
Research Participants
This study involved a questionnaire survey with 80 randomly selected sixth-grade students, all of whom have been exposed to English for at least four years Ten participants from the survey were invited for in-depth interviews to gain deeper insights The majority of students in the target school have achieved an A2 level in English proficiency Participant details are summarized in the accompanying table.
Table 2: The details of students
Male Female A1 A2 Years of English Learning
Moreover, at the very first stage of the study, the researcher delivered the pre- test covering reading comprehension questions to measure students’ reading
The 24-competence test was designed based on KET exam criteria, comprising 30 questions to assess students’ understanding of simple written information such as signs, brochures, newspapers, and magazines The test consists of five parts: Part 1 involves multiple-choice questions based on six short real-world texts to identify the main message; Part 2 requires students to match questions with three short texts on the same topic by reading seven questions; Part 3 measures the ability to understand details and main ideas in longer texts; and Parts 4 and 5 are focused on evaluating students’ vocabulary use and proficiency.
The results varied among participants and were presented in the following table
Table 3: The results of the pre-test among students
Summarizing 2 2.5% 11 13.8% 22 27.5% 30 37.5% 15 18.8% Inferencing 0 0% 5 6.3% 27 33.8% 31 38.8% 17 21.3% Reading speed 0 0% 13 16.3% 21 26.3% 26 32.5% 20 25% Reading competence 0 0% 14 17.5% 28 35% 22 27.5% 16 20% According to table 3, most of the students have a poor or moderate level of reading comprehension competence The results clearly present the learners’ low level in reading comprehension and reading sub-skills They also had a limited awareness of reading comprehension strategies The insights of the pre-test also proved that making inferences strategy was the one where students exhibited the lowest performance The reasons may be due to the complexity of such kinds of questions that struggle learners with poor level of vocabulary proficiency and reading skills
The study involved five dedicated English teachers, all of whom voluntarily completed survey questionnaires and participated in follow-up interviews These female educators, aged between 24 and 42, are highly qualified and passionate about their profession Additionally, three of the participating teachers hold master's degrees in English as a Foreign Language (EFL) teaching, highlighting their advanced expertise in the field.
Effective teachers typically share key traits such as adaptability and flexibility, enabling them to tailor their teaching methods to students' ages, available resources, and evolving curricula Most of the teacher participants hold bachelor's degrees in related fields, demonstrating a strong educational background Additionally, these educators are open to innovative approaches in EFL teaching, continuously adapting their practices to meet changing educational requirements and enhance student learning outcomes.
All secondary school English teachers surveyed have at least five years of experience, taking responsibility for developing students' vocabulary and English skills They consistently encourage students to improve reading comprehension by implementing specific reading strategies However, students often lack thorough instruction on how to effectively apply these strategies, highlighting an area for potential improvement in English education.
Although teacher participants possess knowledge of explicit reading strategy instruction, they have only sporadically implemented these methods in their teaching As a result, it is challenging to determine the impact of explicit instruction on improving students’ reading comprehension skills.
This study investigates the actual implementation of explicit instruction in EFL teaching at the target school The researcher conducted a survey with English teachers and observed their reading lessons to gather comprehensive data All participating teachers were supportive and willingly contributed to the study, providing valuable insights into their instructional practices.
Research Instruments
The questionnaire was chosen as the primary data collection tool in this study due to its ability to gather multiple types of data, including factual, behavioral, and attitudinal information (Dửrnyei & Taguchi, 2009) It effectively provides insights into participants' thoughts, feelings, beliefs, values, perceptions, personality traits, and behavioral intentions, aligning well with research questions about knowledge, opinions, and expectations (Neuman, 1994) Additionally, questionnaires offer significant advantages in terms of efficiency, saving researchers time, effort, and financial resources, enabling the collection of large amounts of data quickly and cost-effectively (Dửrnyei & Taguchi, 2009).
Questionnaires are an efficient tool for gathering a large amount of information quickly from a diverse group of people Their versatility allows them to be successfully used across different populations, settings, and topics, making them a valuable method for collecting comprehensive data in various research contexts.
This study utilized the SORS to evaluate three key categories of reading strategies: global reading strategies, cognitive strategies, and support strategies According to Mokhtari and Sheorey (2002), the inventory comprises 30 items divided into these three subscales, each with specific definitions The categorization helps in understanding how learners approach reading tasks, enhancing the assessment of their strategic reading behaviors.
Table 4 Description of reading strategy categories in SORS
Strategic, intentional reading techniques enable learners to effectively monitor and manage their understanding of a text These methods include setting a clear purpose before reading, previewing the text's length, organization, and structure, and utilizing visual aids such as tables and figures Implementing these reading strategies enhances comprehension and promotes active engagement with the material.
Actions and procedures that readers use while working directly with the text
Localized, focused reading techniques are essential for improving comprehension when encountering challenging textual content These strategies include adjusting reading speed based on the difficulty level of the material, guessing the meanings of unfamiliar words to enhance understanding, and rereading sections to clarify concepts and reinforce learning Implementing these methods can significantly boost reading efficiency and comprehension skills.
Basic support mechanisms intended to aid the reader in comprehending the text, such as using a dictionary, taking notes, underlining, or highlighting textual information
Note Adapted from by Mokhtari and Sheorey (2002)
The questionnaire was initially prepared in English, based on items adapted from Mokhtari and Sheorey (2002), to ensure accuracy and support reporting needs To enhance clarity and comprehension for participants, it was then translated into Vietnamese, their first language, minimizing ambiguity and making the questions more understandable Using respondents’ native language helps prevent misinterpretation and makes them feel more comfortable during the survey process (Saunders et al., 2019).
This study utilized semi-structured, informal interviews as a valuable complement to quantitative methods, enabling in-depth exploration of students' retrospective recollections of their strategies during specific tasks (Adams, 2015) These interviews aimed to understand participants' perceptions, experiences, and attitudes, providing insights into why individuals behave in certain ways (Harvey-Jordan & Long, 2001) Participants were informed that interviews would be audio-recorded, transcribed for analysis, and that they could withdraw from the study at any point if they felt uncomfortable.
Semi-structured interviews were conducted to facilitate understanding and put participants at ease, ensuring comprehensive data collection for the study Each group of participants was interviewed individually, with interviews lasting approximately ten minutes and recorded using a voice recorder to capture accurate and detailed responses.
To ensure the validity of the interviews, a pilot study was conducted beforehand, allowing for necessary revisions and the addition of questions to better explore teachers’ perceptions of the ESI The interviewer actively worked to create a comfortable and friendly environment, encouraging participants to share honest and in-depth insights Additionally, the interviewer maintained a neutral stance, avoiding negative or positive comments that could influence the authenticity of, or bias in, the responses.
28 avoided In some cases, interview questions were paraphrased and reordered to suit each interviewee’s reactions
Observation is a vital qualitative data collection method involving firsthand, open-ended examination of people and environments at research sites (Hammersley & Atkinson, 1995) In studying reading comprehension instruction, observations provide insight into actual classroom practices and how recommended strategies are implemented in real-world settings They also help explain why certain successful laboratory practices may not translate effectively into the classroom Researchers often adopt a non-participant role, recording detailed descriptive and reflective field notes without interfering in classroom activities.
Data collection procedures
The research data was collected through a multi-step process, starting with obtaining permission from the school principal In October, 80 students participated in a survey held in the school hall, where they completed questionnaires within a 20-minute timeframe before receiving explicit instruction on reading strategies The researcher explained the study’s purpose and emphasized its importance, clarifying difficult terms in the Vietnamese questionnaires to ensure understanding Additionally, in the third week of February, five English teachers participated in one-on-one interviews using the same set of questions, conducted separately in a waiting room to maintain confidentiality Their responses were recorded promptly to ensure data accuracy and validity for the study.
29 jotted down in the researcher’ handbook for later analysis The researcher also made
3 classroom observations to record activities by the teacher, the students, the interaction between the students and teacher, and the student-to-student
After implementing explicit reading strategy instruction for all students over three months, the researcher re-assessed their use of these strategies in the last week of April by administering the same survey questionnaires to 80 students Following this, the top 10 students demonstrating significant improvement were invited for in-depth interviews to explore their perceptions of how reading strategies impacted their learning.
Data analysis
Following data collection through questionnaires and interviews, both qualitative and quantitative analysis were conducted after careful synthesis of the data The questionnaire data were organized into Excel sheets and coded using Excel functions, then visualized through tables and charts for detailed examination The frequency of strategies employed by students was analyzed by calculating mean scores based on the SILL (Oxford, 1990) scale, with scores categorized as low (1.0–2.4), medium (2.5–3.4), and high (3.5–5.0).
The study categorized reading strategies into global, problem-solving, support, and local strategy groups, analyzing their use across pre-reading, while-reading, and post-reading stages Questionnaire data compared the frequency of strategy use before and after instruction to assess implementation changes Student and teacher interview responses were translated into English, anonymized (students: S1-S10, teachers: T1-T5), and thematically analyzed Selected quotations from teachers and students provided insights into actual reading practices, highlighting differences in strategy application and instructional approaches.
30 applying the ESI as well as its benefits in improving students’ reading comprehension competence
The collected observational data were documented through detailed notes and field notes to facilitate further analysis and discussion These field notes serve as valuable evidence of how teachers implement Experiential Student Instruction (ESI) and provide insights into students’ perceptions of this teaching method Incorporating these notes enhances the study’s credibility and offers a comprehensive understanding of the effectiveness of ESI in the classroom.
FINDINGS AND DISCUSSION
Students’ difficulties in taking reading comprehension texts
The researcher began the findings and discussion chapter by identifying students’ difficulties and motivation in completing reading comprehension tasks prior to instruction, providing insight into their foundational reading skills This initial assessment helped inform the subsequent stages of the research process and guided the development of the 80 students' questionnaires.
4.1.1 Students’ motivation to perform reading comprehension
The initial section of the questionnaire revealed that 63% of students read English texts in textbooks and complete comprehension exercises primarily because teachers require them to do so Many students indicated that reading tasks constitute a significant part of their regular and final assessments, making practicing reading exercises essential for achieving high grades Consequently, 25% of students read English texts motivated by the desire to score well academically.
32 school However, there were some students who expressed their attemp to get new knowledge through such reading texts with 12%
The researcher in the second question asked students to assess the importance of applying reading strategies to improve reading comprehension skills All participants recognized the value of implementing various reading strategies, demonstrating general consensus despite some diversity in responses The accompanying pie chart clearly illustrates these findings, emphasizing that students acknowledge the significance of strategic reading for enhancing their comprehension abilities.
Figure 1: The importance of reading strategies
The majority of students, accounting for 83.75%, consider strategic reading to be highly important, highlighting its crucial role in enhancing reading comprehension skills Additionally, 10% of students recognize the importance of using reading strategies, indicating widespread acknowledgment of their effectiveness Only 6.25% of students rated the importance of strategic reading as medium, while no students opposed its significance Overall, these findings emphasize that most students view strategic reading as a vital component for improving reading comprehension.
Most students find reading English texts tedious and motivationless, often viewing it as a means solely to improve test scores Conversely, some students are intrinsically motivated, recognizing that reading enhances their vocabulary, grammar, and general knowledge Additionally, many students acknowledge the effectiveness of reading strategies as essential tools for understanding English texts.
4.1.2 Students’ difficulties dealing with reading comprehension text
To investigate the hindrances that prevented students from performing their reading
The importance of reading strategies
33 comprehension tasks at full potential, the researcher employed the question 3 and 4 in the Questionnaire to measure their reading ability and survey the difficulties in their reading comprehension
Reading comprehension skills are not the primary strengths among students, with up to 67% admitting to poor reading proficiency and only 4% considering their skills to be good This indicates a significant gap in reading abilities, prompting further investigation into the underlying barriers affecting students' reading performance.
In the next question, the researcher asked students to state their difficulties when comprehending an English text The results were presented in the following charts
Figure 2: Difficulties in reading comprehension
The chart highlights that inadequate vocabulary knowledge is a significant barrier to students’ reading proficiency Additionally, 78 out of 80 students reported a lack of efficient reading strategies as another major obstacle Furthermore, low motivation to read emerges as a notable challenge, with 72 students expressing poor reading interest These findings align with research by Palincsar and Brown, emphasizing the importance of vocabulary development, strategic reading skills, and motivation in improving reading comprehension among students.
E lack of motivation to read
34 in 1985, which denoted that low motivation for reading among students was attributed to their impediment in deep understanding
Exposure to concentration significantly impacts reading comprehension skills, as reported by 68 participants in a recent survey According to Davoudi and Yousefi (2015), reading difficulties among learners often stem from environmental, instructional, and biological factors, with comprehension issues frequently linked to ineffective word recognition and decoding strategies Interestingly, the study found that the two least reported difficulties were inadequate knowledge of the topic or material and misunderstandings about text structure or type Dennis (2008) emphasizes that text complexity affects reading comprehension, highlighting that readers’ language fluency enhances their ability to understand texts more deeply.
Most students admitted they possess low to medium reading proficiency levels, primarily due to limited vocabulary, insufficient reading strategies, lack of motivation, and difficulty maintaining concentration These factors significantly hinder their development into proficient readers Improving vocabulary, teaching effective reading strategies, and enhancing motivation and focus are essential to elevate students’ reading skills.
The actual application of explicit instruction in teaching English reading
This study investigated the implementation of EIRS in reading lessons through classroom observations and interviews with five teachers, focusing on current practices of explicit instruction for pre-, while-, and post-reading strategies The findings from both observation and interview data were analyzed and categorized into key themes, providing insights into how teachers actively incorporate and teach reading strategies at different stages of the reading process.
The first phase of the comprehension strategies instructional model focuses on preparing students to read effectively by activating their prior knowledge and introducing key strategies During this pre-reading stage, teachers help students anticipate and think about the upcoming content, setting a solid foundation for comprehension This phase involves five essential components that facilitate student engagement and readiness for successful reading.
Effective reading strategies aim to increase students’ interest in reading texts and help them understand the main ideas more effectively Teachers should provide facilitating strategies that enable students to determine the core content of the text, while also activating prior knowledge to build connections Motivating students to interact and respond to the reading material enhances comprehension and engagement Additionally, encouraging students to think about what they are about to read prepares them mentally and improves their overall reading experience The survey strategies employed by teachers are designed to achieve these key objectives and foster better reading skills.
Teachers emphasize the importance of activating students’ prior knowledge to enhance comprehension, as readers connect new material to their previous experiences Encouraging students to draw on their background knowledge helps them make sense of texts and build meaning Prediction is also a key strategy that enables students to utilize their prior knowledge and personal experiences to better understand the material According to T5, “Activating students’ prior knowledge is important because it helps them build meaning about what they are planning to read,” while T1 adds that “it assists students in maintaining recall of information” and helps prepare them to understand the reading text by using relevant background information.
T4 shared that before reading, they encourage students to skim through the text, including pictures, diagrams, maps, graphs, and tables This strategy helps students familiarize themselves with the content and key vocabulary they will encounter in their reading.
Many teachers support this approach, with some sharing their own strategies For example, one teacher mentioned, "I often use short videos, images, or entertaining aids related to the main idea of the reading text to engage students." This method effectively enhances students' understanding and retention of the content.
Obviously, visual aids seem to be preferred to activate prior knowledge as well as
Encouraging students' critical thinking is essential in effective teaching Teachers can facilitate this by providing opportunities for students to discuss topics in groups or with peers, fostering collaborative learning For example, some educators assign group work where students analyze pictures or illustrations related to the lesson, prompting them to brainstorm and identify main ideas As T5 stated, “I ask my students to work in groups of three or four, look at the pictures or illustrations in the text, then brainstorm the main content of the text.” This approach not only enhances comprehension but also helps students connect new knowledge, such as understanding the cultural practice of building small tree houses in the UK and the USA, which adds practical context to the lesson Incorporating group discussions and background knowledge sharing creates an engaging and interactive learning environment that promotes critical thinking skills.
Understanding the purpose of reading is a key strategy in preparing students to become successful readers Teaching students to consciously consider why they are reading and what they aim to gain enhances their comprehension of the text (Pressley & Wharton, 2006) Teachers often support this process by questioning students about the purpose of the reading, thereby encouraging strategic thinking and deeper engagement with the material.
In T4's reading class, she emphasized the importance of helping students understand the purpose of reading To develop their ability to identify this purpose, she used targeted questions to guide students during the reading section of Unit 2: "We Are Going Home." This approach enhances students’ comprehension skills and encourages active engagement with the text.
-Can you think why you are going to read this text?
-What are the most important and what are the less important purposes?
-What evidence do you think helps you determine what is important?
(Extracted from class observation, date: 25 February 2023)
Initially, students appeared passive in responding to questions, likely struggling to understand the purpose of the reading text Only two students were able to formulate answers that demonstrated their ability to interpret a short message, email, or notice effectively Improving reading comprehension skills is essential for enhancing students' engagement and understanding of various texts.
Encouraging students to ask questions about the authors and the content of their reading materials promotes critical thinking and comprehension Teachers play a vital role in guiding students to develop effective questioning techniques, helping them gain a general understanding of the text from the outset By training students to inquire about the reading piece and the author, educators motivate learners to explore deeper insights, fostering active engagement and a greater understanding of the material through peer and teacher interactions.
In her reading class, T1 aimed to help students understand and discuss the upcoming text Before students began reading the course-book, she posed a preparatory question to facilitate comprehension and active engagement This approach encourages students to think critically about the content and enhances their discussion skills, making the reading process more interactive and meaningful.
-What do you think the text will be about?
-What do you think the text will remind you of?
(Extracted from class observation, date: 28 February 2023)
Students in T1's class actively participated in the reading lesson and eagerly responded to the teacher’s questions With explicit instructions from the teacher, they identified the title and heading questions, skimming the text to find answers This approach made the reading task more manageable for students, as knowing their specific tasks increased their confidence and engagement.
Two other teachers in the interview survey mentioned predicting strategy when teaching her students to access an English text According to Harvey & Goudvis
Predicting, a key reading comprehension strategy, relies on students’ prior knowledge of the topic or purpose of the reading (2007) Teachers can enhance this skill by encouraging students to utilize various textual clues, such as pictures, titles, subtitles, and keywords, which make their predictions more accurate and meaningful Incorporating these clues into reading activities helps students develop their ability to make thoughtful guesses about the content they are about to read.
Examples of teachers’ predicting scenario according to teachers in the survey
-After reading the title of the text or the book, students can guess the general idea of the text or the book
-After reading the first sentence in the text, students can tell or predict what the whole text might be about
Through connecting strategy, readers use different types of knowledge to support
Students can enhance their comprehension by utilizing connecting strategies in three ways First, they can perform text-to-text connections, linking new material to their prior knowledge of other texts Second, self-to-text connections involve relating the content they are reading to their personal experiences The third method, and the one further to be discussed, is connecting personally to the text to deepen understanding and engagement.
The effects of the EIRS on students’ English reading comprehension
This section examines the effects of explicit reading strategy instruction on students’ reading skills It explores how such instruction influences students’ use of reading strategies across three stages, based on data collected from 80 students’ questionnaires Additionally, the study assesses the impact of explicit instruction on students’ reading proficiency through interviews with 10 students The findings reveal key themes demonstrating that explicit reading strategy instruction enhances students’ strategic reading behaviors and overall reading proficiency.
4.3.1 The effect of the EIRS on students’ use of reading comprehension strategies before and after instruction
4.3.1.1 The strategy use in pre-reading stage
The first research question focused on identifying the reading strategies used by students when reading English texts before receiving instruction To achieve this, students evaluated the frequency of 33 response items related to common reading strategies for comprehending English texts at the secondary level The response options ranged from 1 (never, 0%) to 5 (always, 100%), with frequencies categorized as 1=never, 2=sometimes, 3=often, 4=usually, and 5=always The study specifically analyzed the reading strategies frequently employed by 6th-grade students prior to the instructional intervention.
The mean and standard deviation of the questionnaire responses were calculated to assess user behavior Using Oxford and Burry-Stocks’ (1995) scales, a mean score of 3.5 and above indicates a high-usage level, scores between 2.5 and 3.49 represent medium usage, and scores below 2.49 reflect low usage The collected data are presented accordingly, offering clear insights into usage patterns based on these standardized categories.
Table 5 presents the overall findings on the pre-reading strategies employed by student participants The data indicates that these strategies were utilized at various levels, from low to high frequency, demonstrating a flexible and diverse approach to pre-reading preparation among students.
Table 5 Pre- reading strategy use before and after instruction
When analyzing images or illustrations globally, I consider the information the writer may present, which helps me anticipate the main ideas I reflect on my existing knowledge about the topic to enhance understanding and engagement Having a clear purpose in mind guides my focus and interpretation during the review Additionally, planning what to do before starting ensures a more organized and effective approach to analyzing visual content.
To effectively support your content, focus on incorporating key SEO keywords from the title, such as "3.74" and "4.0," to enhance search engine visibility Always read the title and sub-titles carefully before engaging with the rest of the content, ensuring a clear understanding of the main topics Consider how each sub-title relates to the others to maintain a coherent and logical flow throughout the article, which improves readability and SEO performance Analyzing the interconnectedness of sub-titles, with relevance scores of 3.62 and 3.82, helps organize information cohesively, making your content more valuable to readers and search engines alike.
According to the survey, the most common reading strategy among students was using pictures or illustrations, with a mean score of 3.82, indicating a strong preference for visual aids to understand texts Students tend to rely on visual objects like charts or images to predict the content and grasp the main ideas of reading material The second most popular strategy was focusing on keywords from the title, rated at 3.74, followed by reading the title and sub-titles before engaging with the full text, with a mean score of 3.62 These findings suggest that students actively employ preliminary techniques such as visual cues and keyword focus to make initial predictions about the reading material, which aligns with Eren-Zaffar’s 2020 study highlighting the use of such strategies among learners. -🌸 **Ad** 🌸 Boost your reading strategies with Talkpal’s AI—[learn more](https://pollinations.ai/redirect/2699274) and enhance comprehension today!
Using strategies like previewing pictures, titles, and sub-headings more frequently encourages students to make predictions about the text content, enhancing their comprehension These techniques raise awareness of purposeful reading and enable students to leverage prior knowledge to make informed assumptions about the material Incorporating such methods improves reading strategies and supports better understanding.
The questionnaire results revealed that participants primarily used certain strategies, such as considering what information the writer might present and reflecting on what they already know about the topic, with mean scores of 2.57 and 3.25, respectively Notably, the strategy of making a plan during pre-reading received a surprisingly low score of 2.14, the lowest among all strategies, with no students selecting "usually" or "always." This suggests that students lack the ability to plan and recognize the interrelationships among subtitles during pre-reading, indicating limited skills in observing and controlling their reading process These findings align with Pammu et al (2014), who noted that less proficient EFL learners often skip the previewing process, leading to an unclear understanding of the text content Therefore, training in previewing strategies combined with metacognitive awareness is crucial for enhancing reading comprehension among sixth-grade students.
After receiving instruction, students demonstrated improved reading comprehension and adopted more effective strategies, with overall usage increasing significantly (mean scores of 3.25 and above) Five out of eight strategies achieved high usage levels, while the remaining three were rated at medium, with none at a low level The most prominent strategies were examining pictures and illustrations, and focusing on keywords from titles, which maintained their top positions with very high usage scores of 4.21 and 4.20, respectively Additionally, paying attention to titles and subtitles showed a notable increase, with mean values surpassing those before instruction by 0.2, indicating enhanced strategic engagement during reading tasks.
Students improve their comprehension by linking new content to their prior knowledge, which enhances understanding (M=3.62) Additionally, emphasizing strategies such as planning before reading and considering the writer’s main purpose helps students grasp the key points of the text more effectively.
Obviously, students had little awareness of reading strategies in advance, however, after the instruction, they actively applied certain strategies more frequently with a view to making sense of reading texts
4.3.1.2 The trategy use in while-reading stage
This study explored the reading strategies students employed during the while-reading stage by analyzing their responses to strategy-related questionnaires A consistent scale was used to measure the data, allowing for accurate assessment of the students’ strategy use The findings revealed key insights into the most commonly utilized strategies during reading, providing a deeper understanding of students’ reading processes and their engagement with various strategy categories.
Table 6 While- reading strategy use before and after instruction
Problem solving translate from English into Vietnam 3.62 4.22 re-read the text for deeper understanding in case of encountering the long and difficult text
3.42 4.14 cover slowly and carefully all sentences in the text to increase understanding
3.62 3.92 use dictionary (either paper or online sources) to help understand the content of the text
3.2 3.56 guess the meanings of unfamiliar words or phrases 3.57 3.88 stop now and then to consider what I am reading 2.34 3.26
Global skim the text quickly to get the general ideas 3.67 4.22 read the first sentence of each paragraph 3.56 4.14 use contextual clues to help me 2.78 3.56
52 understand the text better skip unknown words 3.42 3.84 use tables, figures, and pictures in text to increase my understanding 3.72 3.84 focus on bold face and italics to identify key information 3.62 4.22
To improve reading comprehension, it is important to support and analyze what the writer means, helping you grasp the main ideas Deciding what to read closely and what to ignore allows you to focus on key information efficiently Using English grammar skills enhances your understanding of the text's structure and meaning Underlining or circling important information helps with memory retention, making key points easier to recall later Taking notes while reading encourages active engagement with the material and deepens understanding of what you have read.
Local scan the text for specific details 3.64 4.22
Participants employed various reading strategies with differing frequencies during the while-reading stage, with a notable preference for global sub-strategies, which achieved an average score of 3.46 both before and after instruction Strategy use increased overall after explicit instruction, especially in the support category, which saw the most significant rise to a mean score of 3.78—about 0.56 higher than prior Additionally, the problem-solving category improved by approximately 0.53, while the general strategies category increased by around 0.51, indicating that explicit instruction positively impacted the use of diverse reading strategies.
In more detail, before instruction, the strategies namely translate from English into
Vietnamese students primarily relied on careful and thorough reading strategies, which had the highest mean value of 3.62 among problem-solving approaches Post-instruction, these strategies remained dominant, with careful reading maintaining the highest mean score of 4.22, highlighting their effectiveness in enhancing comprehension skills and problem-solving performance.
Discussion
The present study was carried out to investigate the actual implementations of teaching reading strategies explicitly among students of grade 6 as well as measure the effect of these applications in enhancing students’ reading comprehension proficiency
The study began by exploring students’ language backgrounds to establish a foundation for understanding their reading difficulties Results revealed that most students had low to medium reading comprehension proficiency, limiting their ability to perform reading tasks effectively Key obstacles identified included insufficient English vocabulary, lack of effective reading strategies, and low motivation—factors aligned with previous research by Gunning (2002) and Nuttall (2000), who highlight vocabulary limitations as a primary challenge The study also found that teaching comprehension strategies significantly improved students’ reading performance, supporting Brown’s (2001) assertion of the importance of strategic reading Furthermore, students demonstrated low motivation for reading, especially those with weaker skills, which was worsened by their limited use of reading strategies Equipping students with explicit reading strategies enhances their decoding and understanding, leading to greater reading competence; thus, instruction focused on these strategies is crucial for developing students' reading proficiency.
The investigation emphasizes that reading strategies were taught flexibly during lessons, allowing for adaptation to different purposes and individual reader needs According to Medina, this personalized approach enhances reading comprehension and engagement across diverse reading situations.
Different learning strategies vary in their effectiveness depending on the student and the reading material Some strategies work well for certain students, while others are more suitable for different learners Additionally, specific strategies are more effective with particular types of reading material, highlighting the importance of tailoring approaches to individual needs and content types for optimal reading comprehension.
According to a survey, 65% of teachers prioritize students' reading material, carefully considering relevant issues when selecting their teaching approaches As a result, they employ a variety of effective reading strategies across all stages of the reading process—pre-reading, while-reading, and post-reading—to enhance comprehension These strategies include Activating Prior Knowledge and Determining the Main Idea, ensuring a comprehensive and engaging reading experience for students.
Purpose, Questioning, Predicting, Connecting, Inferring, Question-s Generation and Answering, Using Graphic/Semantic Organizers, Comparing/Contrasting, Determining Cause/Effect, Classifying, Summarizing, Retelling, Determining Big Ideas, Visualizing/Mental Imaging
The current study highlights that training in specific comprehension strategies significantly enhances students’ reading proficiency Before receiving instruction, students predominantly used low to medium levels of reading strategies, with a strong preference for previewing and predicting techniques such as examining titles, subtitles, pictures, and re-reading to address comprehension challenges Additionally, strategies like translation and reading entire sentences played a crucial role in helping students understand English texts, especially given their limited existing tactics, which hindered coherent interpretation on first reading Consequently, students often relied on careful reading strategies, including searching for Vietnamese equivalents of unknown words These findings align with Lin (2011), who found that translation, word-by-word decoding, and determining the meanings of words or sentences were commonly employed by learners.
Explicit instruction significantly enhances students’ reading skills compared to embedded methods, as evidenced by increased usage of effective reading strategies following targeted guidance These findings support Duffy et al (1987), indicating that structured, direct teaching of reading strategies leads to greater student engagement and skill development Additionally, students tend to employ a broader range of reading strategies when they receive explicit instruction, resulting in improved overall reading competency.
Explicit instruction significantly enhances students' use of reading strategies, with the most notable improvements observed in browsing the first and final paragraphs for the general idea, and scanning for specific details through keywords in titles, subtitles, and illustrations Students reported increased awareness and expanded their repertoire of strategies such as previewing, predicting, skimming, and scanning These findings align with Huynh’s (2018) research, which highlighted the positive impact of explicit strategy instruction on reading comprehension, demonstrating that students not only become more aware of effective strategies but also implement them more frequently.
Students perceived a significant increase in their awareness and use of reading strategies, leading to faster reading speeds and improved ability to locate correct answers, which contributed to higher reading scores The use of the ESI also enhanced students’ affective values, reducing anxiety and boosting confidence in reading by lowering cognitive load, thereby increasing motivation and promoting learner autonomy Unlike Ballou (2012), who found minimal improvements in comprehension scores after ESI, this study aligns in showing that explicit instruction improved students' attitudes toward reading and expanded their strategy repertoire.