04051001963 nghiên cứu về sử dụng Đọc mở rộng Để nâng cao khả năng Đọc hiểu tiếng anh cho học sinh lớp 11 Ở một trường trung học phổ thông tại hà nội
INTRODUCTION
Rationale for the study
In today's globalized world, English has emerged as a vital global language, increasingly recognized as an official or second language in many countries As a result, the ability to understand and communicate in English is essential for individuals Reading plays a crucial role in enhancing language proficiency for foreign language learners, serving as a gateway to knowledge and significantly impacting their overall academic success Mastery of reading, along with writing, speaking, and listening skills, fosters a positive attitude towards language learning and enhances the value of studying English To fully benefit from reading, learners must focus on improving their reading comprehension skills.
In EFL countries like Vietnam, students face significant challenges in reading comprehension, primarily due to limited vocabulary, low proficiency, and lack of motivation (Tran, 2021) In a public high school in Hanoi, the curriculum offers only 10 reading lessons per year, which is inadequate for developing students' reading skills Furthermore, the tight class schedules restrict reading time, and the reading materials in textbooks are often overly simplified and unengaging, leading to a lack of enthusiasm and reluctance to read in English.
Limited vocabulary knowledge hinders students' reading abilities, causing them to struggle and complete reading exercises slowly This challenge leads to low scores on reading tests, raising concerns for both students and teachers Therefore, it is crucial to identify effective strategies to help students enhance their reading comprehension skills.
Extensive reading is a highly effective method for enhancing learners' reading abilities and motivation, as supported by numerous studies Yoshizawa, Takase, and Otsuki (2018) emphasize its importance in EFL classrooms, providing varied English input and opportunities for independent reading This approach not only improves linguistic skills but also fosters good reading habits and prepares students for future challenges Day and Bamford (1998) also highlight that extensive reading sharpens academic skills and nurtures a genuine interest in reading By engaging with diverse materials and repeated reading, students can enhance their comprehension skills and appreciate the value of reading Overall, extensive reading is essential for language acquisition, significantly boosting students' motivation and performance while improving their reading comprehension and overall language proficiency.
The researcher aims to investigate the impact of extensive reading on improving English reading comprehension among 11th grade students at a high school in Hanoi This study seeks to evaluate the effectiveness of extensive reading in enhancing students' comprehension skills and to gather their perspectives on the extensive reading (ER) program.
Scope of the study
The study focuses on investigating the effectiveness of extensive reading program on the 11 th grade students‟ English reading comprehension after
3 implementation during 8 weeks in the first semester of 2022-2023 academic year at a high school in Hanoi.
Research questions
This study investigates the effects of extensive reading on enhancing English reading comprehension among grade 11 students at a high school in Hanoi, as well as their attitudes towards the extensive reading program Two key research questions were formulated to guide this exploration.
(1) To what extent could extensive reading help to enhance the students‟ reading comprehension?
(2) What are the students‟ attitudes towards extensive reading?
Significance of the study
The study offers valuable insights into the impact of extensive reading on enhancing students' reading skills and its integration into upper secondary education classrooms Research findings enable teachers to assess the effectiveness of extensive reading in boosting learners' reading proficiency and motivation Furthermore, this study serves as a crucial resource for both educators and students to evaluate and implement extensive reading programs in the future.
Methods of the study
This study utilizes action research to assess the effectiveness of extensive reading on improving reading comprehension among 11th graders at a high school in Hanoi Data is gathered through survey questionnaires, pre-tests, post-tests, and book reports, which are analyzed using quantitative methods, including a paired-sample T-test via SPSS (Statistical Packages for Social Science), with responses calculated in percentages for interpretation.
Organization of the thesis
There are five chapters in this study They are presented as follows:
Chapter 1 is the Introduction which includes of rationale, significance, aims, scope, research questions and design of study
Chapter 2 is Literature Review which provides the theories and academic view points of the key concepts including reading, reading comprehension; extensive reading; principles, benefits of extensive reading, graded readers and reading attitudes It also points out some previous research related to the study
Chapter 3 is Research Methodology which clarifies the research approach, method used in the study, participant selection, data instruments, procedures of data collection and data analysis
Chapter 4 is Findings and Discussion which reveals the results from three research instruments These data are analyzed and discussed to answer the research questions Major findings will come at the end of this chapter
Chapter 5 is Conclusion which provides the key points in the research and findings as well as acknowledges the limitations of the study and suggests some recommendations for further research
LITERATURE REVIEW
Reading and reading comprehension
Reading is a fundamental language skill essential for effective language learning, as it plays a crucial role in the teaching and learning process It serves not only as a vital source of information but also as a means to reinforce and expand one's understanding of language (Rivers, 1981).
Reading is a multifaceted process defined as the ability to comprehend the meaning of written text (Richards and Schmidt, 2002) It begins with the recognition of linguistic elements and culminates in the interpretation of the writer's intended messages According to Alyousef (2006), effective reading requires dynamic interaction with the text, utilizing various types of knowledge, making it a complex activity that combines lexical skills and text-processing abilities To fully understand a text, readers must possess two essential components: linguistic knowledge, which includes grammar, vocabulary, and structure, and background knowledge, which encompasses the reader's familiarity with the subject matter.
Sharing a similar view, Birch (2002) defines reading as a complex cognitive process because it involves a great deal of precise knowledge which must be
Reading is an ongoing process that requires consistent practice to enhance comprehension skills As noted by Johnson (2008), readers can improve their understanding of texts by employing various strategies to identify main ideas, grasp specific information, comprehend grammatical structures, and expand their vocabulary Continuous practice is essential for making these strategies automatic and effective.
Reading is the ability to extract meaning from written text and interpret it effectively This complex and interactive process involves the simultaneous engagement of linguistic information and the reader's background knowledge stored in long-term memory The primary goal of reading is comprehension, making it a valuable source of information, an enjoyable activity, and a means to improve language proficiency.
Reading comprehension is essential for readers as it enables them to grasp the content, the author's intent, and the information presented in texts According to Harmer (1998), it also offers valuable opportunities to learn about language elements such as vocabulary, grammar, punctuation, and the structure of sentences, paragraphs, and entire texts.
Reading comprehension is a process where readers create meaning by engaging with text, utilizing their prior knowledge, experiences, and their perspective towards the text (Pardo, 2004) It encompasses the ability to interact with words and concepts to grasp the author's intended message, requiring a meaningful interpretation of written language and the interaction between the reader, the text, and the context in which it is read (Ahmadi Gilani et al., 2012).
Similarly, Lems, Miller & Soro (2010) explain that reading comprehension
Reading comprehension is a dynamic skill that enables readers to extract information from written texts, influenced by their purpose for reading and the specific content involved It requires a solid background of knowledge, along with the application of both cognitive and metacognitive strategies.
Reading comprehension is a cognitive process influenced by the reader's intelligence, thinking speed, and ability to connect with the text Mastering reading comprehension is essential for students as it promotes positive reading habits, enriches vocabulary and structural knowledge, and ignites a passion for reading Additionally, it enhances effective communication skills in English, both in oral and written forms.
Extensive reading
Extensive reading (ER) is a teaching approach for foreign language learning and reading, first introduced by Harold Palmer It has been defined in multiple ways by educators, researchers, and reading specialists.
Extensive reading, as described by Palmer (1917), emphasizes the importance of content over language forms, allowing readers to engage deeply with texts Michael West (1926) further developed this idea by introducing "supplementary" reading, which aims to enhance both reading enjoyment and foreign language comprehension According to Grabe and Stoller (2011), extensive reading is a language teaching approach where learners read a significant amount of material that aligns with their linguistic abilities.
Extensive reading plays a crucial role in enhancing learners' confidence and enjoyment (Day & Bamford, 2004) This approach allows readers to grasp the general meaning of texts without needing to understand every single word, as new vocabulary can often be inferred from context By fostering interest, extensive reading motivates individuals to engage with more reading material.
Extensive reading allows students to choose their own reading materials without external interference, fostering a sense of autonomy (Yamashita, 2013) In this environment, learners can select books that pique their interest and enjoy reading independently, with the option to stop if a book becomes unengaging or overly difficult This approach gradually helps students cultivate a reading habit, enhancing their overall confidence in language learning, particularly in developing reading skills (Day & Bamford, 2004).
In short, extensive reading involves 1) large quantities of easy reading materials; 2) reading for enjoyment and pleasure; 3) reading to build confidence in language learning; and 4) reading for fluency development.
Principles of extensive reading
Day and Bamford (2002) formulated the following set of principles to be applied when implementing extensive reading approach in EFL classrooms as follows:
To enhance reading skills, it is crucial to select easy material that aligns with students' language levels, containing only two to four unfamiliar vocabulary or grammar items Choosing overly difficult texts can hinder their progress, making it essential to prioritize accessible content for effective learning.
(2) Available reading material with wide range for topic: variety of topics means materials which fits students‟ interest Skillful readers easily find materials that encourage them to read
Learners have the freedom to select their reading materials, which is a fundamental aspect of extensive reading This autonomy enhances the enjoyment of the reading experience, as students can easily discontinue reading if they encounter content that is either too challenging or unengaging.
(4) Reading as much as possible: when students read a large quantity of reading materials they will get many benefits The more reading done, the better positive results students will gain
Reading speed tends to be faster as learners engage with materials appropriate to their language level, promoting fluent reading To maintain this fluency, reliance on dictionaries is minimized, allowing learners to focus on developing the skill of inferring the meanings of unfamiliar words.
Reading serves the purposes of pleasure, information, and general understanding Learners often engage in reading for enjoyment and to gather information, aiming for sufficient understanding rather than complete comprehension, which is essential in intensive reading.
Reading serves as its own reward, focusing on the learner's personal experience without the need for comprehension questions Instead, post-reading activities can be implemented to enhance students' understanding and reflection on their reading These activities should also promote cross-curricular connections and encourage continued reading.
(8) Reading is individual and silent: In extensive reading learners read their self- selected books, at their own pace and mostly out of school, at time and place they choose
Extensive reading requires a different approach than traditional classroom practices, making it essential for teachers to orient and guide students effectively By explaining the methodology and encouraging learners to track their reading, educators can help students maximize the benefits of their reading experience.
The teacher serves as a crucial role model in reading by engaging with the same materials as their students, thereby becoming an active participant in the classroom reading community and exemplifying the qualities of a dedicated reader.
These principles form a general theoretical basis of any extensive reading program.
Benefits of extensive reading
There are several reasons why to start an extensive reading in EFL classrooms Mason and Krashen (1997) suggest that extensive reading, which involves learners
Reading materials tailored to proficiency levels offer numerous benefits for foreign language learners, including enhanced vocabulary, improved fluency, and better writing skills Krashen (2011) emphasizes that long-term free voluntary reading fosters positive outcomes in literacy development Additionally, Bell (2001) highlights the advantages of extensive reading, which include boosting language competence, increasing exposure to the language, expanding vocabulary, building reading confidence, and enhancing predictive reading skills.
Extensive reading offers numerous benefits, as highlighted by Day and Bamford (1998) and Nation (2009) It fosters automaticity in word recognition, leading to quicker lexical access, and enhances vocabulary knowledge while raising awareness of grammatical structures Additionally, it improves learners' ability to process sentence structures efficiently and enriches their background knowledge on various topics Lundahl (2014) emphasizes that the volume of text read influences reading ability, with extensive reading facilitating incidental vocabulary learning Hedge (2000) notes that it provides substantial meaningful input in a second language, enhancing language control By engaging with authentic texts, students can refine their reading skills, gain cultural insights, and boost their confidence in reading in a second language.
Extensive reading (ER) significantly enhances students' positive attitudes towards reading According to Sweet (2000), effective reading instruction fosters engaged readers who are knowledgeable, strategic, socially interactive, and motivated Sheu (2003) discovered that students participating in an ER program expressed delight in their involvement, leading to improved perceptions of learning English and enhanced attitudes towards reading Additionally, Suk (2017) indicates that ER yields positive effects on students' reading experiences.
Student motivation plays a vital role in reading comprehension, reading rate, and vocabulary acquisition, particularly for L2 learners It is essential to perceive extensive reading (ER) not just as a reading activity, but as a valuable opportunity for students to interact with the language in an engaging and motivational manner.
Extensive reading serves as a rich source of information and entertainment, providing both enjoyment and insight It plays a significant role in shaping an individual's personality and fostering personal growth By engaging with a wide range of materials, students can reap numerous benefits, including enhanced knowledge across various subjects, expanded perspectives, improved critical thinking abilities, and better language skills.
In summary, extensive reading can offer many advantages, including both educational and personal benefits, and can significantly contribute to students‟ growth and development
Extensive reading (ER) offers significant benefits for EFL learners by promoting fast, enjoyable reading of diverse materials This study highlights ER's crucial role in the EFL classroom, as it enhances language skills, vocabulary, grammar, and reading comprehension Additionally, ER fosters a positive attitude towards reading and makes the process of learning a second language enjoyable Incorporating ER into EFL classes can significantly boost students' language learning, motivation, and engagement.
Graded readers as ER material
Graded readers are designed to offer appropriate reading materials for English learners, yet only 40% of the established extensive reading (ER) principles utilize them This section aims to explore the role of graded readers in facilitating reading opportunities for language learners, emphasizing their value for both educational purposes and enjoyment.
Graded readers are specially designed books for second language learners, featuring limited vocabulary and simplified sentence structures to enhance reading confidence and fluency These texts incorporate controlled grammar and vocabulary, allowing learners to understand without feeling overwhelmed The repetition of new vocabulary and grammatical structures fosters familiarity, improving comprehension skills and encouraging further reading Additionally, graded readers contribute to vocabulary development, helping learners reinforce previously acquired language elements while acquiring new ones.
Graded readers are ideal for extensive reading programs as they are tailored for L2 learners, aligning with their linguistic competence These simplified texts are synonymous with extensive reading, offering numerous benefits for EFL learners They provide a diverse range of reading materials suitable for learners' current language levels, enabling extensive reading without overwhelming complexity Additionally, graded readers present language in context, introducing new vocabulary and grammar structures meaningfully, which enhances understanding and retention Matching graded readers to learners' proficiency levels boosts intrinsic motivation and fosters intercultural awareness by offering insights into different cultures Thus, graded readers serve as essential stepping stones for EFL learners.
13 eventually read authentic materials written for native speakers as they are often adapted from classic literature or original fiction or non-fiction books, such as animal fantasies or biographies
Choosing the right reading materials is essential for encouraging learners to engage in extensive reading Graded readers, available from publishers like Oxford Bookworms, Macmillan, Penguin Readers, and Cambridge, are designed to be accessible These materials are tailored based on language complexity, featuring higher frequency vocabulary, simplified phrasing, and sentence structures, along with illustrations to enhance understanding (Waring, 2000).
EFL teachers and learners can utilize the Extensive Reading Foundation (ERF) scale, available at www.erfoundation.org, to select suitable levels for extensive reading This non-profit organization promotes extensive reading and categorizes books based on criteria such as headwords, vocabulary level, text length, and difficulty The ERF scale features seven levels, from beginner to near-native, each indicating a progressively higher level of difficulty.
Table 2.1 The extensive reading foundation grading scale
Teachers can specify the number of headwords for categorization, such as 300 headwords, and identify the corresponding level on the Scale This process facilitates the accurate labeling of books at the appropriate reading level.
To facilitate book selection for students, a structured classification system is essential For example, an Oxford Bookworm book with 400 headwords is categorized as Level 1, labeled “Early Elementary” on the ERF scale Implementing a color-coded system for books at the same level enhances this process, enabling students to quickly identify suitable reading materials Furthermore, teachers can arrange books into leveled boxes, offering students a convenient method to choose texts that align with their language proficiency.
The ERF aimed to establish a uniform scale to facilitate the comparison of difficulty levels across various series from different publishers, ensuring consistency among institutions This initiative allows students transitioning between different series to maintain awareness of their actual reading level.
Utilizing the ERF scale enables teachers and learners to choose reading materials that align with the learners' proficiency levels, ensuring exposure to appropriately challenging content This approach fosters motivation and enhances language acquisition Additionally, readers can progress through levels at their own pace, advancing as their fluency improves or opting to revisit simpler texts as needed Waring (2011) suggests that students should sample a few pages from various sections of a text to determine their interest in the book.
The Extensive Reading Foundation has partnered with publishers of EFL/ESL graded readers to create the ERF Graded Reader List, a comprehensive and searchable database of both current and out-of-print graded readers This resource offers researchers a reliable and valuable selection of graded readers tailored to students' L2 reading proficiency.
Reading attitudes
The researcher found that most of students at the chosen high school have a
Students in the extensive reading class experience low interest in English reading, often feeling burdened by the volume of reading activities and assignments To better understand their attitudes, it is essential to gather more information on this issue.
Attitude plays a crucial role in influencing learners' reading desire and behavior, as highlighted by Bastug (2014) and Petscher (2010) Many educators recognize the importance of reading attitudes in relation to students' language learning achievements (Kush et al., 2005) and their overall educational success (Lazarus & Callahan, 2000) Alexander and Filler (1976) describe reading attitude as a system of feelings that can lead learners to either approach or avoid reading situations, emphasizing the dual nature of attitudes McKenna, Kear, and Ellsworth (1995) suggest that attitudes are primarily affective and closely linked to beliefs, while Smith (1990) defines "reading attitude" as a mental state filled with emotions that influences the likelihood of engaging in reading These perspectives underscore the significant affective dimension of attitudes toward reading.
Reading attitude is recognized as a multidimensional construct comprising cognitive, affective, and conative components The cognitive aspect involves personal beliefs and the perceived practicality of reading, such as the idea that English reading can lead to better job opportunities The affective component relates to the emotions associated with reading, where students may express enthusiasm for reading in English, reflecting their positive feelings Lastly, the conative aspect pertains to the behavioral predispositions linked to both cognitive and affective components, as demonstrated by students' actions towards reading.
16 to the library to borrow English books This example reflects students‟ behavioral intentions about reading
Mathewson (1994) developed a model of reading attitude based on a tripartite view, emphasizing that attitude comprises feelings (affective dimension), action readiness (conative dimension), and evaluative beliefs (cognitive dimension) This model suggests that an individual's reading attitude influences their intention to read, which in turn affects their reading experience, including attention, strategy use, and comprehension Furthermore, these experiences provide feedback that shapes one's attitude toward reading Mathewson's model highlights the importance of not only emotions but also action readiness and evaluative beliefs in understanding reading attitudes, making it a significant theoretical framework in attitude acquisition and reading research.
Mizokawas and Hansen-Krening (2000) emphasize the importance of the three psychological factors known as the "ABCs": affect, behavior, and cognition, which correspond to prevailing feelings, action readiness, and evaluative beliefs They propose that literature circles and dialogue journals are effective strategies for encouraging student responses to reading, enabling the assessment of reading attitudes while enhancing students' overall reading experiences.
This study will utilize Mathewson's (1994) tri-component reading attitude model to assess students' attitudes toward an extensive reading project The model is chosen for its ability to measure reading attitudes through interconnected dimensions, aligning with Mathewson's comprehensive view of reading attitudes.
(1994) model has been widely accepted in the field, as it provides the most elaborate description of reading attitude and has served as a theoretical framework
17 for several studies (e.g., Mizokawas & Hansen-Krening, 2000; Kim, 2016; Lee & Schallert, 2014; Yamashita, 2004, 2013).
Previous studies
To gain a clear understanding of this research, it is essential to review previous studies on reading comprehension achievement and its correlating factors Numerous extensive reading studies have been conducted in both EFL and ESL contexts.
A study by Iwahori (2008) investigated the effectiveness of extensive reading (ER) on the reading rates of 33 high school students in Japan over a 7-week period Beginning-level students were given graded readers and comic books to enhance their enjoyment of reading They were required to maintain book reports detailing the titles and brief comments on their readings The findings revealed that ER significantly improves students' reading rates and overall language proficiency.
In 2008, Yamashita investigated the impact of extensive reading on various facets of foreign language proficiency among thirty-one Japanese university freshmen The study revealed that while there was only modest enhancement in learners' linguistic skills, such as spelling and syntax, significant advancements were observed in their overall reading ability.
Eunsol (2014) conducted a study on extensive reading's impact on the English section of the Korea Scholastic Aptitude Test (KSAT) through an 8-week individual case study involving an 18-year-old high school student The participant read 16 books tailored to his level and interests while maintaining reading journals Results indicated an increase in vocabulary, improved reading speed and comprehension, and better grades in mock tests Additionally, the participant reported overcoming his fear of reading.
Incorporating extensive reading into the English education system in Korea can significantly enhance English language learning By utilizing 18 books and addressing questions from the KSAT English section, students can boost their motivation to study English These findings highlight the effectiveness of extensive reading as a valuable tool for improving language skills.
Al-Nafisah (2015) investigated the impact of an extensive reading program on the reading comprehension skills of Saudi EFL university students The study involved 54 randomly selected students from King Saud University, who were divided into an experimental group and a control group.
A study involving 27 students in each group collected pretest and posttest data over a three-month period The results indicated that the experimental group significantly outperformed the control group in reading comprehension achievement.
Nishizawa et al (2010) conducted a study to explore the advantages of a long-term extensive reading program for English as a foreign language, involving 103 Japanese engineering students Over five years, participants engaged in a comprehensive reading program, totaling one million words of accessible English texts both in and out of class, with weekly lessons lasting at least 45 minutes for 30 weeks Their progress was assessed using the Test of English for International Communication (TOEIC) before and after the program.
At the end of the program, the learners‟ TOEIC scores had increased which showed that the program improved their English proficiency
In a study conducted by Nguyen Thi Thu Huong (2013) at Thai Nguyen University of Education, 41 non-English major students participated in an eight-week extensive reading program outside of class The research analyzed data from reflective journals, follow-up activities, and interviews, revealing that students acquired new vocabulary through extensive reading Furthermore, participants expressed a positive attitude towards graded readers, finding the reading materials both interesting and beneficial.
Generally, the studies mentioned above offer valuable insights into the
This study highlights 19 advantages of extensive reading, particularly its positive effects on students' reading attitudes and comprehension While research in various educational settings has shown differing outcomes, there is a lack of studies focused on enhancing reading comprehension through extensive reading in a high school in Hanoi Therefore, this research seeks to integrate methodologies from previous studies to create a contextualized approach tailored to the local teaching environment Additionally, it addresses the uncertainty regarding whether prior studies included participants with low English proficiency, aiming to provide a more comprehensive framework for understanding the benefits of extensive reading and to fill existing gaps in the literature.
Summary
This chapter examines the literature on reading, focusing on reading comprehension, extensive reading, its benefits and principles, reading attitudes, and the role of graded readers Additionally, it considers previous studies that highlight the impact of extensive reading on improving reading proficiency These insights are crucial for guiding the research methodology presented in the next chapter.
METHODOLOGY
Background to the study
In the first semester of the 2022-2023 academic year, a study was conducted at a high school in Hanoi, where the researcher, an English teacher, observed that many students struggled with low scores in English reading tests Interviews revealed that students found reading to be a challenging skill, primarily relying on their textbooks for reading materials Each semester included five English units, with only one 45-minute reading practice lesson per unit, which proved insufficient for developing proficient reading skills Students typically read texts of 250-300 words during these lessons, and limited class time hindered extra reading activities Additionally, teachers rarely incorporated supplementary reading materials due to time constraints Consequently, this study aimed to implement an extensive reading program to enhance students' reading comprehension.
The researcher emphasized the significance of diverse reading materials as a cornerstone for effective extensive reading programs The selection of books for the extensive reading project was guided by key principles.
The primary principle for selecting books in the extensive reading project was to provide students with a diverse array of reading materials across various genres and topics This approach aimed to enhance students' enjoyment of reading by allowing them to choose books that matched their interests and preferences To accommodate the varied tastes of participants, the chosen graded readers included genres such as thrillers, adventures, detective stories, true stories, romance, and humor.
The researcher ensured that the selected books matched the students' English proficiency levels, which were generally around elementary Consequently, the chosen materials primarily consisted of level 1 (beginning) and level 2 (elementary) books, aligning with the students' limited vocabulary These graded readers contained between 300 to 700 headwords, as outlined in the Grading Scale table of the Extensive Reading Foundation Additionally, some lower intermediate level books (level 3) were made available for more advanced participants who demonstrated improvement in their linguistic skills during the program.
When selecting materials for the extensive reading program, it is crucial to choose books from various publishers to ensure a range of quality and classification in graded readers This study focused on two well-known publishers, Penguin Readers and Cambridge Press, recognized for their market reputation, diverse genres, and accessible levels By incorporating books from multiple reputable sources, the researcher guaranteed that participants would have access to high-quality graded readers.
When choosing materials for an extensive reading program, it's crucial to take into account students' background knowledge, which can be acquired from diverse sources like films and television Engaging with movies can spark students' interest in reading the corresponding books.
To enhance student engagement in reading, it is beneficial to recommend books related to movies or TV shows they have already enjoyed This connection allows students to relate to the book's content, fostering a deeper interest in reading Additionally, selecting books that reflect students' cultural backgrounds and personal interests can further boost their motivation By considering students' prior knowledge and interests, teachers can significantly improve the effectiveness of extensive reading programs.
The researcher selected 60 graded readers from Penguin Readers and Cambridge Press, considering the participants' English levels and interests Eighteen storybooks from the school library were made available in the classroom, while additional graded readers from the Extensive Reading Foundation were uploaded to Google Drive for student access With all students equipped with smartphones, laptops, or tablets, accessing these digital books became easy and convenient This combination of physical and digital reading materials significantly enhanced the accessibility of extensive reading resources, allowing students to engage in reading anytime and anywhere, thus promoting a flexible and personalized reading experience.
To enhance the recognition of graded reader levels during borrowing and returning, books were labeled with distinct colors, such as yellow for Level 2 Three different colors correspond to three levels of graded readers, as illustrated in Table 3.1 Additionally, the soft copies of the books on Google Drive are organized into three separate folders.
Table 3.1: List of graded readers used in the study
Level Headwords Color Number of books available
Students with low English proficiency often struggle to select appropriate books independently Therefore, the researcher provided recommendations during the book selection process Additionally, participants were encouraged to read a variety of easy-to-understand books, particularly in the initial weeks.
3.2 Rationale for the use of an action research in this study
Action research was utilized in this study with the teacher acting as the researcher for several reasons Primarily, action research is conducted by educators to enhance their teaching practices (Winter & Munn-Gidding, 2001) This approach allows the researcher to address class issues directly, as they possess the most insight into these challenges Teachers consistently observe students, gather data, and adapt their methods to foster improved learning outcomes and a better classroom environment.
The action research conducted in this study focused on implementing educational changes to enhance students' reading comprehension and attitudes towards reading By addressing practical issues through action research, the researcher aimed to find effective solutions to real-world problems in education.
The research outcomes are crucial for future development The researcher aims to critically and systematically examine her own teaching practices to gain insights into student behaviors and challenges Consequently, she has chosen action research as the design for this study, focusing on enhancing her students' reading comprehension in English.
There have been a number of models on action procedures by researchers (e.g., Nunan 1992; Burns 1999; Cohen, Manion and Morrison, 2017; Hopkins
In this study, the researcher utilized the action research model proposed by Kemmis and McTaggart (1988) to effectively identify issues related to students' reading comprehension and develop appropriate solutions The action research process consists of four key steps: (1) identifying problems and creating an improvement plan, (2) implementing the plan, (3) observing the actions taken, and (4) reflecting on the outcomes to inform future planning and actions This model is visually represented in Figure 3.1.
Figure 3.1: The Action Research Model by Kemmis & McTaggart (1988)
The study focused on Grade 11 students at a high school in Hanoi, comprising 26 participants, of which 19 were female and the remainder male Prior to participant selection, the researcher outlined the research objectives and procedures to the students, ensuring that selection was based on their willingness to participate All participants shared a similar educational background.
Data Collection Instruments
The data collection instruments were employed including: a pre- and a post- reading test, a questionnaire and book reports in the hope of gaining reliable and valid data for the study
3.5.1 Pre-test and Post-test
Tests were utilized to assess the enhancement of students' reading comprehension before and after the extensive reading program The pre-test was crucial for determining the students' initial reading comprehension levels prior to the intervention Following the final session, the post-test was administered to evaluate the impact of the treatment Both tests shared a similar format and difficulty level, featuring reading passages ranging from 150 to 250 words in length, ensuring appropriateness for the students.
The tests designed for students' level included familiar topics and comprised 25 items, with each correct answer worth 0.4 points Students were given 45 minutes to complete the tests, which were graded impartially on a 10-point scale.
The assessment consisted of four parts designed to evaluate students' comprehension of written English at various levels, including words, phrases, sentences, paragraphs, and entire texts In Part 1, students completed a passage by filling in blanks, testing their vocabulary and grammar skills Part 2 involved a True/False task, where students scanned for specific information while ignoring irrelevant details Parts 3 and 4 required students to answer multiple-choice questions focused on identifying main ideas, the author's purpose and attitude, making inferences, and deducing word meanings from context.
To ensure the reliability of the test and prevent cheating, students were assured that their test results would not impact their class grades.
Questionnaires are an effective research tool for collecting structured and numerical data, offering more objective responses compared to interviews They enable researchers to gather data from a wider population within a limited timeframe while ensuring participant privacy through anonymity Consequently, the researcher aims to explore students' attitudes towards extensive reading (ER) and gather their suggestions for future programs using a questionnaire.
In surveys that evaluate attitudes or opinions, using a response scale is more effective than simple yes/no answers The Likert scale, typically consisting of 5 or 7 points, is a widely adopted approach as it offers a nuanced measurement of respondents' feelings.
The study utilized a five-point Likert scale questionnaire, adapted from Yamashita (2013), to assess students' attitudes towards extensive reading This questionnaire included 13 statements that align with the tri-component model of cognitive, affective, and behavioral attitudes proposed by Mathewson Mean scores were calculated for the responses to evaluate the strength of these attitudes and beliefs.
The questionnaire, developed in 1994, consists of four sections: five statements assessing the cognitive component, which includes expressions of belief like "I think" and "I believe" to evaluate students' beliefs about extensive reading; five statements for the affective component, using feelings-based phrases such as "I feel" and "I do not like"; three statements addressing the behavioral component, incorporating intention-related phrases like "I wish" and "I would like"; and one open-ended question aimed at gathering students' suggestions for future programs (see Appendix 3).
Participants were asked to select one of five options to express their opinions, with "agree" and "strongly agree" (scores of 4 and 5) indicating positive responses The "neutral" option (score of 3) reflects a neutral stance, while "strongly disagree" and "disagree" (scores of 1 and 2) signify negative responses Consequently, a higher score correlates with a stronger belief or feeling regarding the variable in question.
At the conclusion of the project, participants received a questionnaire designed to gather accurate and reliable data To ensure clarity, the teacher took time to explain the questionnaire's purpose, emphasize participant confidentiality, and clarify any potentially confusing items To further prevent misunderstandings, the questionnaire was provided in both English and Vietnamese After completing the survey, the teacher efficiently collected the responses in class.
Weekly book reports were essential for assessing students' attitudes towards reading materials and monitoring their reading processes during the Extensive Reading (ER) program To align the book report format with the participants and research context, the researcher adapted the model by Day & Bamford (1998) Students were required to submit a report each week for every book read, which included details such as the title, author, grade level, publisher, and a brief summary along with their thoughts and feelings about the book Additionally, to gain insights into students' reading processes, including how they understood new vocabulary and the challenges they faced with extensive materials, the researcher implemented specific adjustments to the report format.
Firstly, students were required to rate the difficulty of the book to them in terms of 5 levels: “very easy”, “easy”, “at my level”, “difficult” and “very difficult”
As a result, the researcher could gain the students‟ opinions on the challenging level of the reading materials
Students reported their strategies for handling unfamiliar words in texts by responding to the question, “What do you often do when you encounter a new word?” The options provided were: (1) Look it up in the dictionary, (2) Guess the meaning from the context, and (3) Ask someone else for an explanation.
In part 6 of the book report, the researcher encouraged students to identify new vocabulary acquired from their reading, aiming to enhance their retention of words encountered in graded readers.
Finally, students were required to express any difficulties they encountered while reading the book They could write in either English or Vietnamese
The researcher was able to track students' reading processes, provide them with guidance, and make essential program adjustments based on insights gained from weekly book reports.
Data Analysis
After 08 weeks, the researcher analyzed the data collected and evaluated the results achieved according to the two research questions
3.6.1 Pre-test and Post-test
To answer the research questions, the collected data were analyzed by using Statistical Package for the Social Sciences (SPSS) version 20.0
The researcher analyzed the data from tests and questionnaires using a structured interpretation scheme, applying the mean score method of descriptive statistics Higher mean scores in the post-test indicate an improvement in students' reading comprehension.
(2) Size of Standard Deviation (SD)
Standard deviation (SD) measures the variation in scores from the mean A consensus exists that when the SD is equal to or exceeds half of the mean, it signifies a significant variation among the scores within a group.
The study utilized a paired-sample T-test to analyze changes in participants' test results from pre-test to post-test, as the same students were tested repeatedly, indicating related samples This method was chosen to determine if the implementation of an extensive reading program led to improved performance in the post-test by comparing the mean score differences between the two tests.
The research findings were based on the following rules (Pallant, 2013):
“t” : the T-test statistics: the ratio of the mean of the difference to the standard error of the difference It is the calculation that compares the sample means
33 to the null hypothesis The bigger the differences are, the higher the absolute value of the t-value become
The "Sig (2-tailed)" refers to the p-value, which is crucial in the paired-sample T-test for assessing the statistical significance of results A p-value of less than or equal to 0.05 indicates a significant effect of extensive reading on students' reading comprehension, confirming the researcher's findings as statistically significant Conversely, a p-value greater than 0.05 suggests that the application of extensive reading does not influence students' reading test scores.
The responses from the questionnaire were essential in assessing students' attitudes, particularly their awareness of the values of the ER program, as well as their resulting emotions and intentions.
The questionnaire data were analyzed using descriptive statistics, emphasizing percentages Additionally, the mean score for each statement was calculated to evaluate participants' overall perspectives on extensive reading.
To mitigate yes-set effects in questionnaires, it is essential to include both positive and negative items, as highlighted by Hinz, Michalski, Schwarz, & Herzberg (2007) Respondents may exhibit a tendency to agree with statements regardless of their content, leading to potential distortions in assessment results In this study, items 6, 7, and 8 were designed with a balanced mix of positively and negatively worded statements To ensure consistency in data analysis, the scores for negative items were reversed, transforming a score of 5 to 1, 4 to 2, while keeping 3 unchanged, and converting 2 to 4 and 1 to 5.
Additionally, the researcher carried out qualitative analysis of the responses to an open-ended question in order to obtain valuable suggestions from students that
34 could aid in developing further extensive reading projects
Weekly book reports from students provided essential insights for the researcher into their reading habits and perspectives on graded readers By analyzing these reports, the researcher could understand students' overall attitudes towards reading materials, assess the difficulty levels of these texts, and explore the strategies employed to tackle unfamiliar vocabulary during extensive reading.
The researcher can utilize frequencies and percentages to analyze data from book reports, allowing for the identification of patterns and trends This analysis can be effectively presented through tables and charts, showcasing the changes in students' reading attitudes and progress throughout the ER program.
Summary
This chapter outlines the methodological framework of the study, justifying the use of action research design, detailing the background and participants, and describing the research procedure, data collection instruments, and data analysis methods employed to answer the two research questions The upcoming chapter will present the study's findings and discuss the two research questions addressed.