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INTRODUCTION
Rationale of the study
English serves as a vital tool for communication and a gateway to the latest advancements in science and technology Consequently, the demand among Vietnamese individuals for proficient English skills to meet their professional and personal needs is on the rise In Vietnam, English is learned in a non-native environment, making reading skills crucial for knowledge acquisition and serving various purposes, including learning, inquiry, and entertainment Enhancing reading comprehension also contributes to improvements in writing and speaking abilities.
Reading is a crucial language skill for students, serving as a foundation for lifelong learning It is essential for students to engage with a variety of English reading materials, including books and magazines, to gain new knowledge and information Enhancing their English reading skills is vital for the development of other language abilities and the acquisition of professional expertise.
Several factors influence students' English reading comprehension, including the text, university, social environment, intelligence, learning motivation, and teaching methods (Hsu, 2008) A key element in enhancing comprehension is the student's application of effective reading strategies, as highlighted by DeMoulin and Loye.
In 1999, it was emphasized that early intervention in reading strategies is crucial for preventing reading comprehension difficulties Second-language readers can effectively overcome language competence challenges by utilizing their interactive strategies, leveraging their existing knowledge, and being mindful of their strategic choices.
Reading strategies are defined as the cognitive processes that readers employ to comprehend texts (Brantmeior, 2002) These strategies include skimming for main ideas and details, making judgments, identifying cognates, making predictions, applying prior knowledge, and distinguishing between main and supporting ideas O'Malley and Chamot (1990) describe these strategies as specific thoughts or behaviors that aid individuals in understanding, learning, and retaining information from reading Additionally, reading strategies can be categorized into various groups, as noted by Carrell (1989).
The article outlines 36 reading strategies categorized into local and global approaches Local reading strategies, often referred to as bottom-up or decoding strategies, focus on understanding meaning through detailed analysis In contrast, holistic reading strategies are associated with top-down reading patterns, which involve utilizing background knowledge to comprehend texts effectively.
In 1981, two groups of strategies were identified: direct and indirect The direct strategy group includes six strategies: classification/verification, monitoring, memorization, judgment/inductive reasoning, deductive reasoning, and practice Indirect strategies encompass two additional strategies that facilitate practice and incorporate various tricks However, this classification is limited as it does not account for social and affective strategies A more comprehensive and widely accepted classification is proposed by O'Malley and Chamot.
(1990) classification of reading strategies, which can be classified into three main groups: metacognitive, cognitive, and affective/social
Around the world, many studies have shown the relationship between collaborative reading strategies and reading comprehension results Johnson
& Stanley (2000) argued that collaborative strategic reading directly relates to target languages, allowing them to construct meaning from a text and perform assigned tasks Klingner, Vaghn, and Boardman (2015) also suggested that
Readers who employ collaborative reading strategies demonstrate superior reading abilities compared to those who do not Research consistently shows that the implementation of cooperative reading strategies yields positive outcomes in enhancing English reading comprehension skills.
Bach Dang Secondary School has focused on innovating teaching methods across all subjects, including English, to enhance students' skills However, observations reveal shortcomings in reading comprehension lessons, indicating a need for updated teaching methods This has resulted in low-quality lectures that fail to engage students' interest in learning Consequently, the effectiveness of teaching reading comprehension skills has declined, not meeting educational standards To address this issue, I propose implementing collaborative reading strategies to improve students' reading comprehension.
With the expectation of finding a suitable teaching method, the author decided to conduct the research ― The impact of collaborative strategic on
EFL students’ learning reading comprehension at a secondary school in Hai Phong ‖ as the topic of the master's thesis.
Aims of the study and research questions
This study investigates the effects of collaborative strategic reading on enhancing reading comprehension skills among EFL students in a secondary school in Hai Phong Additionally, it assesses the students' attitudes towards the implementation of this reading strategy.
To achieve the aims mentioned above, the following research questions (RQ) are raised:
RQ 1 To what extent does collaborative strategic reading improve students' reading comprehension skills?
RQ 2 What are the students' attitudes toward collaborative strategic reading?
Scope of the study
The scope of this research is to apply the collaborative strategic reading to develop reading comprehension skills for EFL students at a secondary school in Hai Phong
Primary data was surveyed and collected during the period from August 2022 to October 2022
Methodology
This study employs experimental research, a widely recognized method in contemporary education (Ferrance, 2000) The action research project will utilize both qualitative and quantitative approaches to meet its objectives, with data collection conducted through surveys, tests, and interviews.
Significance of the study
This research aims to enhance the literature on English teaching methodologies, specifically focusing on improving reading comprehension skills for lower-level students Additionally, it serves as a valuable reference for fellow researchers with similar interests.
Besides theoretical implications, the study also has many practical
5 implications Firstly, the research has provided the administrators of this secondary school with an overview of the current situation of teaching and learning reading comprehension skills
The study presents various lesson designs that incorporate collaborative reading strategies to enhance students' reading comprehension skills Additionally, it offers recommendations aimed at further improving these skills.
Research structure
In this chapter, the researcher has focused on the general introduction, reasons for choosing the research topic, aims, and research questions
Chapter 2 presents the theoretical basis for forming research models, reviewing previous studies related to the topic, and pointing out the remaining research gaps, thereby giving the theoretical framework applicable to the research
Chapter 3 presents the research context, design, method, and process of research data collection and data analysis
Chapter 4 discusses the research's findings
Chapter 5 presents a summary of the key findings from the previous sections and the completion of how the research objective and the answers to each research question are
LITERATURE REVIEW
Collaborative learning and Reading comprehension
Reading encompasses various meanings and definitions, particularly in the context of comprehension Sari (2017) defines reading comprehension as the ability to swiftly understand textual information Nurjanah (2018) emphasizes that proficiency in reading and understanding English texts is a vital skill for students This skill involves extracting both implicit and explicit information from texts and analyzing sentences to answer questions accurately Larasati (2019) further notes that reading comprehension is essential for grasping the content of texts, with each individual's understanding influenced by their unique abilities A limited vocabulary can significantly hinder text comprehension Thompson (1987) describes reading comprehension as a process where readers relate statements to their prior knowledge He identifies three key objectives: utilizing prior knowledge, recognizing and applying the text's rhetorical structure, and employing effective reading strategies Koda (2005) categorizes reading comprehension into two distinct types.
Reading comprehension is a dynamic process that involves how readers interact with texts, leading to the retention of information in long-term memory It requires synthesizing information from the text with existing knowledge to form a cohesive understanding Smith (2004) describes reading as a creative and constructive activity characterized by purpose, choice, anticipation, and comprehension, all of which are under the reader's control Hedgcock (2009) emphasizes the complex relationship between cognitive processes and the information presented in the text Brown and Yule (1983) highlight the necessity of effective comprehension skills in reading Instruction often focuses on either bottom-up or top-down approaches, underscoring the importance of rational interpretation in understanding texts Additionally, discussing comprehension is a vital aspect of the reading process, as noted by Mikulecky and Jeffries.
Comprehension is the process through which readers make sense of text by connecting new concepts to their existing knowledge According to Smith, understanding involves linking elements from our environment, including written material, to our pre-existing ideas and expectations This connection is essential for effective reading and learning Richards and Schmidt (2002) define understanding as the ability to discern the intent behind written or spoken words, highlighting its significance in modern theories of comprehension.
Comprehension is an active process that relies on prior knowledge, context, and the intentions of both the speaker and listener It involves a bottom-up approach, where readers interpret words based on their context and utilize existing knowledge to grasp unfamiliar concepts Mastering vocabulary is essential for language comprehension, as it helps determine the meaning and pronunciation of new words Familiarity with a word's meaning and pronunciation facilitates understanding and usage Ultimately, reading comprehension is about connecting prior knowledge with textual details to derive meaning, emphasizing the creation of understanding over mere memorization of words.
Reading is an active process that requires readers to engage with the text and grasp the author's intended message (Bondanza & Treewater, 1998) To achieve this, readers must integrate their prior knowledge of the subject matter with the information presented in the text, making reading comprehension a crucial skill.
―building bridges between the new text and the known through a dialog between writer and reader‖ (Pearson & Johnson, 1978, as cited in Salinger,
In 1988, it was noted that the "known" encompasses the reader's existing knowledge of language processing, including reading skills and vocabulary, as well as the subject matter at hand The "fresh" refers to the writer's understanding of their topic and how this knowledge is communicated Meanwhile, the "new" introduces readers to novel material, concepts, and terminology that can enhance their understanding and expand their knowledge base.
Reading comprehension is the ability to process text, grasp its meaning, and connect it with existing knowledge Learners who lack prior knowledge or struggle to communicate new concepts may require additional support to understand new material effectively.
This model suggests that readers should focus on transitioning from the smallest linguistic elements to the larger, overarching concepts within the text This involves systematically removing linguistic units in order of size, from the smallest to the largest, with the comprehension of the text's content being the final goal Readers are encouraged to meticulously examine the vocabulary and grammar to ensure a thorough understanding of the text's meaning.
The text acts as a framework for readers to form predictions based on their preconceptions and assumptions To grasp the overall meaning, including the book's theme and the argument's trajectory, readers draw on their past knowledge and experiences to anticipate potential developments within the text.
A mix of top-down and bottom-up processing occurs during interactive reading It is nearly always a key component of an effective teaching strategy since both processes are significant
2.1.1.3 The importance of reading comprehension in language teaching and learning
For readers to understand the actual content being read, reading comprehension is essential; otherwise, readers struggle to understand what
High reading comprehension skills are essential for academic success and effective workplace reading Students with poor reading abilities often struggle to understand texts, identify themes, connect prior knowledge, and retain key concepts However, comprehension techniques can be taught, including active reading strategies such as vocabulary building, purposeful reading, summarizing in their own words, and questioning the material For Vietnamese students, reading is vital for acquiring knowledge and understanding diverse cultures As Carrell states, "Reading is without a doubt the most significant of the four macroskills, particularly in English as a foreign language."
Reading comprehension is essential for learners as it not only provides crucial linguistic input but also enhances their speaking, listening, and writing skills A lack of proper reading ability can hinder both career and personal success, making reading a vital life skill necessary for academic achievement and overall well-being According to Anderson, Hiebert, Scott, and Wilkinson (1985), a strong reading foundation is critical for students to thrive in school and life Additionally, students' reading intentions significantly impact their likelihood of engaging with texts, emphasizing the need for the development of critical reading skills to comprehend the material effectively Proficient reading is also a prerequisite for securing well-paying jobs, as it involves understanding reports and memoranda, where poor reading skills can lead to inefficiencies in processing information and responding appropriately.
11 work The amount that a person can accomplish without strong reading and comprehension abilities is constrained
A reader's level of subject competence is crucial for comprehension and effective communication on a topic Modern reading theories highlight the importance of prior knowledge, with Robert Marzano (2004) noting that a student's existing understanding significantly predicts their ability to learn new information John Guthrie (2000) emphasizes that comprehension cannot occur without knowledge of the past, stating that all learning involves transferring prior experiences Thus, background knowledge, or prior knowledge, plays a vital role in the learning process.
Previous knowledge plays a vital role in the learning process, as it allows students to understand new concepts and experiences By leveraging their existing knowledge, learners can create connections between familiar information and the new content they encounter, enhancing their comprehension.
Secondary pupils are now faced with a diverse array of new subjects, including business, finance, careers, education, and international communication These topics can be challenging to grasp, as they often involve complex intellectual concepts rather than practical, everyday issues Many students lack the necessary knowledge and experience to fully understand these subjects, making it difficult for them to relate their existing knowledge to the new material they encounter.
Reading is an effective way to expand vocabulary, but it can be challenging if readers struggle to understand a significant portion of new words Tarchi (2009) emphasizes that a learner's prior knowledge and vocabulary greatly affect their ability to infer meaning from texts Vocabulary serves as a key indicator of background knowledge, enabling students to grasp concepts more easily Research by Cromley and Azevedo (2007) shows that vocabulary and background knowledge are strong predictors of reading comprehension and influence the use of problem-solving strategies when faced with unclear passages Thus, vocabulary knowledge is crucial for reading ability and effective communication in any language, as highlighted by Schmitt, Schmitt, and Clapham (2001), who describe vocabulary as "the building block of language."
Collaborative strategic reading
Collaborative Strategic Reading (CSR) is an effective teaching method that enhances students' reading comprehension and vocabulary while promoting cooperative learning (Klingner & Vaughn, 1998) This approach integrates modified reciprocal teaching and cooperative learning, allowing students to engage in both teacher-led and student-led activities (Palincsar & Brown, 1984; Johnson & Johnson, 1987; Bremer et al., 2002) CSR equips students with essential reading strategies to identify main ideas and draw conclusions from texts, fostering a collaborative environment for deeper understanding (Sullivan, 1968).
Reading (CSR) is an excellent technique for teaching students reading comprehension and building vocabulary and also working together cooperatively‖
Sallie Gotch (1961) highlights the benefits of Collaborative Strategic Reading (CSR) for students with learning disabilities, emphasizing that it fosters group contribution and a sense of success while providing essential reading support Developed by Janette Klingner and Sharon Vaughn in the late 1990s, CSR combines modified reciprocal teaching and cooperative learning In reciprocal teaching, both teachers and students engage in discussions that involve summarizing, questioning, clarifying, and predicting key text features Meanwhile, cooperative learning encourages students to brainstorm, clarify vocabulary, identify main ideas, summarize content, and engage in question-and-answer sessions.
In addition, according to Bremer, et al (2002), ―Collaborative Strategic
Reading is an excellent technique for teaching students reading comprehension and building vocabulary and also working together cooperatively‖
The concept of Corporate Social Responsibility (CSR) has been examined from various perspectives throughout the review process This study is grounded in the CSR framework established by Klingner & Vaughn (1998, p 11), which emphasizes the importance of collaboration in CSR initiatives.
Strategic Reading (CSR) is a reading comprehension approach in which the teacher teaches students how to employ comprehension strategies while working in groups‖
According to Klingner & Vaghn (1998), teachers provide clear guidance on the use of students' metacognitive strategies in CSR, and then promote peer-centered learning within a study group Collaboration with
The implementation of Corporate Social Responsibility (CSR) requires teachers to provide clear instruction and modeling in four key understanding strategies: (a) preview, (b) click and tap, (c) take key points, and (d) summarize Initially, teachers will demonstrate all steps during the first teaching group to introduce CSR concepts to students Once students have shown proficiency in these strategies, they will apply them in small groups Figure 2.1 illustrates each of these strategies.
Students have a specific role in collaborative study groups in CSR,
Identify the most important information
Find words ideas I don’t understand
- Reread sentence before and after clunk
- Look for prefix, suffix, and root word
(1) Find the most important Who or What
(2) Find the most important information about the who or what
In teacher-led activities, students rotate through various courses and, after mastering four key strategies, engage in peer-to-peer groups to explore different roles in team social responsibility (CSR) These roles within the CSR teams may encompass a variety of responsibilities, fostering collaboration and accountability among students.
A student takes the lead in implementing Corporate Social Responsibility (CSR) by deciding the sequence of texts to read and the strategies to employ If necessary, leaders can seek assistance from teachers to enhance their efforts.
Students can utilize "tap cards" as a helpful tool to navigate challenging words and concepts Each tap card outlines a specific repair strategy, including: (a) leveraging contextual clues by rereading emphasized sentences to identify key concepts; (b) reviewing surrounding sentences for additional hints; (c) recognizing affixes within words to enhance comprehension; and (d) breaking down words to uncover their roots.
Reporter: In a class summary, students report to the class the main ideas (key points) learned in a small group setting
Thus, it is possible to summarize the CSR process, including four specific steps (1) preview the text, (2) click and clunk, (3) get the gist, and (4) wrap up
Cue cards, or cue sheets, outline the necessary steps for each role, aiding students in grasping their responsibilities Mastering these roles enhances their understanding and focus Once students feel secure in their tasks, they can transition away from using cue cards.
CSR Learning Logs allow students to keep track of their learning and provide a basis for follow-up activities Teachers can create a separate study
29 journal for each CSR course per week or teaching unit Learning diary performs two main functions:
- Document studies to ensure personal accountability;
- Study guide for students to use in future tests and quizzes
Tap professionals use tap cards Each of the four cards includes a repair strategy:
- Reread the sentence and find essential ideas to help decipher that word
- Check the sentences before and after the sentence that contains "tap" and find any information that might tell the meaning of it
- Find a known prefix or suffix in class to indicate its meaning
- Remove the tap and look for smaller words that may imply its meaning
Using a timer can enhance team focus and prevent deviation from strategies Teachers should set timers for each group to ensure timely implementation of policies, especially during the initial days when students are still grasping the collaborative process As students become more independent in their work, teachers can permit groups to manage their own time.
Incorporating Collaborative Strategic Reading (CSR) into reading lessons enhances learners' reading comprehension skills Research by Madden and Slavin (1983) indicates that collaborative learning yields positive outcomes for students with learning disabilities (LD), while studies by Duran and Szymanski (1995), Jacob and Rottenberg (1996), and Long and Porter (1985) highlight its effectiveness for limited English proficient (LEP) students.
Corporate Social Responsibility (CSR) enhances student engagement with peers, facilitating the acquisition of new knowledge through collaboration According to Cazden (1988) and Richard-Amato (1992), such peer interactions significantly boost the likelihood of meaningful communication regarding the learning material, as noted by Cohen.
In 1986, it was noted that LEP students benefit from native language support provided by bilingual peers Research by Cummins (1984) and Diaz and Haka (1990) indicates that engaging in discussions in their native language for meaning clarification enhances understanding of English vocabulary, facilitating the transfer of conceptual knowledge to English.
CSR consistently achieves positive results in its investigation of its effectiveness In studies such as that of Klingner (1997); Klingner and Vaghn
Bilingual English (Spanish) learners aged 10 to 11 have shown improved reading comprehension, content learning, and vocabulary acquisition through the use of Collaborative Strategic Reading (CSR) in science textbooks (1998) Research by Klingner, Vaughn, and Schumm (1998) indicates that students aged 9-10 from diverse cultural and linguistic backgrounds, including English learners, have achieved higher standardized reading scores when engaging in CSR compared to their peers who did not participate Additionally, Chang and Shimizu (1997) found that Chinese-speaking English learners with learning disabilities benefited from CSR, enhancing their content comprehension and English acquisition, while also increasing student participation in discussions Overall, the implementation of CSR, supported by teachers and peers, fosters an environment that enhances students' understanding strategies and knowledge-building when reading content area texts.
2.2.5 Conditions for CSR to be effective
The first important condition for collaborative learning to take place is classroom conditions Classroom conditions essential for collaborative learning include group classroom organization and student group organization
2.2.5.1 The first condition about classrooms: Classrooms are organized into groups
Round tables foster collaborative learning in classrooms more effectively than individual desks They are designed to accommodate groups, promoting teamwork and interaction, while smaller tables cater to individual work The use of large tables also symbolizes equality among team members, enhancing the collaborative experience.
In classroom settings, the absence of a designated "leader" at a round table fosters a collaborative environment If round tables are impractical, arranging smaller tables can enhance student engagement and learning Ultimately, the organization of classrooms is largely influenced by whether they are traditional or alternative learning spaces.
2.2.5.2 The second condition about classrooms: Students are organized into groups
Review of previous studies
Beckers (2006) conducted a study titled "The Effects of a Multistrategy Reading Comprehension Intervention on the Reading Skills of University Athletes with Reading Deficits," focusing on 16 male college freshmen at a research-intensive university in the southeastern United States The study aimed to evaluate the effectiveness of Collaborative Strategic Reading Instruction on the reading abilities of academically underprepared students Participants were divided into eight experimental and eight control groups, utilizing instruments such as a pretest-posttest reading comprehension assessment from the Gates-MacGinitie Reading test and the Qualitative Reading Inventory-4 The results indicated that Collaborative Strategic Reading significantly improved students' reading skills as measured by the QRI-4, while no enhancement was observed in the GMRT post-test results.
Collaboration among students during the implementation of Collaborative Strategic Reading (CSR) is a key focus of research, particularly highlighted by Fan (2009) His study investigates the effects of CSR on reading comprehension among Taiwanese university students, exploring how students collaborate to enhance text understanding Utilizing a mixed-method research design, Fan examines students' perspectives on the CSR intervention, incorporating both qualitative and quantitative data to provide a comprehensive analysis.
The study utilized various methods, including pre- and post-tests, questionnaires, field notes, recordings of group discussions, and interviews, to gather data Results indicated significant improvements in students' Reading Comprehension skills after 14 weeks, particularly in identifying main ideas and supporting details Additionally, students expressed a positive perception of the Corporate Social Responsibility (CSR) strategy, noting its beneficial impact on their English learning However, they also encountered challenges such as unfamiliar vocabulary, complex syntactic structures, and the absence of some group members.
A quantitative study by Fan (2010) involving 110 English language learners in Taiwan revealed that Collaborative Strategic Reading (CSR) significantly enhances reading comprehension, particularly in grasping the main idea and identifying supporting details Similarly, Karabuga & Kaya (2013) conducted a study with 40 university-level preparatory class students, which also demonstrated that CSR positively influences students' reading comprehension skills.
Rozak, Ngadiso, and Asib (2012) conducted a study titled "The Effectiveness of Collaborative Strategic Reading (CSR) to Teach Content Area Reading Comprehension Viewed From Students’ Intelligence." This experimental research took place at MAN 1 Bojonegoro during the academic year 2012/2013, specifically from September to November, and focused on evaluating the effectiveness of CSR in enhancing content area reading skills.
2012 They conducted the study to determine the effectiveness of CSR compared to standard lecturing in teaching content area reading
This experimental research utilized a Factorial design to explore the relationship between teaching strategies and students' linguistic intelligence in reading comprehension The study revealed that Collaborative Strategic Reading (CSR) significantly enhances students' content-area reading comprehension compared to traditional lecturing methods Additionally, it was found that students with higher intelligence levels demonstrate better reading comprehension than their lower intelligence counterparts Overall, CSR not only improves reading skills but also fosters student motivation and engagement in learning.
Ziyaeemehr (2012) investigated the effectiveness of Collaborative Strategic Reading (CSR) on the reading comprehension of English for Specific Purposes (ESP) learners, focusing on forty electronics students from the Islamic Azad University of Mahshahr The participants were divided into experimental and control groups, with the experimental group receiving CSR instruction and the control group taught using the Translation method To assess the impact of CSR, the researcher conducted pre and post-tests, which included five reading comprehension passages and 25 multiple-choice questions The findings revealed a significant difference in reading comprehension scores between the two groups, highlighting the positive effects of CSR on students' reading abilities.
A study involving 40 experimental and control groups revealed a significant difference in students' scores, with a t-value of 3.390 and a p-value less than 0.05 This finding underscores the importance of Collaborative Strategic Reading in enhancing the reading comprehension skills of English for Specific Purposes (ESP) learners.
A study by Nosratinia, Mirzakhani, and Zaker (2013) revealed that many students struggle with effective reading, particularly in second or foreign languages, and often lack exposure to strategic instruction Teachers rarely provide guidance on effective reading strategies, making it essential for students to adopt a concept-driven, top-down approach to enhance their reading skills The researchers aimed to determine the impact of the Collaborative Strategic Reading Approach (CSR) on EFL learners' reading comprehension The findings indicated a significant improvement in reading comprehension among students who received CSR instruction, as evidenced by an independent t-test Additionally, the results suggest that CSR positively influences EFL learners' autonomy in reading.
Karabuga and Kaya (2013) investigated the effectiveness of Collaborative Strategic Reading instruction on adult EFL learners' reading comprehension and related challenges Utilizing a descriptive, experimental research design, they focused on a preparatory class of adult EFL learners at Kahramanmaras Sutcu Imam University as their study sample.
A recent study revealed that adult EFL learners found Collaborative Strategic Reading (CSR) to be effective in enhancing their reading comprehension Participants noted that CSR helped them address vocabulary challenges and emotional barriers, such as feelings of incompetence and discomfort The collaborative nature of CSR, which includes group discussions, made the comprehension process more accessible and enjoyable The findings indicate that CSR not only improves vocabulary mastery during reading in EFL classes but also fosters peer learning and support among students Additionally, CSR promotes learning autonomy, reducing students' reliance on teachers throughout the learning process.
A study by McCown (2013) investigated the impact of Collaborative Strategic Reading (CSR) on fifth-grade students' comprehension of informational texts and their metacognitive awareness The research involved a diverse group of students, including those with learning disabilities, participating in a quasi-experimental design To assess reading ability, the study utilized the QRI-5 and Georgia’s CRCT, while the MARSI measured metacognitive awareness Results indicated that students receiving CSR instruction scored higher in expository reading comprehension on the QRI-5 compared to their peers who did not receive CSR However, there were no significant differences in total reading comprehension scores on the CRCT between the two groups Additionally, the study explored students' metacognitive awareness, revealing noteworthy insights.
MARSI MANOVA did not show any statistical difference between the experimental and control groups on any of the three MARSI subscales.‖
Chuong et al (2021) conducted a study titled "The effects of using collaborative strategic reading on reading comprehension skills for non-English majored college students," which aimed to assess the impact of Collaborative Strategic Reading (CSR) on reading comprehension among non-English major college students The research involved an experimental design, utilizing pre-tests and post-tests from 39 students at a college in Can Tho city The methodology included quasi-experimental techniques and insights from 17 teachers through questionnaires and semi-structured interviews with 3 teachers regarding their experiences with CSR The findings revealed a significant improvement in reading comprehension scores for the experimental group compared to the control group, indicating that CSR effectively enhances reading skills Additionally, teacher interviews confirmed the positive impact of CSR on students' reading achievements, with most educators expressing agreement on its effectiveness in improving reading comprehension in English language teaching.
Implementing Collaborative Strategic Reading (CSR) significantly enhanced students' reading comprehension skills, fostering a positive attitude towards its use Educators observed that students were better able to generate and organize ideas, leading to increased confidence in their reading abilities Additionally, students became more proficient in employing various reading techniques, including skimming, scanning, guessing, and predicting.
Current research on the effects of Collaborative Strategic Reading (CSR) has primarily concentrated on students aged 10-12, with limited studies addressing its impact on high school students in Vietnam While CSR has demonstrated positive outcomes for enhancing reading comprehension in Western contexts, there is a notable lack of research on its application in Vietnamese educational settings Additionally, the role of CSR in mainstream English and English as a Foreign Language (EFL) classes remains underexplored These identified research gaps underscore the necessity of this study to contribute valuable insights into the effectiveness of CSR in improving reading comprehension among older students.
Chapter summary
This chapter offers a comprehensive overview of reading comprehension and collaborative learning, defining key concepts and components It clarifies the theories behind Collaborative Strategic Reading (CSR) and outlines its standard definitions, procedures, and materials Additionally, the researcher highlights previous studies on the topic, identifying existing research gaps to further the understanding of CSR.