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Rationale for the Study
Reading is a crucial skill for learning, work, and daily life, playing a vital role in language acquisition by enhancing listening, speaking, and writing abilities Effective reading comprehension significantly influences the success of absorbing a new language.
Reading is a fundamental life skill and a foundation for academic and personal success, as opportunities for fulfillment and professional success will be missed without proper reading skills Effective reading is crucial for language learners to succeed and to meet the increasing need for high literacy skills, making reading central to all formal education.
Students need effective reading skills to pass language tests, alongside listening, writing, and speaking Teachers should provide practical guidance to help English language learners effectively apply these skills to their reading tasks.
In Vietnamese education, where exams emphasize grammar and reading, effective reading methods are crucial for students The diversity in learning styles makes finding a universally effective method challenging for teachers and learners Many Vietnamese English learners struggle with reading assignments, often relying on translation tools or keyword matching due to underdeveloped reading strategies Therefore, educators need to develop common formulas to build a solid foundation for students' reading skills.
Growing demand for language acquisition is evident in the increasing participation in language proficiency tests like CEFR, IELTS, and TOEFL, driven by the need to excel in admission examinations for top training institutes; strong reading abilities are crucial for students aiming for excellent marks and optimal academic achievements.
Effective reading strategies, including predicting, visualizing, connecting, summarizing, questioning, and inferring, enhance comprehension Teachers play a crucial role in improving students' understanding through explicit instruction in these reading strategies, as supported by research.
(2005) has demonstrated that predicting, finding connections, picturing,
Inferring, questioning, and summarizing are effective techniques for improving reading comprehension, especially for high school students facing complex assignments These strategies were selected for this study based on the need to enhance skills within time constraints and considering the participant group.
Purpose of the Study
This study investigates the effectiveness of reading strategies in enhancing students' reading comprehension, aiming to provide language teachers with valuable insights into their reading instruction methods.
Significance of the study
This research holds both theoretical and practical significance by contributing to scientific research on reading strategies and serving as a guide for future studies on reading skills and research methods.
This research offers practical benefits for educators by identifying effective reading skills that inform teaching strategies Students can leverage these insights to improve reading skills and comprehension, which enhances second language learning and broadens knowledge acquisition.
Research Questions
This study aims to improve reading comprehension through the implementation of effective reading techniques, addressing the critical need for a strong foundation in these techniques to support students' academic and future success.
1 To what extent does the teaching of reading strategies have impact on the students‟ reading comprehension?
2 What are the students‟ attitudes towards the reading strategies instruction?
This research aimed to expand existing knowledge on reading strategies and offer new perspectives to teachers assisting ESL students with reading comprehension difficulties As the study evolved, specific questions and issues arose, further refining the focus and contributing to a deeper understanding of effective support methods.
Scope of the Study
This research, conducted with 90 12th-grade students in Hanoi during the 2022-2023 academic year, investigated the impact of reading strategies—prediction, visualization, making connections, summarization, questioning, and inference—on enhancing reading comprehension abilities.
Method of the Study
Action research aims to enhance students' reading skills through the implementation of various effective reading strategies This approach, as defined by Brown and Dowling (2001), focuses on practical improvements within a specific context The study investigates how these strategies can lead to measurable gains in learners' reading proficiency.
Action research empowers practitioners to transform their practices, typically within a classroom setting Its significance lies in fostering change in daily practice rather than broad generalization This reflective method addresses practical problems, enabling teachers to make a difference and enhance student achievement by identifying solutions to real-world issues in schools Educators utilize action research to identify needs, document inquiry, analyze data, and make informed decisions, following a four-stage process: planning, action, observation, and reflection.
This study investigates the effectiveness of reading strategies in improving the reading skills of Hanoi high school students, ultimately aiming to enhance teaching techniques and student performance By testing the impact of these strategies, the research seeks to improve students' reading abilities and academic outcomes Action research offers educators opportunities to reflect on their teaching, explore new methods, assess effectiveness, and make informed decisions about curriculum and instruction Collaborative action research, involving teachers, administrators, and researchers, investigates educational practices and promotes advancements in education.
6 educational change and progress (Bennett, 1994) To get data, different instruments were used, such as a pre-test, a post-test, observation, interview and a questionnaire.
Organisation of the Study
The study is divided into three parts:
Part A is Introduction mentioning the rationale, purpose, significance, hypothesis, scope and method of the study
Part B is Development comprising three chapters:
Chapter One offers a theoretical grounding and literature review, exploring the foundations of extensive reading skills and the use of authentic materials in language teaching, complying with SEO rules.
- Chapter Two – The Research Methodology – encompasses participant selection, choice of instrumentation, data collection methods, and data analysis procedures, all implemented to effectively address the research objectives
- Chapter Three – Findings and Discussion –demonstrates the findings accompanied by data analysis and discussion
Part C is Conclusion recapitulating the major findings of the study and represents further recommendations for the implementation of authentic materials
LITERATURE REVIEW
Definition of Reading
Grounded research into reading requires a clear understanding of the process The theories of Goodman and Smith, internationally recognized as reliable, provide a foundation for understanding reading, written language, and comprehension.
Reading, as defined, is deriving meaning from written material through visual interpretation, enhanced by brain function Harvie (2000) emphasizes a dual process: decoding written code to recognize words and analyzing these words for comprehension While this study focuses on the decoding aspect, the overarching goal is to understand and improve reading skills in young students, including in a second language.
Reading, according to Nuttal (2000: 2), is the outcome of mental interaction between the writer and the reader It is the reader's attempt to understand the writer's message or intended meaning
Reading is the process of extracting meaning from written texts, necessitating the coordination of information sources (Anderson et al., 1985) Wixson et al (1987) emphasize that reading involves the reader's prior knowledge, text information, and the reading context to produce meaning Grabe (1991) describes reading as an interaction between readers and texts, resulting in reading fluency, utilizing both linguistic and schematic knowledge Ultimately, Pourhosein Gilakjani and Ahmadi (2011) state that the primary purpose of reading is to obtain the author's intended message from a text.
Extensive reading enhances language understanding through diverse materials, fostering self-directed learning and improving language competence, cultural understanding, and motivation Intensive reading focuses on close text analysis for meaning and writing techniques, aiding vocabulary acquisition and comprehension of text structures Integrating pre, while, and post-reading techniques, including extensive reading, is essential for comprehensive language learning and improved reading comprehension.
The bottom-up model, the top-down model, and the interactive model are the three models for the second-language reading process The second-
Second language reading comprehension is influenced by three main models: the bottom-up model, which focuses on decoding individual elements; the top-down model, emphasizing the use of prior knowledge; and the interactive model, which combines both approaches These models offer valuable frameworks for understanding how second-language readers approach texts, informing educators in designing effective language instruction.
Definition of Reading Comprehension
Reading comprehension is the ability to understand and interpret written text, going beyond simply recognizing words to comprehending their meaning and significance within the context of the passage Effective reading comprehension requires engaging with the text, connecting ideas, and drawing inferences based on prior knowledge and information presented.
Effective reading comprehension hinges on constructing meaning from text This process requires a strong grasp of syntax, vocabulary, and content Readers must also possess awareness of the context and purpose of the reading task to fully understand the material.
Reading comprehension, as described by Kintsch (1998), involves extrapolating meaning from text, focusing on understanding the text as a whole rather than individual words or sentences The primary goal is to comprehend the overall message and context conveyed within the text.
Reading comprehension involves creating a mental model by combining a text's meaning with the reader's prior knowledge (Johnson-Laird, 1983; Kintsch, 1998) This mental model, also known as a scenario model, represents what has been learned from the text (RAND Reading and Study Group, 2002).
Effective reading comprehension requires the successful expansion and arrangement of various lower- and higher-level processes and skills (Keenan, Betjemann, & Olson, 2008) Consequently, comprehension breaks can stem from multiple sources, differing based on readers' abilities and age.
Reading comprehension theories come in three different kinds These include cognitive processes, mental representations, and content literacy
Reading comprehension is defined by Grellet (1981: 7) as
Comprehending written text involves efficiently extracting maximum information Active reader engagement is crucial for grasping a book's content, ensuring thorough understanding and knowledge acquisition.
Comprehension, according to Pang et al (2003), involves extracting meaning from connected text, requiring readers to decode written symbols and utilize prior knowledge to fully grasp the content.
Reading comprehension involves understanding words and phrases, and applying effective strategies enhances reading skills A strong connection exists between efficient reading skills and smooth reading experiences, aiding readers in tackling complex assignments without interruption or fatigue.
Effective Reading Strategies
Effective reading strategies are specific techniques used to enhance understanding and comprehension of written texts These strategies help readers extract meaning and gain insights from the material The goal is to improve reading skills and become a more proficient reader.
Effective reading strategies are essential tools for readers of all levels and ages, helping them engage with texts actively and process information efficiently Several reading comprehension techniques exist to aid in this process.
Inferring, or reading between the lines, requires students to draw conclusions based on their knowledge and the text Students can make predictions, discover themes, and generate meaning from text through inference Illustrations, graphs, and related vocabularies can aid students in forming inferences.
Summarization, as Adler (2001) notes, involves identifying essential information and condensing it into one's own words, enabling learners to distinguish between main and supporting ideas.
12 method that helps learners order their thoughts even when they are reading extensive paragraphs that are generally seen as a threat to them
Questioning, as highlighted by Harvey and Goudvis (2000), is a versatile reading strategy employed before, during, and after the reading process to construct meaning and enhance comprehension This technique, as noted by NRP (2000), aids students in differentiating between factual, inferential, and knowledge-based questions Student-generated inquiries improve reading comprehension by connecting different parts of the text.
Skilled readers visualize text to enhance comprehension (Adler, 2001) Visualizing involves creating a mental image of the text, aiding memory and understanding (National Reading Panel, 2000) Teachers can promote visualization by encouraging students to sketch or write about their mental images of places, people, and events in the text.
Making connections is another valuable reading strategy By linking text ideas to personal experiences, readers activate prior knowledge, making reading more meaningful and engaging Connecting text to self, other texts, and the world enhances comprehension.
Good readers read with a purpose, using prediction to enhance comprehension by setting goals Effective prediction strategies include using titles, tables of contents, images, and key phrases Students should also predict at various points in the text, assessing and revising their predictions as needed to improve engagement and understanding.
Comprehension monitoring, a key metacognitive strategy, enhances reading comprehension by fostering awareness of one's understanding and enabling necessary adjustments This empowers readers to identify comprehension gaps and proactively address them, leading to improved understanding.
Readers enhance their comprehension skills by recognizing understanding gaps and employing suitable techniques to improve understanding, ultimately fostering better reading habits.
Successful readers actively monitor their comprehension, employing "fix-up" strategies like rereading and clarifying to enhance understanding.
14 terms by checking them up in a dictionary, or seeking help from someone are some specific mending techniques (Paris, Wasik, & Turner, 1991)
Successful readers adapt their comprehension techniques to suit different texts, developing a personalized and effective approach Competent readers strategically select the appropriate techniques at the right time, demonstrating adaptability Formal training in comprehension strategies can benefit many children, improving their understanding through deliberate application of learned techniques.
Previous Studies
Numerous research have looked into the connection between reading tactics and comprehension abilities Overall, the evidence points to a considerable improvement in reading comprehension when utilizing efficient reading techniques
Effective reading involves tactics like anticipating, summarizing, explaining, questioning, and envisioning, which enhance text retention and comprehension, positively impacting overall reading comprehension, according to Pressley and Afflerbach (1995).
Similar results were discovered in another research by Wang and Guthrie (2004), which showed that readers who made connections, asked questions, visualized passages, and summarized their reading performed
15 better than readers who did not Additionally, after being taught these techniques, pupils' reading comprehension significantly improved
Karbalaei and Sahebkheir's 2012 research highlights the effectiveness of metacognitive techniques in enhancing reading comprehension Students trained to use strategies like comprehension monitoring and goal setting demonstrated significantly improved reading skills compared to a control group, underscoring the importance of metacognition in learning.
Additionally, a meta-analysis conducted by Hwang and colleagues
(2018) revealed that teaching reading strategies improved reading comprehension, with the highest impact shown when methods were explicitly taught, used, and repeated over time
Efficient reading techniques such as anticipating, summarizing, clarifying, questioning, and picturing significantly improve reading comprehension Furthermore, consistent repetition and explicit training in these techniques lead to lasting improvements in reading comprehension skills.
The relationship between a learner's reading comprehension abilities and techniques is favorable Brookbank, Grover, Kullberg, and Strawser
Studies indicate that employing varied reading methods enhances students' text comprehension (1999), while conversely, less proficient readers often lack diverse strategies, approaching texts uniformly (Golinkoff, 1975) Ahmadi and Pourhossein
Reading methods positively impact comprehension skills, benefiting both expert and less competent readers Effective readers employ diverse techniques, strategically adapting them to different reading situations, enhancing their overall understanding and retention.
Readers employ various techniques to enhance reading comprehension, including identifying main ideas, clarifying ambiguities, and summarizing texts, which aids in analyzing their approach and addressing difficulties Proficiency levels also influence reading strategies, with lower proficiency learners relying on visual cues and higher proficiency learners depending on discourse, syntactic, and semantic cues Furthermore, reading comprehension tactics differ between strong and poor learners, highlighting the importance of tailored reading strategies.
Studies indicate that employing effective reading strategies significantly enhances reading proficiency Chia (2000) observed a preference for regional reading techniques Parry's (1996) students favored bottom-up strategies, aligning with their conventional methods Su (2001) demonstrated the impact of reading practices on reading competency Song's (1998) research emphasized that reading strategy instruction is a key element in improving reading comprehension, advocating for explicit strategy instruction in foreign language reading.
Previous studies show that employing effective reading strategies, including anticipating, summarizing, and metacognitive techniques, significantly improves students' reading skills Prior research emphasizes the importance of adopting diverse strategies to enhance reading abilities and tackle assignments effectively.
Researchers investigate effective reading strategies like summarizing, predicting, and questioning to improve reading comprehension among secondary school students in Hanoi, considering factors like time, target audience, and complexity to ensure applicability in various contexts.
RESEARCH METHODOLOGY
Research Setting
This study took place at a high school in Hanoi, Vietnam, home to 1,500 students across 45 classes organized by curriculum, including specialized programs for gifted students and IELTS preparation While the school offers diverse academic opportunities, the majority of students come from Hanoi's suburban areas, exhibiting a range of academic performance with many not considered high achievers.
Reading is particularly challenging due to limited vocabulary and underdeveloped reading strategies Many students rely on translation software instead of developing their reading skills.
The high school boasts a dedicated faculty of 11 teachers, all graduates of the prestigious University of Foreign Languages, Vietnam National University, Hanoi, with ages ranging from 26 to 47 The researcher, a 26-year-old English teacher at the school, contributes nearly three years of teaching experience to this dynamic team.
The textbooks based in the study are Tiếng Anh 12 (English 12), Tiếng
Anh 11 (English 11) and Tiếng Anh 10 (English 10) which are standard textbooks for non-specialized English classes
Subjects
The study involved 90 students from two classes (12D6 and 12D8) in Nam Tu Liem District, where the researcher was also their teacher Initial assessment via the Oxford Placement Test revealed a pre-intermediate English proficiency level among the majority of students The participants' background, including gender, age, and English reading proficiency, was documented by the researcher.
Table 1: Background Information of the Subjects
For a researcher, teaching two 12th-grade classes offers a unique opportunity to conduct research, providing better control over materials, student understanding, and research schedule management due to familiarity gained over three years of teaching The school principal's assignment of these classes to the researcher further facilitates the research process, making it a convenient and well-informed endeavor.
Uniformity in educational context is a crucial reason for selecting this research subject, as all participating students have received 12 years of English education.
High school students in this research share a common academic goal: to improve reading skills effectively, supported by a standard curriculum and comparable English study experience, enabling them to handle complex reading assignments.
Research Type
This research aims to improve reading comprehension through the implementation of specific reading techniques, employing a mixed-methods approach by collecting both qualitative and quantitative data to achieve comprehensive results Quantitative data is gathered from questionnaires, pre-tests, and post-tests, while qualitative data is collected through interviews, teacher's notes, and student learning logs.
Research Approaches
Action research aims to enhance reading skills through effective strategies, focusing on practical improvements within the classroom setting It emphasizes transforming daily teaching practices rather than generalizing to broader contexts The core goal of action research is to address and resolve immediate, relevant issues in education.
to identify needs, analyze data, and make informed decisions for **enhanced student achievement**, documenting their investigative processes to achieve desired outcomes.
Action research significantly enhances education by enabling educators to reflect on their teaching, explore innovative methods, and evaluate their effectiveness Collaborative action research, involving teachers, administrators, and researchers, investigates educational practices and drives educational change and progress, ultimately improving the quality and performance of students.
This action research, conducted over nine weeks in the first semester of the 2022-2023 academic year, followed Nunan's action research cycle, encompassing problem identification, preliminary investigation, intervention, and evaluation.
Mixed-methods research combines qualitative and quantitative approaches to provide a comprehensive understanding of a research problem This approach enhances the validity and reliability of results through triangulation of findings from different data collection methods.
Quantitative research utilizes questionnaires, pretests, and posttests to collect numerical data from a large sample, enabling statistical analysis and generalization of findings to a broader population.
Qualitative data collection, incorporating interviews, teacher's notes, and student learning logs, facilitates the exploration of in-depth insights This approach is crucial for understanding participants' experiences and capturing rich, contextual data that quantitative methods may overlook, thereby providing a comprehensive understanding of the research subject.
Integrating quantitative and qualitative data addresses individual limitations, offering a comprehensive view of the research problem This integration aids in better result interpretation, fosters a complete understanding of studied phenomena, and enables more robust conclusions.
Data Collection Instruments
2.5.1 Pre-test and Post-test
To assess the effectiveness of reading skill improvement strategies, this study employed two reading passages for both pre- and post-tests, selected from the Tiếng Anh 12 textbook to ensure familiarity and adequate vocabulary for students The decision to use two passages was made to maintain student engagement and efficiently manage time during the assessment process The pre- and post-tests utilized identical reading passages to facilitate a more profound analysis of progress.
Using identical pre-tests and post-tests ensures comparability and prevents issues related to equating different test versions, eliminating potential variables introduced by different test forms This approach allows for a reliable and meaningful comparison of performance before and after instruction In this study, the same format was used for both the pre-test and post-test to accurately assess the class's performance, with exam papers collected after each test without providing correct answers.
The study utilized reading passages from "Select Reading" (Pre-Intermediate level) to create pre-tests and post-tests These tests employed True/False/Not Given and Multiple-choice formats to evaluate comprehension Multiple-choice questions specifically targeted main ideas, details, and prompt requirements Identical pre-tests and post-tests facilitated direct comparison of reading comprehension skills, using True/False/Not Given exercises.
"How to be a successful businessperson" (10 questions), and the other exercise is a multiple-choice format (6 questions) about mobile phones (For details of these reading comprehension test, see Appendix 1)
The pre-test and post-test passages evaluate reading comprehension skills, focusing on essential abilities The first passage encourages active engagement through predicting outcomes in Mr Kazi's journey, enhancing reader involvement.
Vivid descriptions enable readers to visualize experiences, fostering a deeper understanding and encouraging connections to other entrepreneurs' stories Summarizing key points assesses statement validity, promoting concise comprehension, while probing questions hone analytical skills Inference-making becomes crucial, requiring logical conclusions, nurturing reading comprehension, critical analysis, and inference skills Multiple-choice questions evaluate reading skills, prompting readers to predict the main topic, summarize the writer's purpose, and infer ideas These skills are essential for comprehending and analyzing reading materials effectively, gauging reading comprehension and critical thinking abilities.
There are 2 questionnaires conducted to gain deeper insights into students' attitudes before and after receiving instruction on effective reading strategies
The initial questionnaire, administered post-pretest, comprises five questions designed to gather student opinions and experiences The first three questions explore students' approaches to unfamiliar reading passages, the breadth of reading strategies they possess, and the range of reading skills they typically utilize The subsequent two questions focus specifically on the completed pretest, aiming to identify encountered difficulties and gauge the perceived difficulty level.
The post-test questionnaire assesses students' attitudes and perceptions regarding effective reading strategies and their impact on reading comprehension Specifically, the first three questions gauge students' application of effective reading strategies, perceived improvement in reading comprehension skills, and confidence levels after practicing these strategies The fourth question investigates the perceived helpfulness of these strategies in tackling post-test reading passages, while the fifth explores students' perception of the post-test's difficulty level after learning the strategies.
To gain a deeper understanding of participants' reading habits and lexical inferencing instruction, semi-structured interviews were conducted, complementing the other research tools and providing more comprehensive insights.
Detailed interviews were conducted in Vietnamese with five volunteers immediately after their posttest to prevent miscommunication.
2.5.4 Teacher’s Note and Students’ Learning Logs
Teacher's notes and student learning logs were collected during the project to allow the teacher (also the researcher) to reflect on their experiences and the students to document their learning, providing a deeper and broader understanding of the data.
Intervention
Effective reading strategies, including inferring, visualizing, questioning, summarizing, comprehension monitoring, making connections, and predicting, were implemented in a 7-week classroom instruction period with two sessions per week focusing on each strategy The instruction incorporated 2-3 reading passages weekly, and the study design involved specific materials and procedures to encourage students to make predictions.
The intervention, conducted during optional lessons, utilizes handouts with reading passages from the Students' Workbook of Tiếng Anh 12 or authentic materials This intervention guides students in effective reading strategies to improve their reading skills and comprehension The goal is to empower students to apply these strategies effectively, enhancing their overall reading proficiency.
The core textbooks for this study are the Tiếng Anh series (10, 11, and primarily 12), which emphasize reading strategies for specific information and detail comprehension Recognizing that textbook passages sometimes fall short of study requirements, the research incorporates supplementary readings from other books and authentic materials to ensure comprehensive coverage.
"Select Reading” book designed for Pre-Intermediate level learners These materials were chosen based on its length, difficulty level, and suitable content for students at the pre-intermediate level
2.6.2 Steps of the Instruction in Effective Reading Strategies
The instruction in effective reading strategies typically involves the following steps:
1 Introduction: The teacher introduces the reading strategy to be taught, such as inferring, visualizing, questioning, summarizing, comprehension monitoring, making connections, or predicting The purpose and benefits of using the strategy are explained
2 Pre-reading activities: The teacher engages the students in activities that activate their prior knowledge and prepare them for the upcoming reading This may include brainstorming, discussing related topics, or previewing the text
3 Model the strategy: The teacher models how to use the reading strategy effectively by thinking aloud and demonstrating the process This helps students understand how to apply the strategy themselves
4 Guided practice: The students practice the reading strategy with guidance and support from the teacher They may work on exercises, tasks, or worksheets that require them to apply the strategy to specific texts
5 Collaborative practice: Students work in pairs or small groups to practice the reading strategy together They engage in discussions, share their thoughts, and support each other in using the strategy
6 Independent practice: Students apply the reading strategy independently to a variety of texts They may read articles, stories, or excerpts and use the strategy to enhance their comprehension and engagement with the text
7 Reflection and discussion: The teacher facilitates a reflection session where students discuss their experiences, challenges, and successes in using the reading strategy They share insights and strategies that were effective for them
8 Assessment: The teacher assesses students' understanding and application of the reading strategy through various means, such as quizzes, assignments, or observations This helps monitor their progress and identify areas for further improvement
These steps are repeated for each reading strategy introduced during the instructional period, allowing students to develop a repertoire of effective reading strategies
Data Collection Procedures
Over nine weeks, the research commenced with a pre-test to evaluate students' initial reading abilities, complemented by interviews to gather qualitative data and understand their perspectives.
Each week builds upon specific reading skills, starting with summarizing, where students engage in targeted exercises We closely monitor their performance and knowledge acquisition, tracking the improvement in correct answers on skill-specific tasks to ensure effective learning.
Each week focused on a new reading skill, including questioning, connecting, visualizing, monitoring comprehension, inferring, and predicting Theories and exercises introduced each skill, followed by practice Student progress and task performance were continuously monitored.
In the final week, a post-test assessed students' reading comprehension gains following the intervention, while interviews provided qualitative data, capturing their experiences and perspectives throughout the research process.
The progress of the research is presented in the following table:
Table 2: Procedures of the Study
⮚ Questionnaire Week 2 ⮚ The first skill: Summarizing (theories and exercises)
⮚ Practice exercise for the first skill
⮚ Observe how students acquire knowledge and then put into practice the exercises given
⮚ Observe the improvement of the number of correct answers over each assigned task to perform the skill just practiced
Week 3 ⮚ The 2 nd skill: Questioning (theories and exercises)
⮚ Practice exercises for the second skill
⮚ Observe how students acquire knowledge and then put into practice the exercises given
⮚ Observe the improvement of the number of correct answers over each assigned task to perform the skill just practiced
Week 4 ⮚ The 3 rd skill: Making Connection (theories and exercises)
⮚ Practice exercises for the third skill
⮚ Observe how students acquire knowledge and then put into practice the exercises given
⮚ Observe the improvement of the number of correct answers over each assigned task to perform the skill just practiced
Week 5 ⮚ The 4 th skill: Visualizing (theories and exercises)
⮚ Practice exercises for the 4 th skill
⮚ Observe how students acquire knowledge and then put
31 into practice the exercises given
⮚ Observe the improvement of the number of correct answers through each task assigned to perform the skill just practiced
Week 6 ⮚ The 5 th skill: Comprehension Monitoring (theories and exercises)
⮚ Practice exercises for the 5 th skill
⮚ Observe how students acquire knowledge and then put into practice the exercises given
⮚ Observe the improvement of the number of correct answers through each task assigned to perform the skill just practiced
Week 7 ⮚ The 6 th skill: Inferring (theories and exercises)
⮚ Practice exercises for the 6 th skill
⮚ Observe how students acquire knowledge and then put into practice the exercises given
⮚ Observe the improvement of the number of correct answers through each task assigned to perform the skill just practiced
⮚ The 7 th skill: Predicting (theories and exercises)
⮚ Practice exercises for the 7 th skill
⮚ Observe how students acquire knowledge and then put into practice the exercises given
⮚ Observe the improvement of the number of correct
32 answers through each task assigned to perform the skill just practiced
Data Analysis
Data collection for this study involved four key sources: questionnaires from 90 students, pre-tests and post-tests from the same students, post-test questionnaires coupled with interview transcriptions, and finally, teacher's notes along with student learning logs.
2.8.1 Questionnaires After the Pre-test
A survey of 90 students was conducted to assess their opinions on reading strategies and the learning process Quantitative analysis using a descriptive approach was employed, and the results are presented as percentages to illustrate the preliminary findings effectively.
2.8.2 Pre-test and Post-test
The study employed pre-tests and post-tests to quantitatively measure the effectiveness of reading strategies, assessing participants' reading comprehension before and after instruction by comparing the percentage of correct answers using statistical tools.
33 results, the researcher could determine if there was any improvement in the participants‟ reading comprehension after the intervention
2.8.3 Questionnaires: After the Post-test and Interviews
Post-test questionnaires from 90 students provided additional data on the effectiveness of reading strategies, analyzed using descriptive statistics Interviews with five subjects offered qualitative insights, with responses presented as percentages and transcriptions This mixed-methods approach helped understand participants' attitudes toward lexical inferencing instruction.
2.8.4 Teacher’s Notes and Students’ Learning Diaries
The teacher's notes and student learning logs offer qualitative data, including teacher observations on student progress and students' documented experiences with reading strategies Content analysis was employed to analyze this qualitative data, which complements the quantitative findings and provides additional support for addressing the research questions.
In total, these four datasets are used for analysis and evaluation of the effectiveness of applying the reading strategies during the learning process.
Summary
To enhance reading skills among 12th-grade students at a Hanoi high school and gauge their attitudes toward effective reading strategies, action research was employed This study was conducted within the researcher's classroom, as assigned by the school.
This research, conducted over nine weeks with 12th-grade students during elective class hours, employed a mixed-methods approach to data collection, including questionnaires, pretests and posttests, interviews, teacher's notes, and student learning logs; the data obtained were analyzed using descriptive statistical methods, with the aim of comprehensively addressing the research questions.
FINDINGS AND DISCUSSION
Problem Identification
During the 2020-2022 academic years, a significant issue emerged: high school students displayed poor reading comprehension skills and a lack of interest in related lessons This problem was reflected in low scores on reading comprehension sections in school tests, causing concern for the researcher Discussions with colleagues revealed that this was a widespread issue throughout the school, highlighting the need for effective reading comprehension strategies.
Insufficient time allocated to reading comprehension activities may hinder students' ability to fully grasp the skills, leading to demotivation and frustration as they progress to higher grades with increased workload and complexity, ultimately resulting in lower results.
As a foreign language teacher, the researcher aimed to enhance reading comprehension skills among students, leading to the study's implementation in semester I of the 2022-2023 school year.
Preliminary Investigation
Before instruction, a questionnaire with 5 questions was administered to students to assess their awareness and use of effective reading strategies The questionnaire was sent to the study participants after the pretest The results of the questionnaire are as follows.
Question 1: What do you usually do if there is a reading that you do not understand?
Table 3: Results of Question 1 in the Questionnaire After the Pre-test
Asking the teacher Asking friends Ignoring them Use translation tools
As observed in the table, it can be noted that among the 90 respondents,
Students often seek help from teachers when struggling with reading comprehension, with 20% reporting this approach Additionally, 11.1% of students rely on peers for support, highlighting the importance of collaborative learning strategies.
A small fraction of participants (2.2%) confessed to skipping over texts they found difficult, while a significant majority (66.7%) reported using translation tools to understand challenging readings, emphasizing the important role of technology in reading comprehension for most participants.
Question 2: How much have you learned about effective reading strategies?
Table 4: Results of Question 2 in the Questionnaire After the Pretest
The data reveals participants' self-perceived learning levels regarding effective reading strategies A small fraction (11%) reported significant learning, while a majority (55.6%) indicated moderate knowledge acquisition Approximately 33.3% acknowledged limited familiarity, but crucially, all participants gained at least some exposure to effective reading strategies.
Question 3: How many effective reading strategies do you often use to do your readings?
Table 5: Results of Question 3 in the Questionnaire After the Pretest
5/90 (5.6%) 25/90 (27.7%) 50/90 (55.6%) 10/90 (11.1%) The data provided in the table represents the frequency of effective reading strategies used by the participants Out of the 90 respondents, 5
Only a small fraction (5.6%) of participants reported using many effective reading strategies, while a significant portion (27.7%) employ some strategies to aid comprehension The majority (55.6%) utilize few effective reading strategies, and a small percentage (11.1%) do not actively use any strategies to enhance their reading comprehension.
Question 4: What challenges do you face when it comes to this pretest? (Select all that apply)
Table 6: Results of Question 4 in the Questionnaire After the Pretest
Struggling to identify main ideas and supporting details
Difficulty making inferences and drawing conclusions
Lack of concentration while reading
Lack of interest in the topic/material
A significant majority (83.3%, or 75 out of 90) of respondents reported difficulty understanding complex vocabulary during the pretest, highlighting a widespread challenge with unfamiliar or advanced terms.
A significant majority (66.7%) of respondents reported challenges in pinpointing main ideas and supporting details, indicating a widespread difficulty in extracting key information and comprehending textual structure.
A significant majority (88.8%) of participants reported difficulties with inference and conclusion-drawing, indicating a widespread challenge in deducing implicit information and forming logical interpretations from text.
In contrast, a smaller proportion of respondents, 11.1% (10 out of 90), reported a lack of concentration while reading This suggests that a few individuals had difficulty maintaining focus and attention during the pretest
A notable portion of respondents, 16.7%, expressed a lack of interest in the topic, suggesting that unengaging content may have negatively influenced their pretest performance.
Lastly, no respondents specified any other challenges they faced during the pretest
Question 5: What do you think about the degree of reading difficulty in the pretest?
Table 7: Results of Question 5 in the Questionnaire After the Pretest
Very difficult Difficult Appropriate Easy
The majority of participants (57.7%) found the pretest challenging, while a substantial portion (35.6%) considered the difficulty appropriate, and a small fraction (6.7%) found it easy, reflecting varied perceptions of reading difficulty.
Students struggle with reading comprehension before receiving explicit instruction in effective strategies Many resort to translation tools instead of utilizing learned strategies or seeking help when faced with difficult texts A significant number of students, while familiar with effective reading strategies, fail to apply them successfully, particularly when making inferences, identifying main ideas, and understanding complex vocabulary, as evidenced by the challenges they faced in the pre-test The pre-test was difficult for most students.
Evaluation
To what extent does the teaching of reading strategies have impact on the students’ reading comprehension?
Table 8: Results of Testing Items in the Pretest and Posttest
Testing Items Pre-test Post-test
Based on the provided data, the teaching of reading strategies appears to have a positive impact on students' reading comprehension
Prior to instruction in reading strategies, students demonstrated a moderate level of reading comprehension, with pre-test scores ranging from 51.6% to 58.8% across True/False/Not Given and Multiple-choice formats.
After the teaching of reading strategies, the posttest results showed an improvement in students' reading comprehension The percentage of correct
Teaching reading strategies enhances students' ability to understand and interpret reading materials, as evidenced by increased correct answers across all assessment formats, ranging from 61.9% to 69.6%.
The improvement in scores from pre-test to post-test demonstrates the positive impact of reading strategy instruction on students' reading comprehension These strategies effectively aided students in understanding and analyzing texts, resulting in better performance.
Teaching reading strategies positively influences students' reading comprehension, demonstrated by improved posttest scores compared to pretest results.
The progress of students in improving their effective reading skills cannot be denied This is evident from the teacher's teaching journal:
Students initially struggled with summarizing passages, questioning its usefulness, but the teacher clarified that it aids in understanding texts and answering main idea questions.
90 students were able to complete it The teacher provided feedback, and in the second exercise, 45 students answered correctly This number increased to 60 students in the third exercise
In the second lesson, students learned questioning skills for effective problem-solving, demonstrating great interest and active participation.
In the seventh lesson, students honed their inferring skills, demonstrated by 60% achieving correct answers when asked to make inferences from a passage Students successfully combined previously learned skills with the current lesson, boosting their confidence and overall performance.
In the final lesson on predicting, students achieved higher accuracy and showed a better attitude towards learning
The progress is also evident from the students' learning journal entries:
In this lesson (the fourth lesson), we learned about the visualizing skill
Developing deeper imagination skills while reading has significantly enhanced my comprehension and engagement, transforming exercises from obligations into motivating opportunities.
I learned valuable knowledge, both in terms of the skill itself and the content of today's lesson
Initially intimidated by inference questions due to their difficulty and prevalence in assessments, I often resorted to guessing However, after this lesson, I've gained the ability to confidently tackle these questions, fostering a newfound self-belief.
Students demonstrate improved reading skills and positive attitudes toward knowledge acquisition, actively engaging in exercises and showing evident progress, even if results are not yet outstanding.
What are the students’ attitudes towards the reading strategies instruction?
3.3.2.1 Results from Questionnaire After the Post-test
Post-test questionnaires included five questions to gauge students' attitudes toward effective reading skills instruction, and students' opinions after learning the skills were compared with their pre-test opinions to measure the instruction's impact.
Question 1: After receiving the effective reading strategies instruction, will you try to use the strategies when you encounter reading exercises?
Table 9: Results of Question 1 in the Questionnaire After the Post-test
Strongly agree Agree Disagree Strongly disagree No comment
Data indicates a positive shift in attitude towards effective reading strategies post-instruction, with 35.6% of respondents strongly agreeing and 58.9% agreeing to implement these strategies in reading exercises, showcasing a strong intention to apply learned techniques.
The consensus among respondents indicates a general acceptance of the reading strategies, with no significant opposition reported The findings suggest that teaching effective reading strategies positively influences students' willingness to implement them, enhancing their reading exercises.
Question 2: Do you believe your reading comprehension skills have improved since the pretest?
Table 10: Results of Question 2 in the Questionnaire After the Post-test
Yes, significantly Yes, somewhat No, not really I'm not sure
Data indicates that most respondents perceive improvements in their reading comprehension skills post-instruction Specifically, 32.2% strongly believe their skills significantly improved, and 67.8% believe they improved to some extent Notably, no respondents reported a lack of improvement or uncertainty These results suggest a positive impact of effective reading strategies instruction on students' reading comprehension abilities, with the majority experiencing positive change.
Question 3: How confident do you feel in your overall reading comprehension skills?
Table 11: Results of Question 3 in the Questionnaire After the Posttest
According to the data, it can be observed that a significant proportion of respondents feel confident in their overall reading comprehension skills Specifically, 35 respondents (38.9%) reported feeling very confident in their
The majority of students (61.1%) expressed confidence in their reading comprehension abilities, with none reporting a lack of confidence This indicates that instruction in effective reading strategies positively influences students' confidence levels The findings suggest a positive impact on their overall reading comprehension confidence, as students feel assured in their ability to comprehend texts.
Question 4: Do you think the effective reading strategies were helpful when you read three reading passages in the post-test?
Table 12: Results of Question 4 in the Questionnaire After the Post-test
Very helpful Helpful Not very helpful No help
Summary
This thesis investigates the relationship between reading comprehension test performance and overall reading comprehension ability, revealing a positive correlation that enhances understanding of student reading capabilities.
The study investigated the impact of teaching effective reading strategies on students' reading comprehension, revealing significant improvements through pretest and post-test assessments, highlighting the effectiveness of the instructional approach.
Questionnaires, interviews, teacher's notes, and student learning logs supported the positive attitudes of the participants toward effective reading strategies This reaffirms the value of investing time in training and practicing these strategies, highlighting the importance of these methods in enhancing reading comprehension and engagement.
In conclusion, the instruction of effective reading strategies has a beneficial effect on students' reading comprehension, and it is recommended to encourage teachers to incorporate such strategies into their instruction
Recapitulation
This study investigates the impact of teaching reading strategies on twelfth-grade students' reading comprehension and attitudes, employing a pre-test and post-test design with 90 participants Effective reading strategy instruction was administered over seven weeks, during which student learning logs and teacher notes monitored performance Data analysis from pre-tests, post-tests, questionnaires, and interviews facilitated conclusions regarding the effectiveness of the reading strategies.
Effective reading strategy instruction significantly improves students' reading comprehension, as evidenced by improved scores on reading comprehension tests Furthermore, students showed positive attitudes toward learning these effective reading strategies, indicating a beneficial influence on their comprehension skills.
This study highlights the significant positive impact of teaching reading strategies on students' reading comprehension, leading to improved performance and fostering positive attitudes, especially when implementing effective reading strategies.
Conclusion
Effective reading strategies significantly enhance foreign language reading proficiency, playing a crucial role in improving overall language skills.
Proficiency in reading strategies is crucial for foreign language text comprehension, leading to superior reading performance Therefore, students need effective methods, either through instruction or self-study, to master these strategies.
Following instruction on effective reading strategies, participants showed improved post-test performance, potentially due to increased awareness and confidence gained through seven weeks of rigorous practice.
Effective reading strategies significantly improve students' reading skills, as evidenced by pre-test and post-test score comparisons and positive student feedback This comprehensive skill development allows students to enhance both their strengths and weaknesses, fostering flexibility and success in foreign language acquisition through reading The study offers valuable suggestions for enhancing teaching and learning, ultimately boosting students' reading comprehension abilities.
Limitations of the Research
Reading strategies show promise in boosting students' reading comprehension, as seen in pre- and post-test results The research faced limitations in time, logistics, resources, and institutional factors These constraints impacted the research process from start to finish.
Undeniably, despite the researcher's diligent efforts to conduct the study professionally, there were certain challenges encountered during the implementation process, which led to the following limitations of the research
Due to time constraints, this action research was limited to a single cycle, restricting feedback and improvements The study focused on seven reading strategies, a non-exhaustive selection, warranting further investigation into a wider range of strategies Future research should comprehensively explore the contributions of reading and metacognitive strategies.
To avoid overwhelming students, reading strategy instruction was incorporated into regular coursework However, the official textbook lacked sufficient resources for effective practice, necessitating supplementary materials like "Select Reading," potentially increasing student workload.
The study's sample of 90 students from two specific classes in Hanoi limits the generalizability of findings to the entire 12th-grade population, and a larger sample size is needed to strengthen the persuasiveness and reliability of the results.
Irregular student attendance, schedule adherence, and inconsistent assessment completion pose significant obstacles in pre- and post-course studies evaluating teaching and learning impacts Real-world studies are particularly vulnerable, requiring timetable adjustments to accommodate participant inconveniences.
Moreover, the study was further constrained by the absence of video recording, and audio recording as the subject's parents did not grant permission for recording during the tutoring sessions.
Suggestions for Future Research
Strategy training offers significant benefits for ESL teachers and learners, demonstrably improving students' reading processes within specific educational contexts.
To address the limitations of this study, some suggestions for future research might be proposed
To enhance the reliability and generalizability of results regarding effective reading strategies, expanding the sample size with more high school subjects is recommended Including students from diverse proficiency levels, locations, and schools will provide a more comprehensive understanding, as the current study's two classes may not represent all high school students' English proficiency.
Future research should broaden the scope of reading materials to include diverse genres and themes, such as fiction, fairy tales, or current news topics, to enhance the applicability of effective reading strategies instruction and provide valuable insights into how different texts influence strategy utilization.
Future research should carefully consider test design, employing diverse question styles and a greater number of questions to enhance reliability and mitigate guessing, which may have affected the significance of the current study's results using true/false, not given, and multiple-choice tests; furthermore, refining the investigation of students' effective reading strategies and reading comprehension can further improve future research.
To prepare students for independent reading, more time is needed to develop reading strategies, specific skills, and content-based reading Many students come from teacher-centered environments and need help transitioning to autonomous reading in the target language Independence in reading is achieved by introducing reading techniques and providing active learning opportunities to practice these techniques, fostering familiarity and proficiency.
Tutoring sessions focused on reading strategies were beneficial and enjoyable for the student The student, with teacher guidance, freely chose reading materials, fostering motivation and confidence Continuous support addressed early challenges, aiding in the acquisition and application of reading strategies in a foreign language.
Consciously teaching students to recognize and use strategies for overcoming reading difficulties is an effective approach in second language reading instruction, enhancing overall reading skills and facilitating learning across different domains, thus fostering fundamental learning skills.
59 students will be equipped with the necessary tools to become accomplished readers, writers, and problem solvers.
Implications
Effective reading strategies, such as summarizing, predicting, and questioning, significantly enhance students' reading comprehension The thesis underscores the importance of these strategies—inferring, visualizing, making connections, and comprehension monitoring—in improving reading skills This research has broad implications for language education, emphasizing the crucial role of targeted reading techniques.
Integrating effective reading strategies into language education programs is essential, encouraging teachers to incorporate these strategies into instructional practices to bolster students' reading abilities.
To improve language arts, the curriculum should integrate explicit instruction in comprehension strategies Diverse reading materials and activities can help students apply these strategies across contexts, enhancing overall reading skills.
Teacher professional development is crucial for the effective implementation of reading strategies Providing teachers with adequate training and support is essential Equipping teachers with the necessary knowledge and skills significantly impacts students' reading comprehension.
Continued support is crucial for students to develop reading skills, and schools can offer resources like workshops, tutoring, or clubs to reinforce effective strategies.
Assessments should measure reading comprehension and evaluate students' application of reading strategies, incorporating strategic reading tasks for a comprehensive understanding of their reading abilities.
Future studies can explore the sustained impact of specific reading strategies on diverse student groups in varied educational settings over extended periods, opening new possibilities for understanding the factors influencing the effectiveness of these strategies and their long-term implications for students' reading development.
Integrating effective reading strategies into language education is crucial, impacting instructional practices, curriculum, teacher training, and assessment Improved reading comprehension underscores the importance of these strategies in boosting students' reading skills and language proficiency Future research should explore these strategies further to optimize language education.
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APPENDICES APPENDIX 1 PRE-TEST & POST-TEST Exercise 1: True or False Read the statements below and check True or False/ NG
HOW TO BE A SUCCESSFUL BUSINESSPERSON
Here's a rewritten paragraph focusing on the core message and incorporating SEO-friendly language:"What separates successful entrepreneurs from the rest? Consider the journey of a restaurant owner who began as a dishwasher and now leads a thriving business, illustrating the potential for upward mobility and business success through dedication and strategic growth."
Zubair Kazi was bom in Bhatkal, a small town in southwest India
His dream was to be an airplane pilot, and when he was 16 years old, he learned to fly a small plane
In his early twenties and with limited funds, Mr Kazi relocated to the United States, initially aiming for a career in California's airplane industry but ultimately finding employment in the car rental sector.
To save money, Mr Kazi, who frequented a KFC restaurant while working at a car rental company, took a job at KFC For two months, he worked as a cook’s assistant, cleaning the kitchen and helping the cook Despite disliking the job, Mr Kazi always strived to do his best.
One day, Mr Kazi‟s two co-workers failed to come to work That day,
Mr Kazi's exceptional work ethic in the kitchen impressed the restaurant owners, leading to his promotion as manager of a new restaurant His hard work and dedication as manager quickly turned the restaurant into a profitable venture.
A few years later, Mr Kazi heard about a restaurant that was losing money The restaurant was dirty inside and the food was terrible greasy and
Mr Kazi, after borrowing money to buy the restaurant, dedicated himself to its improvement, working tirelessly from morning to night Alongside his wife, he revitalized the restaurant's appearance and enhanced the cooking, focusing on customer satisfaction Their efforts paid off as the restaurant soon became profitable.
Kazi strategically reinvested his profits from the successful sale of his initial restaurant, acquiring three underperforming establishments Through comprehensive revitalization efforts, including enhanced food quality and employee retraining, he transformed these failing restaurants into profitable ventures, demonstrating his keen business acumen and operational expertise.
Kazi, who currently owns 168 restaurants, actively seeks out poorly managed establishments with the belief that their only trajectory is improvement, reflecting his growth-oriented business strategy.
Statement True False Not Given
1 Mr Kazi moved to the United
States because he wanted to be a restaurant manager
2 He got a job in a restaurant because he wanted to save money on food
3 His first restaurant job was as a cook‟s helper
4 Mr Kazi enjoyed working as a cook‟s helper
5 To buy his first restaurant, Mr
Kazi borrowed money from his family
6 Mr Kazi was married while he owned his first restaurant
7 The first restaurant Mr Kazi bought was a mess
8 Mr Kazi lost money when he sold his first restaurant
9 Zubair Kazi's two co-workers never failed to come to work
10 Zubair Kazi enjoyed working as a cook's assistant at KFC
Exercise 2: Multiple choice For each item below, circle the best answer