Nâng cao kỹ năng Đọc tiếng anh của học sinh lớp 6 thông qua Đọc mở rộng Ở trường thcs một dự Án nghiên cứu hành Động
INTRODUCTION
Rationale for the research
Reading comprehension is a crucial language skill for EFL learners, yet many Vietnamese students struggle with it, which leads to unsatisfactory English reading comprehension skills These students often lack a positive attitude towards reading, affecting the quality of English teaching and learning.
Extensive reading, where students read extensively for enjoyment and comprehension, is considered an intriguing method to improve reading skills (Aebersold & Field, 1997) Extensive reading programs have proven effective in enhancing students’ reading ability by reading a considerable number of materials for pleasure, which promotes reading fluency Given the limited research on extensive reading methods in Vietnam, especially among secondary school students, further research is needed to aid Vietnamese teachers in improving students' reading comprehension, vocabulary, and motivation This study examines extensive reading as an alternative reading program for Vietnamese students, with the objective of enhancing English reading skills among 6th-grade students.
English Reading Skills Via Extensive Reading at A Second School: An Action Research Project”
This study investigates the effectiveness of extensive reading programs for Vietnamese teachers seeking to improve their students' English reading comprehension, vocabulary, and reading motivation The research aims to identify effective methods and strategies to enhance students' English reading skills through this alternative approach.
Aims and objectives of the study
Aim of the Study: The aim of this research is to investigate the impact of extensive reading on the English reading skills of 6th grade students at a secondary school
To determine the extent to which extensive reading improves the English reading skills of 6th grade students at a secondary school
To explore the attitudes of 6th grade students towards learning English reading through extensive reading.
Research questions
In order to accomplish the objectives, an action research project will be conducted to tackle the following inquiries:
1 To what extent does the extensive reading impact on the learning English reading skills of 6 th grade students at a secondary school?
2 What are the attitudes of 6 th grade students while learning reading via extensive reading?
Scope of the study
This research assesses the effectiveness of using extensive reading to improve English reading skills among 6th-grade students at a secondary school in Haiphong, involving 38 students within a defined period, based on the pedagogical theory of extensive reading.
The study is limited to 6th-grade students at a Secondary School and may not be generalizable to other grade levels or schools
The research specifically investigates the impact of extensive reading on English reading skills and does not cover other language skills or subject areas
The study is conducted within a specific time frame and does not assess long-term effects
The findings may be influenced by the participants' motivation, prior knowledge, and individual differences
Focused Aspect: The research focuses on the impact of extensive reading on the specific aspects of English reading skills
Geographical Location: The study takes place at a Secondary School in Haiphong, Vietnam
Time Frame: The research is conducted over a specific period through
Theory Base: The research is grounded in the theory of extensive reading, which emphasizes the importance of extensive reading materials and exposure to promote language acquisition and reading proficiency
Defining a study's scope through limitations, focus, location, timeframe, and theoretical framework clarifies the research context and parameters, enhancing overall understanding.
Method of the study
This thesis employs a mixed methods approach, integrating quantitative and qualitative methods to comprehensively address the research questions, a practice widely recognized in research (Creswell & Plano Clark, 2017) By combining numerical data analysis with thematic analysis of qualitative data, this study aims to provide a comprehensive understanding of the impact of extensive reading on the English reading skills of 6th-grade students.
Data collection involved interviews, tests (retest and posttest), and surveys, carefully designed for reliability and validity This combination provided a comprehensive exploration of the research questions, capturing objective and subjective aspects of students' learning experiences with extensive reading.
In conclusion, this thesis employs a mixed-methods approach, integrating quantitative and qualitative data to robustly analyze the research questions Comprehensive insights into the impact of extensive reading and student attitudes are gathered through interviews, test instruments, and survey questionnaires, enhancing the study's validity and depth.
Significance of the study
This research significantly contributes to English language education by focusing on enhancing the reading skills of 6th-grade students, with implications for improved pedagogical practices and curriculum development.
Extensive reading implementation offers practical insights for educators and administrators seeking effective strategies to enhance English reading skills, guiding the design and implementation of suitable approaches to improve student reading proficiency (Bamford & Day, 2004).
Extensive reading enhances English reading skills like comprehension and vocabulary, contributing to pedagogical approaches that prioritize engaging reading experiences for language learners.
Integrating extensive reading programs into the English language curriculum can inform educational policymakers and curriculum developers about potential benefits, supporting evidence-based decision-making processes and the development of student-centered language education policies.
Extensive reading in 6th grade can significantly impact student engagement and motivation in learning English, providing valuable insights into their perspectives and fostering a supportive environment that promotes a love for reading and autonomous learning (Nation, 2009).
Individualized instruction, guided by student reading abilities, interests, and learning preferences, allows teachers to implement differentiated strategies, catering to diverse learner needs and enhancing personalized reading skills.
Research helps pinpoint language learning strategies that boost reading comprehension and vocabulary (Oxford, 2017), enabling teachers to guide students in applying effective techniques during extensive reading.
This study addresses the research gap concerning the impact of extensive reading on 6th-grade students' English reading skills within a secondary school context (Richards & Renandya, 2002) The findings aim to contribute to language learning pedagogy and establish a base for future research.
Improved English reading skills positively influence academic performance, laying a strong foundation for future language learning and success across subjects Enhancing reading abilities early on is crucial for overall academic achievement.
Extensive reading fosters cultural understanding and global awareness by exposing students to diverse texts and genres Reading introduces students to different cultures, perspectives, and worldviews, promoting tolerance and empathy.
Lifelong learning is fostered by developing strong reading skills through extensive reading, which instills a love for reading Students with proficient reading abilities are more likely to engage in self-directed learning and expand their knowledge beyond the classroom, promoting continuous growth.
Organization of the thesis
The study is organized into five chapters, each with a distinct purpose to address the research questions and offer a comprehensive understanding of the topic
Chapter 1 lays the groundwork for the study, outlining the rationale, aims, objectives, research questions, scope, and methodology, while also highlighting the study's significance and design, thus providing a comprehensive roadmap.
Chapter 2 provides a critical literature review, examining key concepts such as English reading skills and extensive reading to establish the theoretical framework for the study This section synthesizes existing research, focusing on the benefits of extensive reading and previous studies in the field, thus providing a solid foundation for the research.
Chapter 3 outlines the research methodology, detailing data collection and analysis methods, participant selection, instruments, and ethical considerations to ensure the study's validity and reliability.
Chapter 4 analyzes data to reveal how extensive reading affects English reading skills in 6th graders, connecting findings to existing research.
Chapter 5 encapsulates the thesis by summarizing key findings and their significance, while also providing recommendations for future research Highlighting the study's contributions and limitations, it suggests avenues for further exploration in extensive reading and English language learning.
This study comprehensively examines the impact of extensive reading on 6th-grade students' English reading skills and attitudes, with each chapter playing a distinct role in addressing the research questions From the introduction to the conclusion, the research provides a thorough understanding of the subject matter.
LITERATURE REVIEW
The review of existing literature and the review of previous studies
This action research project investigates the impact of extensive reading on the English reading skills of 6th-grade students at a Secondary School in Haiphong, Vietnam, addressing a research gap in the application of extensive reading interventions for this specific age group While previous studies have shown the benefits of extensive reading for language learners generally, this study focuses on the effects of extensive reading on specific aspects of English reading skills, including reading comprehension, vocabulary acquisition, and reading fluency, to bridge the identified gap.
To provide a comprehensive understanding of extensive reading practices, the study incorporates relevant international studies McKenna et al
Research highlights the significance of positive attitudes toward reading (2012) and effective language learning strategies, such as extensive reading (Oxford, 2017) Students' interests in reading significantly impact engagement and skill development (Liu, 2009) In Vietnam, Tran's (2020) study provides valuable insights into implementing extensive reading interventions.
Vietnamese studies further support the research gap by providing context-specific insights into reading comprehension strategies, vocabulary acquisition, reading motivation, and fluency development among Vietnamese students Nguyen's (2017) research highlights effective reading strategies, while Hoang's (2015) study emphasizes vocabulary development crucial for reading proficiency Pham's (2012) investigation underscores the role of motivation in reading engagement, and Dang's (2010) study provides insights into factors influencing fluency acquisition in the Vietnamese EFL context.
This research bridges a gap in English language education by examining the effectiveness of extensive reading interventions for improving English reading skills among 6th-grade students in a Vietnamese secondary school, addressing the specific needs within the Vietnamese educational and cultural context The study aims to determine how much extensive reading enhances English reading skills and to explore the attitudes of students toward learning English through this method.
Extensive reading
Various definitions of extensive reading have been put forth by researchers in the field
Regarding extensive reading, in 1989, Hafiz and Tudor (1989: 85) stated extensive reading is reading a large amount of second language material for pleasure without any task or exercise fulfillment
Extensive reading, as defined by Grabe and Stoller (2002), involves learners reading large quantities of material within their linguistic competence, presenting a nuanced approach to reading instruction.
(1982) when he supposed that the difficulty level of materials in an extensive reading should be higher than learner‟s current reading level
Furthermore, Bamford & Day state that “extensive reading is an approach to language teaching in which learners read a lot of easy material in the new language” (2004, p 1)
Extensive reading involves consuming a large quantity of second language materials, primarily for enjoyment and a thorough understanding of the text, as highlighted by Rodrigo et al (2007) The core concept emphasizes reading for pleasure and interest, which aligns with various definitions in the field.
Extensive reading, as Grabe and Stoller (2002) suggest, is a valuable method in reading instruction, encouraging learners to read a substantial amount of material that is appropriately leveled to their reading ability.
Extensive reading, as defined by the Extensive Reading Foundation (2011), involves students reading easy, enjoyable books to enhance reading speed and fluency, focusing on improving reading skills rather than studying the language itself, emphasizing quick, enjoyable reading with adequate comprehension, reducing reliance on dictionaries.
Extensive reading, also known as pleasure reading or free voluntary reading, involves learning a language by reading a large quantity of material for enjoyment, as highlighted by Jeon and Day (2016).
Extensive reading involves reading a large quantity of second language materials for pleasure at an appropriate level Implementing extensive reading aims to investigate its impact on the English reading skills of 6th-grade students, emphasizing reading a large volume of accessible texts The study also explores the attitudes of 6th-grade students towards learning English reading through extensive reading, developing reading speed, fluency, comprehension, and overall reading skill Overall, the definitions of extensive reading provide a theoretical foundation and framework for investigating its impact on the English reading skills of 6th-grade students.
2.2.2 Major features of extensive reading
According to Bamford and Day (1997), extensive reading as an approach to language teaching and learning involves several key principles or characteristics that are crucial to its success:
To improve reading skills, students should read extensively, both inside and outside the classroom, as the time spent reading is crucial To establish a reading habit and gain the benefits of extensive reading, aiming for at least one book per week is a realistic goal for all proficiency levels, especially with the availability of shorter books for beginners.
To foster a love of reading, offer diverse materials catering to varied interests and purposes, including books, magazines, and newspapers A wide selection of fiction, non-fiction, informative texts, and entertaining content, ranging from general to specialized and light to serious, encourages reading for different reasons and in different ways.
Self-selection of reading materials is key to extensive reading, allowing students to choose texts they expect to understand, enjoy, or learn from, and to freely abandon those that fail to maintain their interest.
The purpose of reading is usually related to pleasure, information, and general understanding These purposes are determined by the nature of the material and the interest of the student
Reading it is own reward There are few or no follow-up exercise to be completed after reading
Students can comprehend reading materials with ease due to suitable vocabulary and grammar, reducing dictionary use and promoting fluent reading.
Reading is individual and silent Student read at their own pace Most
ER is done outside class, as homework, in the student own time, when the student chooses
Reading speed typically increases as students become more proficient, transitioning from slow, word-by-word decoding to fluent reading when engaging with easy and understandable materials To maintain reading fluency, students should avoid interrupting the reading process with frequent dictionary use.
Teachers play a crucial role in extensive reading programs by orienting students to the goals, explaining the methodology, tracking progress, and guiding them to maximize learning Introducing students to the practice of extensive reading is essential, especially since they may not be accustomed to making independent choices in an academic setting.
Teachers serve as reading role models, actively participating in the classroom reading community to demonstrate the rewards and importance of being a reader.
Extensive reading, as noted by Clark & Rumbold (2006) and Krashen (2004), focuses on enjoyment rather than task completion, but Harmer (2001) emphasizes the importance of structured programs with suitable materials and guidance Instructors can facilitate extensive reading by providing fiction or nonfiction texts at various levels, including adapted versions to build reader confidence.
Day and Bamford's (2002) ten principles of Extensive Reading (ER) are widely recognized in EFL/ESL settings in Vietnam Principles such as easy materials, a wide range of topics, learner choice, reading volume, and silent, individual reading are most applied However, these principles have faced criticism for being impractical due to contextual and curricular limitations (Macalister, 2015).
Reading skills
Reading skills encompass cognitive abilities necessary to comprehend and interact with written text Various taxonomies categorize these skills, with some being more comprehensive than others Scholars have identified essential reading skills crucial for effective comprehension.
Reading skills encompass a variety of abilities, including identifying word meanings and drawing inferences, as noted by Davies (1968) Munby (1978) expands on this, adding skills such as recognizing language script and deducing meaning from unfamiliar words, as well as understanding both explicit and non-explicit information.
Reading skills encompass a variety of abilities, including understanding word meaning in context, literal comprehension, inference, metaphor interpretation, identifying main ideas, and forming judgments (Lunzer et al., 1979) Grabe (1991) expands on this, categorizing reading skills into automatic recognition, vocabulary and structural knowledge, discourse structure knowledge, background knowledge, synthesis and evaluation, and metacognitive skills.
Williams and Moran (1989) distinguish between "language-related" and
Some researchers have explored hierarchical arrangements of reading skills, though taxonomies like Munby's (1978) were not initially designed as such, certain skills inherently build upon others.
Decoding is crucial for reading, but not enough on its own; a component skill approach helps understand reading and teaching, while skills are interdependent and learned differently Urquhart and Weir (1998) suggest ranking skills based on logical implication, pragmatic implication, difficulty, and developmental progression to address challenges students face in reading.
According to Heick (2018), there are 12 common reasons why students may not be motivated to read:
To cultivate a passion for reading, it's crucial for students to discover books aligned with their interests and reading level, ensuring they engage with the right type of book.
Students need general reading strategies that they can apply to any type of text, which will motivate them to read and help them to maximize their reading activity
Students need specific reading strategies that are appropriate for the type of activity they are doing If the strategies are not suitable, students may face difficulties in reading
Reading can be intimidating, especially if the reading material is too difficult or not appropriate for their reading level
The reading space or vibe may not be conducive to effective reading Students require a comfortable and quiet space that helps them to focus on their reading activity
Students need a reason to read They may be unmotivated to read because they do not see the benefits of reading
Students have too many other activities that may be taking up their time, leaving them with little time for reading
Reading is not a habit for some students To make reading enjoyable and a regular part of their daily routine, students need to develop a habit of reading
Some students may struggle with phonemic awareness, making it difficult for them to read aloud
Students may have a limited vocabulary, making it difficult for them to read fluently and quickly
Reading helps students discover new ideas and perspectives, fostering their development as learners Recognizing the transformative power of reading is crucial for students to strengthen their identity and enhance their overall learning experience.
Reading is an incredible activity that exposes students to diverse topics, genres, authors, and knowledge, and teachers have a responsibility to showcase these vast possibilities.
This study leverages established reading skill taxonomies and scholarly insights to investigate the impact of extensive reading on 6th-grade students' English reading abilities, specifically focusing on comprehension, vocabulary, and fluency Addressing motivational challenges is crucial; this research explores student attitudes toward extensive reading to foster a supportive environment Ultimately, this thesis provides a theoretical framework for understanding how extensive reading can improve specific reading skills and motivation among Vietnamese students.
Factors Affecting the Improvement of Students' Reading Skills
Improving students' reading skills hinges on various factors crucial for language development and reading proficiency Understanding these factors is essential for effective strategies Key factors identified in research significantly impact students' reading abilities.
Vocabulary knowledge is crucial for reading comprehension, enabling students to understand texts effectively A strong vocabulary foundation enhances overall reading comprehension by facilitating the understanding of encountered words.
Reading fluency is the ability to read with accuracy, speed, and proper expression Fluent readers decode words effortlessly, focusing on understanding the text.
Comprehension Strategies: Effective readers utilize various comprehension strategies to understand and make meaning from the text These strategies include predicting, questioning, summarizing, and making connections (Duke & Pearson, 2002)
Background knowledge significantly enhances reading comprehension, enabling students to connect prior experiences with new content, thereby fostering a deeper understanding of the text.
Motivation and engagement are crucial for students' reading development, as they foster stronger reading skills and better academic outcomes (Guthrie & Wigfield, 2000).
Effective teaching strategies, including explicit instruction, scaffolding, and guided practice, are crucial for supporting students' reading development and progress in the classroom.
Understanding the factors affecting students' reading skills is crucial for investigating the impact of extensive reading, including vocabulary, fluency, comprehension strategies, and background knowledge These elements, combined with motivation, engagement, and effective instructional practices, form the foundation for enhancing reading abilities Scholarly research strengthens the study's validity, informing instructional interventions and data analysis Addressing these factors and tailoring instruction ultimately aims to improve English reading skills through extensive reading.
Concluding remarks
This chapter reviewed extensive reading and its impact on students' reading skills, identifying a research gap concerning its effect on language development It explored the definitions, features, implementation stages, and practical classroom use of extensive reading, highlighting its potential to enhance reading abilities and foster a love for reading The review emphasized the critical role of vocabulary, fluency, comprehension, background knowledge, and motivation in language acquisition, providing educators with guidance for effective instruction and evidence-based practices to improve students' reading proficiency This literature review lays the groundwork for subsequent chapters that will delve into the methodology and findings of this research project.
METHODOLOGY
Restatement of research questions
This research investigates whether extensive reading enhances the reading skills of 6th-grade students in a secondary school setting, with specific objectives to determine the extent of improvement.
1 To what extent does the extensive reading impact on the learning English reading skills of 6 th grade students at a secondary school?
2 What are the attitudes of 6 th grade students while learning reading via extensive reading?
Research approach
Action research empowers professional growth by allowing educators to implement and assess intervention strategies, leading to deeper insights into teaching practices This framework involves specific definitions, principles, and models that guide the research process.
3.2.1 Definition of an action research
In this section, we will explore the concept of action research and its relevance in educational settings
Action research, as defined by Lewin (1946), is comparative research focused on the effects of social action, emphasizing practical application over theoretical production Efron and Ravid (2013) note that action research involves educators conducting inquiries within their own contexts to improve their practice and enhance student learning, building on the work of Burton and Bartlett (2004).
Action research, as defined by Burns (2009), combines action and research to improve social processes within specific contexts like classrooms or organizations This approach involves intervening and observing changes systematically to understand the reasons behind the action and to inform further improvements The definition encapsulates the core elements of action research, highlighting its iterative nature of action, observation, and refinement.
Action research, as defined by Bradbury & Reason (2001), is an interactive inquiry process It strategically balances collaborative problem-solving actions with data-driven research The aim is to deeply understand underlying causes and enable predictions about personal and organizational change.
Action research, a method for practice improvement, is participatory and collaborative, involving individuals with a shared purpose It addresses problem-solving when solutions enhance practical application The goal of action research is to yield outcomes beneficial for language learners.
Action research is a method used to improve practice through a combination of action and research It involves conducting inquiry processes within specific contexts to promote practice improvement and enhance student learning Action research is participatory, collaborative, and problem-solving oriented, with the goal of achieving positive changes in practice.
3.2.2 Models of an action research
Action research models vary, with Kemmis and McTaggart's (1988) model advocating a spiral of planning, acting, observing, and reflecting Somekh's (1989) and McBride's (1995) models involve identifying a problem, collecting and analyzing data, planning and implementing action steps, and monitoring change Burns (1999, 2010) emphasizes the fluid and dynamic nature of action research, highlighting that all models systematically address classroom problems to improve teaching and learning through a dynamic process of planning, acting, observing, and reflecting.
Figure 1 The 4 Stages Action Research Cycle
Figure 2 The Two-Cycles Kemmis Classroom Action Research Spiral
This research project, "Improving Grade 6th Students' English Reading Skills via Extensive Reading at a Second School," utilizes Burn's (2010) model across two research cycles to enhance reading skills.
The first cycle of the action research follows Burn's (2010) model, which consists of four main stages: plan, action or implementation, observation, and reflection
Planning the research process involves identifying the problem, formulating questions, and developing a plan A thorough review of relevant literature, including reading strategies and effective teaching practices, is also crucial at this stage.
With a research plan in place, the researcher implements planned actions, including designing extensive reading activities and interventions to improve Grade 6 students' English reading skills The researcher selects appropriate reading materials and creates engaging tasks Strategies are implemented to promote active student participation and comprehension during reading sessions.
During the observation stage, researchers meticulously gather data, closely monitoring and documenting the effects of extensive reading activities This involves observing students' reading behaviors, engagement levels, reading skill progress, and attitudes toward reading in English Data collection methods encompass observations, field notes, audio/video recordings, and student work samples, providing a comprehensive view of the reading process.
In the reflection stage, researchers analyze data to identify patterns and evaluate the effectiveness of extensive reading activities, considering strengths and weaknesses Reflection also involves evaluating the alignment between outcomes and initial research objectives, which helps to make adjustments and modifications to the research plan to enhance the intervention's effectiveness for subsequent cycles.
In the second cycle, building upon the first, the researcher refines strategies and adjusts reading materials based on prior observations, implementing an improved action plan informed by reflections from the previous cycle This iterative process involves new instructional approaches and subsequent data collection, ensuring continuous improvement.
2 allow for further evaluation and refinement of the implemented interventions
Applying Burn's (2010) action research model ensures a systematic approach to improving Grade 6 students' English reading skills through extensive reading The model facilitates continuous improvement through cyclical planning, implementation, observation, and reflection This allows for adjustments based on outcomes and insights.
The (2010) model offers a comprehensive framework relevant to language teaching, proving effective in action research Its systematic approach facilitates the development and implementation of interventions aimed at improving students' English reading skills through data collection, analysis, and outcome reflection.
Procedures of the study
This 10-week study, incorporating pre- and post-tests, integrated key grammar points from the "Tiếng Anh 6" curriculum into the treatment, following a three-phase training process Conducted during the second semester of the 2021-2022 school year, the research involved 38 grade 6 students in collaboration with the researcher.
(2010) model of action research, which involves four stages: planning, action or implementation, observation, and reflection ( see figure 1 )
Based on collaborative discussions, researchers pinpointed key challenges including unfamiliar terms, limited vocabulary, reading difficulties, and comprehension issues, subsequently developing a targeted action plan.
To improve students' reading skills and attitudes, an extensive reading plan was implemented, incorporating assigned materials, reading reports, and class discussions to address challenges, alongside additional resources for vocabulary enhancement.
Materials and a vocabulary test were used to measure the impact of extensive reading on English reading skills A questionnaire assessed students' attitudes towards the project
The action plan was completed, summarizing findings, proposed actions, responsible individuals, and data collection details The implementation lasted 10 weeks, involving the researcher and 38 Grade 6 students at a secondary school
This 10-week action research study, based on Burns' (2010) model, investigated challenges faced by grade 6 English language learners, specifically addressing difficulties with unfamiliar terms, limited vocabulary, reading comprehension, and overall comprehension issues during the second semester of 2021 The research included pre- and post-tests with a cohort of 38 students to assess the impact of interventions.
The study, conducted during the 2022 school year with 38 grade 6 students at Nguyen Binh Khiem Secondary School, aimed to improve English reading skills through an extensive reading intervention The research followed a systematic approach, comprising pre-training, while-training, and post-training phases The action stage involved implementing an extensive reading plan, where students read assigned materials, completed reading reports, and discussed challenges, with additional resources provided to improve vocabulary and attitudes towards reading The observation stage focused on measuring the impact of extensive reading on English reading skills and assessing students' attitudes through a questionnaire Overall, the study's procedures followed a systematic approach to address learners' difficulties in reading.
Context of the study
In 2010, the Vietnamese government implemented the project
From 2008-2020, the national education system introduced English language learning at the primary level, making it a core subject from grade 3 onwards A secondary school in Hai Phong emphasizes English, offering grade 6 students the same number of English classes as Vietnamese and Math, with three lessons per week, including one optional session The curriculum covers listening, speaking, reading, writing, and language, utilizing a textbook with 12 units across two semesters.
Table 1: 12 Units in the English textbooks of grade 6
2 My home 8 Sports and games
3 My friends 9 Cities of the world
4 My neighborhood 10 Our houses in the future
5 Natural wonders of the world 11 Our greener world
Participants
In a study conducted in Haiphong, 38 grade-6 students were randomly selected from a secondary school, comprising 14 males (37%) and 24 females (63%), with an average age of 10 years These students, primarily from Hai Phong city, had been learning English since grade 3 Grade 6 students were chosen because they are not taught extensive reading seriously and were not under too much pressure from any tests All participants were non-major English students.
Data collection instruments
In order to address the three research questions, the study employed several instruments including pre-test, post-test, questionnaire, and interviews
This qualitative study employed interviews to investigate the challenges 6th-grade students face in developing English reading skills, specifically exploring the impact of extensive reading on their learning experience The interviews aimed to gather students' perspectives on their difficulties in English reading lessons, addressing the core research question about the extent to which extensive reading influences their reading skill acquisition.
Interviews are powerful tools for eliciting narrative data and delving into people's views in greater depth, proving more effective than questionnaires in investigating individual perspectives Interviewing explores the construction and negotiation of meanings in a natural setting, allowing interviewees to express their thoughts and feelings in their own voice Interviews enable participants to freely discuss their opinions.
To gather comprehensive insights into students' experiences, interviews were conducted in Vietnamese, their native language, and recorded with consent A key question was posed to understand their English reading learning methods at school and the challenges encountered This approach facilitated open expression, allowing the researcher to delve into the difficulties students face in English reading.
Before the interviews, the teacher informed the students about the aim of the interviews and the topics to be discussed Due to time constraints, only
10 students were selected as representatives to answer the interview questions Each interview lasted approximately five minutes, resulting in a total of 50 minutes of data collection for the first question
Interviews effectively gathered qualitative data, revealing students' attitudes and challenges in English reading These insights enhance understanding of student perspectives and the impact of extensive reading Furthermore, interviews explored 6th-grade students' attitudes toward learning reading through extensive reading, addressing key research questions.
3.6.2 Pre- test & Post-test ( in the first and the second cycle)
To assess the impact of extensive reading on 6th-grade students' English reading skills, a pre-test and post-test were administered These tests aimed to measure and compare students' reading abilities before and after the intervention, directly addressing the research question: "To what extent does extensive reading impact the learning of English reading skills among 6th-grade students at a secondary school?".
The pre-test and post-test were developed considering Literal (Content) and Interpretative (Conclusion) criteria to accurately assess learners' reading competence Designed with the same form, length, and difficulty, these tests allowed direct comparison of student performance before and after the extensive reading intervention Based on the theory that extensive reading positively impacts language acquisition, the tests measured how the intervention influenced students' English reading skills Administering these tests provided empirical evidence on the effectiveness of extensive reading in enhancing students’ reading abilities, contributing valuable insights to the literature on extensive reading and its effects on language learning.
Here is the clarified approach for using the two tests and readings within the two cycles of your action research project:
Chess Club, Reading 2: There's Still
This pre-test is administered before implementing any interventions related to the readings It serves as a baseline assessment to measure students' initial reading skills and comprehension abilities
Implement interventions related to the readings, such as activities, discussions, and exercises aimed at improving reading skills and comprehension
Collect data during the intervention phase to monitor students' progress, gather observations, and record any changes or improvements
Chess Club, Reading 2: There's Still
The post-test, administered after interventions, measures their effectiveness by comparing students' reading skills and comprehension to pre-test results, aligning with educational assessment SEO strategies.
Test 2 (Reading 1: Our Tet Holiday, Reading 2: Television)
Similar to Cycle 1, this pre- test is administered as a baseline assessment to measure students' reading skills and comprehension related to the new readings
Implement interventions specific to the readings in Test 2, focusing on enhancing reading skills and comprehension related to "Our Tet Holiday" and "Television."
Collect data during the intervention phase to monitor progress, gather observations, and record any changes or improvements
Test 2 (Reading 1: Our Tet Holiday, Reading 2: Television)
The post-test, administered after Cycle 2 interventions, measures the effectiveness of these interventions on students' reading skills and comprehension within the specific content areas covered This assessment evaluates the impact of the interventions.
Pre- and post-tests are used to evaluate students' reading skills before and after interventions Interventions are based on Burns' Model (2010), which includes planning, acting (implementing interventions), observing (collecting data and monitoring progress), and reflecting (evaluating effectiveness and making improvements) Conducting these cycles allows for data collection, results analysis, and informed decision-making for future teaching practices.
Questionnaires are valuable research instruments used to gather data and insights, particularly for understanding attitudes, behaviors, and factual information In this study, questionnaires addressed the attitudes of 6th-grade students toward learning reading through extensive reading, aligning with Dőrnyei's (2003) assertion that questionnaires effectively capture demographic, behavioral, and attitudinal data, including experiences, opinions, beliefs, interests, and values.
Questionnaires provide researchers with the ability to efficiently collect data from a large pool of participants, while the anonymity they offer promotes honest and unbiased responses, enhancing the reliability and trustworthiness of the data regarding attitudes toward extensive reading in learning reading skills.
This study utilized a questionnaire designed for 6th-grade students to evaluate their reading competence improvement and attitudes toward extensive reading The questionnaire included ten questions to explore the impact of extensive reading on students' English reading skills and their attitudes toward learning The research aimed to gain valuable insights into these dimensions.
Dörnyei's theoretical work (2003) supports using questionnaires to effectively capture students' attitudes and opinions This study leverages questionnaires to comprehensively collect data, providing a deeper understanding of students' attitudes toward extensive reading The approach aligns with established research methodologies, ensuring a robust examination of student perspectives.
Data collection procedures
Over a 10-week period, the research commenced with obtaining permissions and conducting interviews with 10 participants to establish a baseline A pre-test was administered in the third week to assess initial reading skills For four weeks, an extensive reading treatment was implemented, followed by a post-test in the eighth week to measure improvements in reading competence Finally, a questionnaire was distributed to all 38 students to gather additional data, ensuring confidentiality and anonymity to encourage honest responses.
Data analysis methods
To gauge students' reading abilities and attitudes towards a novel learning approach, this research employed pre-tests, post-tests, questionnaires, and interviews for data collection Interview data was analyzed qualitatively to pinpoint students' attitudes toward challenges encountered while learning to read using traditional methods, with 10 participants representing the group The qualitative data from interviews underwent a thorough analysis, involving transcription, review, and interpretation to identify recurring themes and patterns in participants' attitudes toward the difficulties of traditional reading methods.
To analyze quantitative data from pretests and posttests, researchers employed SPSS v.20 software to generate descriptive statistics, focusing on the mean as the primary measure, calculated by summing all scores and dividing by the number of individuals, according to the formula adapted from Djiwandono (2008).
M: mean score of the students‟ achievement of each English skill
𝚺X: the sum of the total score
N: The total number of the students
The mean, a measure of central tendency, represents the average value in a distribution of figures Calculated as the arithmetic average, it sums all scores and divides by the number of scores However, the mean's sensitivity to extreme scores is heightened when dealing with small population samples.
The study employed a five-point Likert Scale questionnaire, with data analyzed using SPSS version 20 to calculate frequencies and generate tables illustrating students' attitudes toward extensive reading and their reading improvement The software was used to calculate the frequencies of multiple response questions Interview data was analyzed qualitatively to identify students’ attitudes, and all data analysis was conducted by the researcher to ensure consistency and minimize bias.
Summary
This chapter comprehensively overviews the research methodology, detailing the research approach, study procedures, and the teaching and learning context of grade 6 students in Haiphong It outlines participant details and data collection instruments, including pre-tests, post-tests, questionnaires, and interviews Furthermore, it provides detailed explanations of the data collection and analysis procedures, establishing a strong foundation for the research and highlighting the systematic approach used to address the research questions effectively.
This research employs a mixed-methods approach, utilizing interviews, action cycles, and questionnaires to investigate the impact of extensive reading on English reading skills To ensure reliability, interview questions were standardized, the action research model provided a systematic framework, and questionnaires were pilot-tested Validity was enhanced by designing interview questions to elicit genuine opinions, aligning the action research model with the study's purpose, and carefully constructing questionnaire items to assess specific attitudes By ensuring the reliability and validity of the methodology, this research aims to generate robust and credible findings.
