TEACHING INITIATIVE Topic: APPLYING LINEAR THINKING IN TEACHING READING TO IMPROVE READING SKILL FOR KY SON HIGH SCHOOL’S STUDENTS Subject: English Academic year: 2024 - 2025... A
INTRODUCTION
Rationale
In today's fast-paced and interconnected world, the ability to understand and analyze information is crucial, particularly for high school students learning English as a second language Developing strong reading skills is essential in this process, and textbooks like Global Success aim to enhance students' language abilities across reading, writing, speaking, and listening Despite the well-structured nature of these resources, many students at Ky Son High School face challenges in comprehending and processing the reading passages effectively.
Many students struggle to extract important information and follow the flow of ideas in texts, often leading to confusion This challenge is exacerbated by difficult vocabulary, complex ideas, and complicated sentences Without a clear method to organize information, students may find it hard to remember key points, make accurate interpretations, and draw meaningful conclusions from their reading.
Research in cognitive psychology indicates that structured reading strategies, particularly linear thinking, significantly improve comprehension This method allows students to deconstruct passages into smaller, manageable parts, facilitating a clearer understanding of the logical flow of ideas Unlike other techniques such as mind mapping or skimming, linear thinking promotes a step-by-step approach, which is especially beneficial for students who find structured comprehension challenging By employing linear thinking in reading instruction, teachers can guide students in identifying main ideas and organizing them sequentially, while also highlighting the connections between paragraphs Additionally, techniques like summarizing, outlining, and creating concept maps can further assist students in recognizing how ideas interrelate, enhancing their overall grasp of the text's message.
From the reasons mentioned above, I have conducted a study entitled:
This study aims to enhance the reading skills of Ky Son High School students by integrating linear thinking into teaching methods It is designed to equip educators and their students with a comprehensive understanding of effective strategies for utilizing linear thinking to boost reading proficiency.
Aims of the study
The purpose of the study is application of linear thinking into teaching reading to develop to students' reading ability The study aims to accomplish the following objectives:
- To provide a brief overview of linear thinking
- To explore the application of linear thinking in teaching reading
- To evaluate its effectiveness in improving students' reading skills.
Scope of the study
- Scope of content: reading comprehension lessons in the grade 11 English textbook - Global Success
- Scope of research: 84 students in class 11A1 and 11C1.
New points in research results
- Better comprehension of complex sentences
- Improved understanding of text structure
Methodology
This study employs a mixed-methods approach, integrating both qualitative and quantitative techniques Data collection will involve survey questionnaires, pre-tests, post-tests, and classroom observations, followed by a comparative analysis of the results.
Schedule
In order to evaluate the practicality and validity of applying linear thinking to improve reading skill for grade 11 students with application of linear thinking technique, I would follow these steps:
- Before applying this method: design and deliver a survey questionnaire to identify students’ difficulties during each reading lesson; design and deliver a pre- test to evaluate students’ reading level
- While applying this method: apply adapted tasks, do class observations
To assess the effectiveness of the study, a survey questionnaire will be designed and administered Additionally, a post-test will be conducted to evaluate the improvement in students' reading skills.
MAIN CONTENT
Theoretical background
1.1 Definition and the importance of reading skill
Reading is an interactive process where the reader engages with the text to derive meaning As Wallace (1996) suggests, reading involves interpreting written communication Grellet (1998) emphasizes that reading is a continuous process of guessing, highlighting that a reader's prior knowledge is crucial to understanding the text Additionally, Grellet describes reading as an active skill that requires constant guessing, predicting, verifying, and self-questioning.
Reading involves both the eyes and the brain, as highlighted by Harmer (2003: 153), who states that "the eyes receive messages, and the brain then has to work out the significance of these messages." This emphasizes that reading goes beyond merely looking at words; it requires comprehension and interpretation of their meanings.
Reading is a process that enables readers to grasp the writer's message conveyed through written words (Tarigan, 1998) According to Thorndike, as cited by Nurhadi (2000), reading requires active thinking and reasoning, indicating that it engages our cognitive abilities to understand, analyze, and interpret the text effectively.
So, reading is an active process that requires focus and critical thinking
Reading is a complex cognitive process that involves understanding the writer's ideas while engaging in critical thinking and reasoning It enhances intelligence by introducing readers to new concepts, diverse opinions, and various linguistic styles.
Skill refers to the consistent ability to perform a task over time, as defined by the Glossary (2010) According to the Encharta dictionary (2009), it is the capability to execute a task effectively, typically acquired through training or experience Consequently, possessing reading skills is essential for learners to successfully complete tasks Reading skill encompasses specific abilities that empower a reader.
- To read the written form as meaningful language
- To read anything written with independence, comprehension and fluency
- To mentally interact with the message
Then, reading skills acquisition is the process of acquiring the basic skills necessary for learning to read; that is, the ability to acquire meaning from print
Reading skill is the ability to extract meaning and ideas from written or printed language through an active and communicative process between the reader and the text This skill involves various cognitive activities such as guessing, predicting, checking, and self-questioning It encompasses the interaction between the reader and the text, which consists of letters, words, sentences, and paragraphs that convey meaning Key components of reading skills include identifying the main idea, recognizing stated details, inferring implied information, deducing the meaning of unfamiliar words from context, identifying referents, and understanding the purpose of the text.
1.1.3 The importance of reading comprehension
Reading is essential for education and personal development, as it enhances students' comprehension and application of information It fosters critical thinking, creativity, and curiosity, enabling individuals to learn from diverse sources and apply that knowledge in real-life situations.
Reading is an essential skill for English learners, as it enhances their language abilities and introduces them to new information Even slow reading is beneficial, as it exposes students to various sentence structures, grammar rules, and vocabulary This practice not only aids in understanding the correct usage of language but also improves their communication skills.
Reading enhances various skills, including writing and listening It exposes students to proper sentence structure, aiding in their writing abilities Additionally, reading expands vocabulary, which is crucial for understanding spoken language A limited vocabulary often hinders comprehension, but by reading more, individuals can learn new words, thereby improving their ability to grasp spoken English.
Reading comprehension is crucial for understanding texts and plays a significant role in education, career success, and daily interactions The ability to read and interpret information is vital for academic achievement, professional environments, and effective communication In today's world, where written communication dominates through emails, text messages, and social media, strong reading skills are essential for navigating everyday life.
In conclusion, reading is an essential skill that enhances learning, critical thinking, and communication It provides access to knowledge and improves language comprehension and usage The advantages of reading extend beyond academic settings, positively influencing social interactions and professional life Consequently, prioritizing the enhancement of reading skills is crucial for language learners, enabling them to effectively understand, analyze, and apply information in various contexts.
Reading encompasses various skills, including recognizing language scripts, deducing meanings, and comprehending unfamiliar vocabulary It involves understanding both explicitly stated and implied information, grasping conceptual meanings, and recognizing the communicative functions of sentences Additionally, it requires understanding relationships within sentences and across text through lexical cohesion Effective reading also entails interpreting texts beyond their surface meaning, identifying main points, distinguishing main ideas from supporting details, and summarizing key information.
1.3 Some text structure types in reading
Writers have diverse purposes in their written communication, and understanding these goals can enhance a reader's experience The structure of a text is largely determined by the writer's intent, leading to the existence of six distinct types of text structures.
Description is a text structure aimed at crafting a vivid and detailed portrayal of a subject It employs descriptive language to highlight the traits, features, and characteristics, allowing readers to visualize the topic effectively.
- Sequence: There are two ways that sequence text structure can be used: to communicate a chronological sequence of events or steps in a procedure
The cause and effect text structure effectively conveys the relationship between an event, action, or idea and its consequences This format clarifies the causality and correlation for readers, making it a valuable tool in both teaching and learning English.
Factual situation
1 The textbook “Tieng Anh 11- Global success”
1.1 An overview of the textbook “Tieng Anh 11- Global success”
The textbook "Tieng Anh 11 - Global Success," edited by Hoang Van Van, features significant updates from its previous edition, organized around four essential themes: Our Lives, Our Society, Our Future, and Our Environment It comprises ten units, each containing eight lessons, including Getting Started, Language, Reading, Speaking, Listening, Writing, Communication and Culture, Looking Back, and Project, with each lesson intended for a 45-minute class duration.
This textbook aligns with the 2018 general education curriculum for grade 11 English, offering more comprehensive and updated knowledge than its predecessor It enhances students' understanding of global trends and cultures while prioritizing the development of communication skills, enabling them to effectively use English in their studies, future careers, and everyday life.
1.2 An overview of reading parts in the textbook “Tieng Anh 11 - Global success”
Reading is the third lesson in each unit, featuring a longer passage of 250 to 300 words, compared to a 190-to-230-word reading passages in Tieng Anh
10 Each passage closely related to the unit’s theme Below are the reading topics for 10 units:
Unit 1: A long and healthy life: How to live a long and healthy life
Unit 2: The generation gap: Different generations
Unit 3: Cities of the future: Characteristics of future cities
Unit 4: ASEAN and Viet Nam: ASEAN News
Unit 5: Global warming: The UN climate change conference
Unit 6: Preserving our heritage: Teenagers’ ideas for preserving heritages Unit 7: Education options for school-leavers: Options for school-leavers Unit 8: Becoming independent: How to become independent
Unit 9: Social issues: Peer pressure
Unit 10: The ecosystem: U Minh Thuong- a unique national park
Reading comprehension passages often originate from newspapers, magazines, or advertisements, presenting numerous new vocabulary words that can challenge learners These texts feature diverse sentence structures, particularly long and complex sentences, while frequently employing linking words to connect ideas within sentences and across paragraphs This technique fosters a smooth and logical flow of information, enhancing reader engagement.
This textbook features a variety of reading question types, including multiple choice, true/false, summary completion, title selection, and matching Notably, matching sections with headings is the most prevalent question type, found in units 1, 4, 6, 7, 8, and 10 This format aids students in recognizing key ideas and organizing information effectively However, it poses significant challenges for students in mountainous regions, who may have limited reading skills, vocabulary, and background knowledge.
2 Situation of teaching and learning reading skill at Ky Son High School
At Ky Son High School, a diverse student body primarily consists of ethnic groups like Thai, H-Mong, Kho Mu, and Kinh, many of whom come from low-income families These students encounter significant challenges in their learning environment, as they often lack access to adequate teaching and learning resources during their primary and secondary education, hindering their ability to develop strong language skills.
Teachers of English at Ky Son High School encounter significant challenges in teaching reading, particularly in their second year of using the Tieng Anh 11 - Global Success textbook Limited formal training on effective teaching methods and insufficient access to the new curriculum have hindered their preparation Additionally, the difficulty in sourcing supplementary materials beyond the textbook has led to struggles in lesson planning and organization, resulting in confusion during teaching activities.
Moreover, according to teaching observations and the findings of the pre- questionnaire, following are some significant reading difficulties faced by students in class 11C1 and 11A1 at Ky Son High School
The majority of students in the two classes belong to ethnic groups including Thai, H-Mong, Kho Mu, and Kinh Notably, 85.7 percent of these students began learning English in Grade 6 and have minimal exposure to the language beyond the classroom setting.
- Key reading difficulties: The most common challenge is identifying the main idea of each paragraph, with 69 respondents (82.1%) selecting this option
A significant challenge for students reading in English is identifying the main idea of a passage, with 67 participants (79.8%) reporting difficulty Additionally, understanding long and complex sentences poses a challenge for 50 students (59.5%) While 21 respondents (25%) struggle with new vocabulary, summarizing a passage is the least common difficulty, affecting 17 students (20.2%) Overall, the findings indicate that comprehension, especially regarding structure and main ideas, is the primary obstacle for students.
Chart 2: Students’ difficulties when learning Reading
Students face challenges with various reading exercises, particularly in matching headings to paragraphs, which 92.9% of respondents found most difficult Multiple-choice questions also pose a significant challenge for 59.5% of students, while summary completion and True/False questions are perceived as less challenging These findings indicate that tasks requiring comprehension of overall structure and main ideas are more difficult for students than those focusing on specific details.
Chart 3: The most difficult reading exercises
Many students struggle with effective reading strategies, as evidenced by a survey where 44% reported translating texts into their first language Additionally, 41.7% admitted to not using any specific strategy, opting instead to read and guess answers Only 14.3% of students actively underline keywords and seek clues to enhance their understanding These findings indicate that a considerable number of students depend on translation rather than engaging in active reading techniques, ultimately hindering their comprehension.
Chart 4: Strategies to help students understand reading passages
A significant challenge in English language learning is the limited utilization of available resources, with 60.2% of students having access but using them infrequently Additionally, 28.9% of respondents report a complete lack of English learning materials at home, while only 10.8% utilize these resources regularly This indicates that although many students have access to English learning materials, their effective use is lacking, and a considerable number of students are without any resources.
Chart 5: Access to materials to learn English
Students encounter significant challenges in reading comprehension, including difficulties in identifying main ideas, understanding complex structures, and completing tasks such as matching headings Many resort to translation or guessing instead of employing effective reading strategies Although most students have access to learning materials, they often do not utilize them effectively, and some lack access altogether To tackle these challenges, I am dedicated to improving the quality of English instruction, especially in reading lessons and related skills, fueled by my passion for teaching and commitment to my students.
Survey link: https://forms.gle/JGHgxm9UzNfvSjyG8
To tackle the challenges faced by ethnic and mountainous students at Ky Son High School, implementing linear thinking in reading proves to be an effective strategy This approach enables students to deconstruct reading passages into smaller, more manageable segments, facilitating a step-by-step understanding of the logical progression of ideas.
Organizing information in a sequential manner helps students identify main ideas, understand paragraph relationships, and retain key details more effectively A structured approach fosters linear thinking, which boosts students' confidence in reading comprehension and aids in overcoming challenges related to language barriers and limited English exposure.
Application of linear thinking in reading lessons
Linear thinking is a methodical approach to problem-solving that emphasizes clear sequences and logical progressions It involves simplifying complex issues by dividing them into smaller, manageable components and recognizing connections to understand the relationships between different elements.
Simplification is crucial for enhancing reading comprehension, as it enables students to process information more efficiently Lengthy or complex sentences can overwhelm students, leading to misinterpretation due to information overload By employing Linear Thinking, students can distill a passage to its core meaning before incorporating additional details This method reveals the logical structure of the text, facilitating easier navigation and understanding Rather than passively receiving information, students actively engage in a systematic approach to comprehension, resulting in improved retention and critical reading abilities.
1.1 Identify sentences’ structure to distinguish main and supporting information
Students often struggle to understand complex sentences with multiple clauses, leading to confusion and frustration When they reach the end of a long sentence, they may forget earlier parts, making it hard to grasp the overall meaning This highlights the importance of simplifying sentence structures to enhance comprehension for learners.
Linear thinking simplifies sentence structure, aiding students in grasping its fundamental formation This method enables learners to pinpoint the core message while differentiating between main and supporting information By deconstructing complex structures into clear components, students enhance their information processing and overall reading comprehension.
To effectively support students to simplify sentences, it’s important to follow these steps:
… Young people will have the opportunity to take part in exciting discussions on current social and youth issues, and eye-opening cultural exchanges
(extracted from unit 4 ASEAN and Viet Nam, page 45 Question: What will participants in SSEAYP discuss besides youth issues?
Procedure to answer this question:
Young people will have the opportunity to take part in exciting discussions on current social and youth issues, and eye-opening cultural exchanges
Young people will take part in discussions and cultural exchanges
Young people will take part in discussions on current social and youth issues, and cultural exchanges
Answer: Beside youth issues, they will discuss on current social issues
This method helps students avoid distractions from unnecessary details and focus on the essence of the text
1.2 Apply simplifying in doing some kinds of reading exercises
Simplifying complex sentences is essential for students tackling detailed questions in a passage It allows them to focus on key information while avoiding distractions from unnecessary details By rephrasing or summarizing relevant text in simpler terms, students enhance their understanding of the main idea and improve their ability to identify correct answers efficiently This method reduces confusion and boosts comprehension, facilitating the location and interpretation of specific details within the passage.
To apply simplify effectively to multiple choice questions, I follow these steps:
Step 1: Read the question carefully without looking at the answer choices Step 2: Identify the relevant information to read in the passage
Step 3: Use simplifying to understand and summarize the key information
Step 4: Compare the summarized information with the answer choices (A,
Followings are suggestions for applying simplify effectively to multiple choice questions in the reading lesson of unit 5 - Tieng Anh textbook 11- Global Success:
Unit 5: Global warming: The UN climate change conference
The UN climate change conference addresses critical issues such as greenhouse gases, deforestation, and methane emissions The article is structured clearly, with each goal outlined in separate paragraphs, making it easy to understand Key terms related to climate change are appropriately used, catering to an A2-B1 vocabulary level This coherent organization enhances the readability and effectiveness of the content.
The questions are straightforward and focused, effectively assessing comprehension of essential concepts The multiple-choice format is ideal for A2-B1 learners, offering structured choices instead of open-ended questions Key terms from the passage, such as "methane emissions," "CO₂ balance," and "deforestation," are emphasized, aiding in vocabulary retention.
Suggested steps to do this exercise with linear thinking:
Question 1: Which is NOT a COP’s key goal
Step 1: Read the question carefully Which is NOT a COP’s key goal
Step 2: Identify the relevant information to read in the passage
Paragraph 1: …This year’s conference will discuss the key goals
Step 3: Use simplifying to understand and summarize the key information
Paragraph 2: The first goal is to limit the global temperature rise to 1.5°C
Paragraph 3: The second goal is to reduce the use of coal
Paragraph 4: The third goal is to end deforestation
Paragraph 5: The last key goal is to reduce methane emissions
Step 4: Compare the summarized information with the answer choices
A Stop cutting down forests (= end deforestation- paragraph 4)
B Replace coal with cleaner sources of energy (= reduce the use of coal - paragraph 3)
C End methane emissions (# reduce methane emissions)
Question 2: What will happen if there is a balance between the greenhouse gases released and those removed from the atmosphere?
Step 1: Read the question carefully
What will happen if there is a balance between the greenhouse gases released and those removed from the atmosphere?
Step 2: Identify the relevant information to read in the passage
Paragraph 2: The first goal is to limit the global temperature rise to 1.5°C This will require reducing global CO, emissions by 50 per cent by 2030, and by 2050 achieving a balance between the greenhouse gases released into the atmosphere and those removed from it
Step 3: Use simplifying to understand and summarize the key information
The first goal is to limit the global temperature rise to 1.5°C This will require reducing global CO2 emissions by 50 per cent by 2030, and by
2050 achieving a balance between the greenhouse gases released into the atmosphere and those removed from it
Step 4: Compare the summarized information with the answer choices
A Global warming will be limited to 1.5°C
B Global CO, emissions will increase
C Countries will switch to clean energy
Question 3: Why is it important to reduce the use of coal?
Step 1: Read the question carefully
Why is it important to reduce the use of coal?
Step 2: Identify the relevant information to read in the passage
Paragraph 3: The second goal is to reduce the use of coal, which is the dirtiest fuel and biggest source of planet-warming CO2 emissions Countries will have to stop building new coal plants and switch to clean sources of energy
Step 3: Use simplifying to understand and summarize the key information
The second objective is to minimize coal usage, as it is the most polluting fuel and the largest contributor to CO2 emissions that warm the planet Nations must cease the construction of new coal power plants and transition to cleaner energy alternatives.
Step 4: Compare the summarized information with the answer choices
A Because it is easy to build coal plants
B Because coal is not as clean as gas
C Because it is responsible for a large part of the CO2 emissions
(Paraphrase: The biggest source of = a large part of)
Question 4: How does deforestation contribute to global warming?
Step 1: Read the question carefully
How does deforestation contribute to global warming?
Step 2: Identify the relevant information to read in the passage
Paragraph 4: The third goal is to end deforestation Forests remove CO 2 from the atmosphere and slow global warming But when they are cut down or burnt, they release the carbon stored in the trees into the atmosphere as CO 2 Stopping deforestation is , therefore, an effective solution to climate change
Step 3: Use simplifying to understand and summarize the key information
The third goal is to halt deforestation, as forests play a crucial role in removing CO₂ from the atmosphere and mitigating global warming When trees are cut down or burned, they release stored carbon back into the atmosphere, contributing to climate change Thus, stopping deforestation is a vital strategy for addressing climate change effectively.
Step 4: Compare the summarized information with the answer choices
A Trees remove carbon dioxide from the atmosphere
B Trees release carbon into the atmosphere when they are cut down or burnt
C Forests trap heat and increase temperatures
Question 5: Why is reducing methane emissions a key goal?
Step 1: Read the question carefully
Why is reducing methane emissions a key goal?
Step 2: Identify the relevant information to read in the passage
Paragraph 5: The last key goal is to reduce methane emissions Methane is a greenhouse gas that is more powerful than CO, at warming the earth It is responsible for nearly one-third of current warming from human activities Methane comes from farming activities and landfill waste The production and use of coal, oil, and natural gas also release methane
Step 3: Use simplifying to understand and summarize the key information
The last key goal is to reduce methane emissions Methane is a greenhouse gas that is more powerful than CO 2 at warming the earth
Methane is a significant contributor to global warming, accounting for nearly one-third of the current increase in temperatures due to human activities This potent greenhouse gas is primarily emitted from agricultural practices and landfill waste, as well as from the extraction and combustion of fossil fuels like coal, oil, and natural gas.
Step 4: Compare the summarized information with the answer choices
A Because its emissions result from farming activities and landfill waste
B Because methane’s warming power is stronger than that of CO2
C Because it is produced through human activities
(Paraphrase: warming power is stronger= more powerful than CO 2 at warming the earth)
The principle of simplification is vital for effectively tackling multiple-choice questions in reading exercises By distilling the passage into key points, students can concentrate on essential details without feeling overwhelmed In unit 5, this process includes identifying relevant paragraphs, summarizing key ideas, and comparing them with answer choices This approach not only boosts comprehension but also increases accuracy in selecting the correct answers Systematic application of simplification enables students to navigate complex texts with ease and confidence.
To apply linear thinking effectively to true/false questions, I follow these steps:
Step 1: Read the statement carefully, underline key words
Step 2: Identify the relevant information to read in the passage
Step 3: Use simplifying to understand and summarize the key information Step 4: Compare the summarized information with the statement
Followings are suggestions for applying linear thinking effectively to multiple choice questions in the reading lesson of unit 3 - Tieng Anh textbook 11- Global Success:
Unit 3: Cities of the future: Characteristics of future cities
Survey on the necessity and feasibility of the study
1 The aim of the survey
The survey was conducted to determine the necessity and feasibility of the topic “Applying linear thinking into teaching reading to improve reading skill for
Ky Son High School’s students”
2 The content and method of the survey
2.1 The content of the survey
The survey focus on 2 main areas:
- Is applying linear thinking into teaching reading necessary for improving reading skill for Ky Son High School’s students?
- Is applying linear thinking into teaching reading feasible for improving reading skill for Ky Son High School’s students?
2.2 The method of the survey
The survey employed an online questionnaire via Google Forms targeting English teachers in Nghe An province Respondents evaluated various aspects using a four-level scale: necessity (unnecessary, less necessary, necessary, very necessary) and feasibility (unfeasible, less feasible, feasible, very feasible).
Microsoft Excel is the software used to calculated the average ̅ score of suggested teaching initiative and the arrangement of each level is:
Level 2: Less necessary/ Less feasible: 1,75< ̅