Luận văn chiến lược Đọc nhằm cải thiện kỹ năng Đọc hiểu cho sinh viên trường cao Đẳng kinh tế kỹ thuật thái nguyên

2, Aims of the thesis ‘The aims of ths study are: © ‘To investigate the reading strategies and equipping students with these reading lo improve sludents’ ability of oading in English al

Chiến lược đọc nhằm cải thiện kỹ năng đọc hiểu cửa sinh viên

Trường Cao đẳng Kinh tế - Kỹ thuật Thái Nguyên

M.A MINOR THESIS

FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60 1410

HA NOI- 2010

VIETNAM NATIONAL UNIVERSITY - HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

DEPARTMENT OF POST-GRADUATE STUDIES

NGUYEN THI LAP

READING STRATEGIES TO IMPROVE READING COMPREHENSION SKILLS OF STUDENTS AT THAI

NGUYEN COLLEGE OF ECONOMICS AND

TECHNOLOGY

Chiến lược đọc nhằm cải thiện kỹ năng đọc hiểu của sinh viên

Trường Cao đẳng Kinh tế - Kỹ thuật Thái Nguyên

M.A MINOR THESIS

FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60 14 10

SUPERVISOR: DINH HAI YEN, M Ed

HA NOI- 2010

TABLE OF CONTENT

Page

Qa

PART 1: INTRODUCTION

1 Rationale of the thesis

It is obvious that English language has been widely used in many areas such as politics, economics, tourism, telecommunication, cutttwe, scisnce and technology, and since Vietnam carried out ths open door policy lowards the regioral and global integration, English language has become more and more important Therefore, it is necessary for Vietnamese students to have a good command of English to satisfy the growing roquiroments in a developing country like Vietnam

In the process of teaching and learning English as a second or foreign language (ESL/EEL), reading is an essential skill Kor many people, reading is the most important

study So with well-developed reading skills, ESL/ EFL readers will have a chance to make greater progress and achieve greater development in all academic areas

Because under Vietnam circumstances, English language is taught and learnt in a nan- native environment, reading is both a means to gain knowledge and a means by which further study takes place, According to Carrell (1984:1): “for many students, reading is by far the most important of the four macro skills, particularly in English as a second or a forvign language” This is really true to the students at Thai Nguyen College of Economics and Technology (INCE), ‘They find that reading not only gives them a wide range of inleresting information bul also offers them chances Lo enlarge their vocabulary, structures and language expressions which are useful for developing other skills

Nevertheless, students at TNCET often have difficulties in reading lessons because of the lack of appropriate reading strategies which are essential for them — ESL/EVL readers Rescurchers believe thal effective readers arc aware of the stratogies they usc and that they use strategies flexibly and efficiently Therefore, teachers should consider and choose efzctive reading strategies to teach students, and help them develop the given strategies offectively,

In the present process of teaching methods innovation in Vietnam generally, and at TNCRT particularly, equipping students with learning strategies cam help them be more active, take charge of their own learning, and have mare positive learning spirit

For these reasons, it would be necessary to have an investigation into reading strategies and classroom practice ‘'hrough the study, we could recognize usefill reading strategies

LIST OF ABBREVIATIONS

vi

PART 1: INTRODUCTION

1 Rationale of the thesis

It is obvious that English language has been widely used in many areas such as politics, economics, tourism, telecommunication, cutttwe, scisnce and technology, and since Vietnam carried out ths open door policy lowards the regioral and global integration, English language has become more and more important Therefore, it is necessary for Vietnamese students to have a good command of English to satisfy the growing roquiroments in a developing country like Vietnam

In the process of teaching and learning English as a second or foreign language (ESL/EEL), reading is an essential skill Kor many people, reading is the most important

study So with well-developed reading skills, ESL/ EFL readers will have a chance to make greater progress and achieve greater development in all academic areas

Because under Vietnam circumstances, English language is taught and learnt in a nan- native environment, reading is both a means to gain knowledge and a means by which further study takes place, According to Carrell (1984:1): “for many students, reading is by far the most important of the four macro skills, particularly in English as a second or a forvign language” This is really true to the students at Thai Nguyen College of Economics and Technology (INCE), ‘They find that reading not only gives them a wide range of inleresting information bul also offers them chances Lo enlarge their vocabulary, structures and language expressions which are useful for developing other skills

Nevertheless, students at TNCET often have difficulties in reading lessons because of the lack of appropriate reading strategies which are essential for them — ESL/EVL readers Rescurchers believe thal effective readers arc aware of the stratogies they usc and that they use strategies flexibly and efficiently Therefore, teachers should consider and choose efzctive reading strategies to teach students, and help them develop the given strategies offectively,

In the present process of teaching methods innovation in Vietnam generally, and at TNCRT particularly, equipping students with learning strategies cam help them be more active, take charge of their own learning, and have mare positive learning spirit

For these reasons, it would be necessary to have an investigation into reading strategies and classroom practice ‘'hrough the study, we could recognize usefill reading strategies

LIST OF ABBREVIATIONS

vi

LIST OF TABLES AND CHARTS

Tables

Table 2.1: Background information about the participants

Table 2.2: Questionnaire: Reading strategy coding categories

Charts

Charl 3.1: Tost Results — Metacognitive Strategies

Chart 3.2: Test Results Cognitive Strategies

Chart 3.3: Lest Results Social’ fective Strategies

Charl 3.4: Questionnaire Results: Quostion 1

Charl 3.5: Quastionnaire Results: Question 2

kẻ

and how efficiently they are used in an LSIVELL classroom to improve reading comprchension skills of students at TNCET

2, Aims of the thesis

‘The aims of ths study are:

© ‘To investigate the reading strategies and equipping students with these reading

lo improve sludents’ ability of oading in English al TNCET,

* To xamine how efficiently the reading strategies are used in reading classes

3 Signi nce of the thesis

The findings of the thesis will be useful not only to the researcher, but also to the teaching

staff and especially to the students at'TNCHT in leaming reading skills Besides, the study

will make a great contribution lo improve the quality of leaching and learning Engtish al

TNCET Further more, it will offer the theoretical basis for the application of reading techniques in classroom

4, Scope of the thesis

In teaching and learning a language as an ESL/EFL, there are many factors that influence the learners" success or failure A part from reading, there are also other main skills in language learning including speaking, listening, and writing Ilowever, due ta the limited

scope of a minor thesis, this study only focuses on the investigation of reading

comprehension needs of students at TNCET in the process of teaching methods innovation, the limitation and difficulties of their reading activity, and the application of reading

strategics in classrooms

5 Rescarch methods used im the thesis

To achieve the aims mentioned above, the aulhor would like Lo employ tests and survey questionnaires to investigate how efficiently the reading strategies are used and analyze them through data collection instruments

6 Design of the thesis

There arc three main parts in this thesis: introduction, development, and conclusion

The introduction provides the rationale, the aims, the significance, the scope, the methods, and the design of the thesis

The development consists of three chapters:

Chapter | presents a review of literature including definitions of reading comprehension

and reading processes, reading comprehension models, teaching comprehension skills, and

kẻ

and how efficiently they are used in an LSIVELL classroom to improve reading comprchension skills of students at TNCET

2, Aims of the thesis

‘The aims of ths study are:

© ‘To investigate the reading strategies and equipping students with these reading

lo improve sludents’ ability of oading in English al TNCET,

* To xamine how efficiently the reading strategies are used in reading classes

3 Signi nce of the thesis

The findings of the thesis will be useful not only to the researcher, but also to the teaching

staff and especially to the students at'TNCHT in leaming reading skills Besides, the study

will make a great contribution lo improve the quality of leaching and learning Engtish al

TNCET Further more, it will offer the theoretical basis for the application of reading techniques in classroom

4, Scope of the thesis

In teaching and learning a language as an ESL/EFL, there are many factors that influence the learners" success or failure A part from reading, there are also other main skills in language learning including speaking, listening, and writing Ilowever, due ta the limited

scope of a minor thesis, this study only focuses on the investigation of reading

comprehension needs of students at TNCET in the process of teaching methods innovation, the limitation and difficulties of their reading activity, and the application of reading

strategics in classrooms

5 Rescarch methods used im the thesis

To achieve the aims mentioned above, the aulhor would like Lo employ tests and survey questionnaires to investigate how efficiently the reading strategies are used and analyze them through data collection instruments

6 Design of the thesis

There arc three main parts in this thesis: introduction, development, and conclusion

The introduction provides the rationale, the aims, the significance, the scope, the methods, and the design of the thesis

The development consists of three chapters:

Chapter | presents a review of literature including definitions of reading comprehension

and reading processes, reading comprehension models, teaching comprehension skills, and

LIST OF ABBREVIATIONS

vi

11.3.2.2, Reading SIrAleBi8S chưng nregeoeoo.20

11.3.2.2.2 Cognitive Strategies

I5 n PART 3: CONCLUSION nnnhheeherereerreredesouSS

LIST OF ABBREVIATIONS

vi

reading strategies [t discusses the three reading strategies: cognitive, metacognitive, and

social/afToetiv:

tralegi

teaching SL reading comprehension

Chapter 2 focuses on the methodology employed in this thesis including research

questions, participants and instruments The instruments consist af Lesis and classroom

observation

Chapter 3 reports the results of tests and classroom observation ‘his chapter discusses in

the three strategies

The conclusion provides a brief summary of main parts being present in the study, the conelusions drawn out and the limitations of the study It also suggests directions for

further stucly.

LIST OF ABBREVIATIONS

vi

LIST OF TABLES AND CHARTS

Tables

Table 2.1: Background information about the participants

Table 2.2: Questionnaire: Reading strategy coding categories

Charts

Charl 3.1: Tost Results — Metacognitive Strategies

Chart 3.2: Test Results Cognitive Strategies

Chart 3.3: Lest Results Social’ fective Strategies

Charl 3.4: Questionnaire Results: Quostion 1

Charl 3.5: Quastionnaire Results: Question 2

kẻ

and how efficiently they are used in an LSIVELL classroom to improve reading comprchension skills of students at TNCET

2, Aims of the thesis

‘The aims of ths study are:

© ‘To investigate the reading strategies and equipping students with these reading

lo improve sludents’ ability of oading in English al TNCET,

* To xamine how efficiently the reading strategies are used in reading classes

3 Signi nce of the thesis

The findings of the thesis will be useful not only to the researcher, but also to the teaching

staff and especially to the students at'TNCHT in leaming reading skills Besides, the study

will make a great contribution lo improve the quality of leaching and learning Engtish al

TNCET Further more, it will offer the theoretical basis for the application of reading techniques in classroom

4, Scope of the thesis

In teaching and learning a language as an ESL/EFL, there are many factors that influence the learners" success or failure A part from reading, there are also other main skills in language learning including speaking, listening, and writing Ilowever, due ta the limited

scope of a minor thesis, this study only focuses on the investigation of reading

comprehension needs of students at TNCET in the process of teaching methods innovation, the limitation and difficulties of their reading activity, and the application of reading

strategics in classrooms

5 Rescarch methods used im the thesis

To achieve the aims mentioned above, the aulhor would like Lo employ tests and survey questionnaires to investigate how efficiently the reading strategies are used and analyze them through data collection instruments

6 Design of the thesis

There arc three main parts in this thesis: introduction, development, and conclusion

The introduction provides the rationale, the aims, the significance, the scope, the methods, and the design of the thesis

The development consists of three chapters:

Chapter | presents a review of literature including definitions of reading comprehension

and reading processes, reading comprehension models, teaching comprehension skills, and

LIST OF ABBREVIATIONS

vi

PART 1: INTRODUCTION

1 Rationale of the thesis

It is obvious that English language has been widely used in many areas such as politics, economics, tourism, telecommunication, cutttwe, scisnce and technology, and since Vietnam carried out ths open door policy lowards the regioral and global integration, English language has become more and more important Therefore, it is necessary for Vietnamese students to have a good command of English to satisfy the growing roquiroments in a developing country like Vietnam

In the process of teaching and learning English as a second or foreign language (ESL/EEL), reading is an essential skill Kor many people, reading is the most important

study So with well-developed reading skills, ESL/ EFL readers will have a chance to make greater progress and achieve greater development in all academic areas

Because under Vietnam circumstances, English language is taught and learnt in a nan- native environment, reading is both a means to gain knowledge and a means by which further study takes place, According to Carrell (1984:1): “for many students, reading is by far the most important of the four macro skills, particularly in English as a second or a forvign language” This is really true to the students at Thai Nguyen College of Economics and Technology (INCE), ‘They find that reading not only gives them a wide range of inleresting information bul also offers them chances Lo enlarge their vocabulary, structures and language expressions which are useful for developing other skills

Nevertheless, students at TNCET often have difficulties in reading lessons because of the lack of appropriate reading strategies which are essential for them — ESL/EVL readers Rescurchers believe thal effective readers arc aware of the stratogies they usc and that they use strategies flexibly and efficiently Therefore, teachers should consider and choose efzctive reading strategies to teach students, and help them develop the given strategies offectively,

In the present process of teaching methods innovation in Vietnam generally, and at TNCRT particularly, equipping students with learning strategies cam help them be more active, take charge of their own learning, and have mare positive learning spirit

For these reasons, it would be necessary to have an investigation into reading strategies and classroom practice ‘'hrough the study, we could recognize usefill reading strategies

PART 2; DEVELOPMENT

Chapter 1: Literature Review

This chapter reviews theories related to reading, reading comprehension, and reading strategies All of these serve as a basis for the aim of the thesis which is to use reading slralegiss to improve reading comprehension skills of students al TNCET

1.1.1.Definitions of reading

‘The act of reading is not easily understood and described In the most general terms we muy say that roading involves the reader, the text, and the interaction between reader and the text (Rumelhart 1977)

"rhe process of reading has heen intensively studied, and there have been many different

appro

shes to il, and ihe term “reading? has been given many interpretations

Mitchell has a basic definition of reading:

Reading can be defined loosely as the ability to make sense of written ar printed symbols The reader uses the symbols to guide the recovery of information from his

or her memory and subsequenily uses this information to construct a plausible interpretation of the writer's message

(Mitchell 1982:1) Goodman (197135) defines reading as

a psycholinguistic process by which the reader, a language user, reconstructs, as hest as he can, a message which has been encoded hy a writer as a graphic display

Sunply and clearly, Eddie Williams (1984: 2) defines reading as “a process whereby one

Jooks at and understands what has been written” This definition of reading does not mean

that a reader needs to understand everything in text Reading can be a struggle after understanding, especially where language learners are concerned He emphasizes thal part

of the teacher’s job is therefore to develop within the leaner strategies that will help them

inthis struggle

From the ideas above, we can come to the conclusion that reading is a complex process

which involves a triangular interaction between the reader, the writer and the text Reading

js also an imeraction between purpose and marmer of reading, and il is am interaction

through reading stralegies (J.A Achersold and M.L Fisld, 1997)

11.1.2 Reading comprehension

1.1.2.1 Definitions

reading strategies [t discusses the three reading strategies: cognitive, metacognitive, and

social/afToetiv:

tralegi

teaching SL reading comprehension

Chapter 2 focuses on the methodology employed in this thesis including research

questions, participants and instruments The instruments consist af Lesis and classroom

observation

Chapter 3 reports the results of tests and classroom observation ‘his chapter discusses in

the three strategies

The conclusion provides a brief summary of main parts being present in the study, the conelusions drawn out and the limitations of the study It also suggests directions for

further stucly.

reading strategies [t discusses the three reading strategies: cognitive, metacognitive, and

social/afToetiv:

tralegi

teaching SL reading comprehension

Chapter 2 focuses on the methodology employed in this thesis including research

questions, participants and instruments The instruments consist af Lesis and classroom

observation

Chapter 3 reports the results of tests and classroom observation ‘his chapter discusses in

the three strategies

The conclusion provides a brief summary of main parts being present in the study, the conelusions drawn out and the limitations of the study It also suggests directions for

further stucly.

kẻ

and how efficiently they are used in an LSIVELL classroom to improve reading comprchension skills of students at TNCET

2, Aims of the thesis

‘The aims of ths study are:

© ‘To investigate the reading strategies and equipping students with these reading

lo improve sludents’ ability of oading in English al TNCET,

* To xamine how efficiently the reading strategies are used in reading classes

3 Signi nce of the thesis

The findings of the thesis will be useful not only to the researcher, but also to the teaching

staff and especially to the students at'TNCHT in leaming reading skills Besides, the study

will make a great contribution lo improve the quality of leaching and learning Engtish al

TNCET Further more, it will offer the theoretical basis for the application of reading techniques in classroom

4, Scope of the thesis

In teaching and learning a language as an ESL/EFL, there are many factors that influence the learners" success or failure A part from reading, there are also other main skills in language learning including speaking, listening, and writing Ilowever, due ta the limited

scope of a minor thesis, this study only focuses on the investigation of reading

comprehension needs of students at TNCET in the process of teaching methods innovation, the limitation and difficulties of their reading activity, and the application of reading

strategics in classrooms

5 Rescarch methods used im the thesis

To achieve the aims mentioned above, the aulhor would like Lo employ tests and survey questionnaires to investigate how efficiently the reading strategies are used and analyze them through data collection instruments

6 Design of the thesis

There arc three main parts in this thesis: introduction, development, and conclusion

The introduction provides the rationale, the aims, the significance, the scope, the methods, and the design of the thesis

The development consists of three chapters:

Chapter | presents a review of literature including definitions of reading comprehension

and reading processes, reading comprehension models, teaching comprehension skills, and

LIST OF ABBREVIATIONS

vi

LIST OF TABLES AND CHARTS

Tables

Table 2.1: Background information about the participants

Table 2.2: Questionnaire: Reading strategy coding categories

Charts

Charl 3.1: Tost Results — Metacognitive Strategies

Chart 3.2: Test Results Cognitive Strategies

Chart 3.3: Lest Results Social’ fective Strategies

Charl 3.4: Questionnaire Results: Quostion 1

Charl 3.5: Quastionnaire Results: Question 2

PART 2; DEVELOPMENT

Chapter 1: Literature Review

This chapter reviews theories related to reading, reading comprehension, and reading strategies All of these serve as a basis for the aim of the thesis which is to use reading slralegiss to improve reading comprehension skills of students al TNCET

1.1.1.Definitions of reading

‘The act of reading is not easily understood and described In the most general terms we muy say that roading involves the reader, the text, and the interaction between reader and the text (Rumelhart 1977)

"rhe process of reading has heen intensively studied, and there have been many different

appro

shes to il, and ihe term “reading? has been given many interpretations

Mitchell has a basic definition of reading:

Reading can be defined loosely as the ability to make sense of written ar printed symbols The reader uses the symbols to guide the recovery of information from his

or her memory and subsequenily uses this information to construct a plausible interpretation of the writer's message

(Mitchell 1982:1) Goodman (197135) defines reading as

a psycholinguistic process by which the reader, a language user, reconstructs, as hest as he can, a message which has been encoded hy a writer as a graphic display

Sunply and clearly, Eddie Williams (1984: 2) defines reading as “a process whereby one

Jooks at and understands what has been written” This definition of reading does not mean

that a reader needs to understand everything in text Reading can be a struggle after understanding, especially where language learners are concerned He emphasizes thal part

of the teacher’s job is therefore to develop within the leaner strategies that will help them

inthis struggle

From the ideas above, we can come to the conclusion that reading is a complex process

which involves a triangular interaction between the reader, the writer and the text Reading

js also an imeraction between purpose and marmer of reading, and il is am interaction

through reading stralegies (J.A Achersold and M.L Fisld, 1997)

11.1.2 Reading comprehension

1.1.2.1 Definitions

11.3.2.2, Reading SIrAleBi8S chưng nregeoeoo.20

11.3.2.2.2 Cognitive Strategies

I5 n PART 3: CONCLUSION nnnhheeherereerreredesouSS

LIST OF TABLES AND CHARTS

Tables

Table 2.1: Background information about the participants

Table 2.2: Questionnaire: Reading strategy coding categories

Charts

Charl 3.1: Tost Results — Metacognitive Strategies

Chart 3.2: Test Results Cognitive Strategies

Chart 3.3: Lest Results Social’ fective Strategies

Charl 3.4: Questionnaire Results: Quostion 1

Charl 3.5: Quastionnaire Results: Question 2

LIST OF TABLES AND CHARTS

Tables

Table 2.1: Background information about the participants

Table 2.2: Questionnaire: Reading strategy coding categories

Charts

Charl 3.1: Tost Results — Metacognitive Strategies

Chart 3.2: Test Results Cognitive Strategies

Chart 3.3: Lest Results Social’ fective Strategies

Charl 3.4: Questionnaire Results: Quostion 1

Charl 3.5: Quastionnaire Results: Question 2

LIST OF TABLES AND CHARTS

Tables

Table 2.1: Background information about the participants

Table 2.2: Questionnaire: Reading strategy coding categories

Charts

Charl 3.1: Tost Results — Metacognitive Strategies

Chart 3.2: Test Results Cognitive Strategies

Chart 3.3: Lest Results Social’ fective Strategies

Charl 3.4: Questionnaire Results: Quostion 1

Charl 3.5: Quastionnaire Results: Question 2

reading strategies [t discusses the three reading strategies: cognitive, metacognitive, and

social/afToetiv:

tralegi

teaching SL reading comprehension

Chapter 2 focuses on the methodology employed in this thesis including research

questions, participants and instruments The instruments consist af Lesis and classroom

observation

Chapter 3 reports the results of tests and classroom observation ‘his chapter discusses in

the three strategies

The conclusion provides a brief summary of main parts being present in the study, the conelusions drawn out and the limitations of the study It also suggests directions for

further stucly.

kẻ

and how efficiently they are used in an LSIVELL classroom to improve reading comprchension skills of students at TNCET

2, Aims of the thesis

‘The aims of ths study are:

© ‘To investigate the reading strategies and equipping students with these reading

lo improve sludents’ ability of oading in English al TNCET,

* To xamine how efficiently the reading strategies are used in reading classes

3 Signi nce of the thesis

The findings of the thesis will be useful not only to the researcher, but also to the teaching

staff and especially to the students at'TNCHT in leaming reading skills Besides, the study

will make a great contribution lo improve the quality of leaching and learning Engtish al

TNCET Further more, it will offer the theoretical basis for the application of reading techniques in classroom

4, Scope of the thesis

In teaching and learning a language as an ESL/EFL, there are many factors that influence the learners" success or failure A part from reading, there are also other main skills in language learning including speaking, listening, and writing Ilowever, due ta the limited

scope of a minor thesis, this study only focuses on the investigation of reading

comprehension needs of students at TNCET in the process of teaching methods innovation, the limitation and difficulties of their reading activity, and the application of reading

strategics in classrooms

5 Rescarch methods used im the thesis

To achieve the aims mentioned above, the aulhor would like Lo employ tests and survey questionnaires to investigate how efficiently the reading strategies are used and analyze them through data collection instruments

6 Design of the thesis

There arc three main parts in this thesis: introduction, development, and conclusion

The introduction provides the rationale, the aims, the significance, the scope, the methods, and the design of the thesis

The development consists of three chapters:

Chapter | presents a review of literature including definitions of reading comprehension

and reading processes, reading comprehension models, teaching comprehension skills, and

PART 1: INTRODUCTION

1 Rationale of the thesis

It is obvious that English language has been widely used in many areas such as politics, economics, tourism, telecommunication, cutttwe, scisnce and technology, and since Vietnam carried out ths open door policy lowards the regioral and global integration, English language has become more and more important Therefore, it is necessary for Vietnamese students to have a good command of English to satisfy the growing roquiroments in a developing country like Vietnam

In the process of teaching and learning English as a second or foreign language (ESL/EEL), reading is an essential skill Kor many people, reading is the most important

study So with well-developed reading skills, ESL/ EFL readers will have a chance to make greater progress and achieve greater development in all academic areas

Because under Vietnam circumstances, English language is taught and learnt in a nan- native environment, reading is both a means to gain knowledge and a means by which further study takes place, According to Carrell (1984:1): “for many students, reading is by far the most important of the four macro skills, particularly in English as a second or a forvign language” This is really true to the students at Thai Nguyen College of Economics and Technology (INCE), ‘They find that reading not only gives them a wide range of inleresting information bul also offers them chances Lo enlarge their vocabulary, structures and language expressions which are useful for developing other skills

Nevertheless, students at TNCET often have difficulties in reading lessons because of the lack of appropriate reading strategies which are essential for them — ESL/EVL readers Rescurchers believe thal effective readers arc aware of the stratogies they usc and that they use strategies flexibly and efficiently Therefore, teachers should consider and choose efzctive reading strategies to teach students, and help them develop the given strategies offectively,

In the present process of teaching methods innovation in Vietnam generally, and at TNCRT particularly, equipping students with learning strategies cam help them be more active, take charge of their own learning, and have mare positive learning spirit

For these reasons, it would be necessary to have an investigation into reading strategies and classroom practice ‘'hrough the study, we could recognize usefill reading strategies

LIST OF ABBREVIATIONS

vi

11.3.2.2, Reading SIrAleBi8S chưng nregeoeoo.20

11.3.2.2.2 Cognitive Strategies

I5 n PART 3: CONCLUSION nnnhheeherereerreredesouSS

reading strategies [t discusses the three reading strategies: cognitive, metacognitive, and

social/afToetiv:

tralegi

teaching SL reading comprehension

Chapter 2 focuses on the methodology employed in this thesis including research

questions, participants and instruments The instruments consist af Lesis and classroom

observation

Chapter 3 reports the results of tests and classroom observation ‘his chapter discusses in

the three strategies

The conclusion provides a brief summary of main parts being present in the study, the conelusions drawn out and the limitations of the study It also suggests directions for

further stucly.

LIST OF ABBREVIATIONS

vi