Luận văn developing test taking strategies for toeic reading comprehension tests

ABSTRACT So far, most Vietnamese universities have tended to choose TOLIC as a measure unit to inpul English level and graduation for stureris, TORIC score reports provide accurate,

VIETNAM NATIONAL UNIVERSITY, IIANOI UNIVERSLTY OF LANGUAGES AND INTERNATIONAL STUDLES

FACULTY OF POST —- GRADUATE STUDIES

(Phát triển cae chién lye Lam bai thi Dec hiéu ciia ky thi TOELC

cho sinh viên không chuyên tiếng Anh tại trường Dại học Kinh tế

- Kỹ thuật Công nghiệp)

M.A Minor Programme Thesis

Kicld: English Teaching Mcthodalogy Code: 60140111

HANOI, 2014

VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES AND INTERNATLONAL STUDLES

FACULTY OF POST —- GRADUATE STUDIES

(Phát triển các chiến lược lam bai thi Đọc hiếu của kỳ thi TOEIC

cho sinh viên không chuyên tiếng Anh tại trang Dai hoc Kinh tế

- Kỹ thuật Công nghiệp)

M.A Minor Programme Thesis

Field: English Teaching Methodology Code: 60140111

Supervisor: Dr Ngé [tu Hoàng

HANOI, 2014

DECLARATION

1, Le Anh Thu, hereby state that, this minor thesis is the result of my own research and all the material in this stdy which is not my own work has been identified and acknowledged T also state that the substance of the thesis has nol, wholty or in part, been submitted for any degree to any other universities institutions

Dated: 25/12/2013

Lê Anh Thư

LIST OF ABBREVIATIONS à seoe iit PART I: INTRODUCTION

PART Il: DEVELOPMENT

CHAPTER 1- THEORETICAL BACKGROUND

1.1 Reading and Reading comprshension a4

1.3 Reading comprehension approachss sad

Students’ personal vizws of the sources of đifficulties

Frequency of Strategy Use for Vocabulary Questians Frequency of Strategy Use for Inference Question

& 8

iy 3

Test of English for International Communication

Lducational ‘Testing System

TOEIC Reading Comprehension test TOEIC Listening Comprehension test

viii

Students’ personal vizws of the sources of đifficulties

Frequency of Strategy Use for Vocabulary Questians Frequency of Strategy Use for Inference Question

& 8

iy 3

ABSTRACT

So far, most Vietnamese universities have tended to choose TOLIC as a measure unit to

inpul English level and graduation for stureris, TORIC score reports provide

accurate, meaningful feedback about a test taker’s strengths and weaknesses, along with a description of the English language strengths typical of test takers performing at various score levels, However, when taking the TOEIC test, especially the TOEIC reading comprehension section, many students do meet a lot of difficulties in reading, and therefore fail to be efficient readers and get high scores One of the primary causes is that sluslenis seem unskilled or unaware of the use of test-taking stralegies for TOTIC reading comprehension tests, Then, which strategies should students be used while taking the

‘TORIC reading comprehension tests’?

‘A number of studies and books have already heen released in the area of application of test-taking strategies to TOEIC reading comprehension part This study is concerned with developing test-taking strategics to help non-major English students at UNETI reduec reading difficulties, improve their skills and take the OEIC reading comprehension tests wilh higher scores

‘The result of the study show that non-major English students at UNLTII often have difficulties, lo different exter, in many arcas of the Tanguags such as difficultis with vocabuilary, with grammar, discourse, and reading strategies, Moreover, the data collected

in the study also revealed that the students” inefficient use of reading strategies is a great source of reading problems Through the students’ low frequency of strategy use Lo deal with question kinds in TOEIC reading comprehension tests, it is shown that students fail to apply reading strategies effectively in responding to questions during tests Therefore, the study suggests that to enable to successfully take the TOEIC reading comprehension test, students should actively use strategies involved as skimming and scanning skills, utilize context clues to understand difficult words and find out the synonym or paraphrase for the word Tn some casos, if losletakers have wo ides about a question, the application of techmaques to guess should be needed Besides, the study also recommends several test-

taking strategies for each kind of questions in 1 reading comprehension test

Test of English for International Communication

Lducational ‘Testing System

TOEIC Reading Comprehension test TOEIC Listening Comprehension test

T would like to take this opportunity lo express my thankfulness lo the Post- Grade Department for their enthusiastic help during the time of studying and writmg my thesis

T also wish Lo acknowlsdge the cooperation of my colleagues and my students, especially the students at University of Economic Technical Industries who have helped

me to collect data for the study,

Hereby, { also would like to thank all the readers for their attention and J highly

ile any comments and opinions on this sindy

Students’ personal vizws of the sources of đifficulties

Frequency of Strategy Use for Vocabulary Questians Frequency of Strategy Use for Inference Question

& 8

iy 3

Test of English for International Communication

Lducational ‘Testing System

TOEIC Reading Comprehension test TOEIC Listening Comprehension test

viii

ABSTRACT

So far, most Vietnamese universities have tended to choose TOLIC as a measure unit to

inpul English level and graduation for stureris, TORIC score reports provide accurate, meaningful feedback about a test taker’s strengths and weaknesses, along with a description of the English language strengths typical of test takers performing at various score levels, However, when taking the TOEIC test, especially the TOEIC reading comprehension section, many students do meet a lot of difficulties in reading, and therefore fail to be efficient readers and get high scores One of the primary causes is that sluslenis seem unskilled or unaware of the use of test-taking stralegies for TOTIC reading comprehension tests, Then, which strategies should students be used while taking the

‘TORIC reading comprehension tests’?

‘A number of studies and books have already heen released in the area of application of test-taking strategies to TOEIC reading comprehension part This study is concerned with developing test-taking strategics to help non-major English students at UNETI reduec reading difficulties, improve their skills and take the OEIC reading comprehension tests wilh higher scores

‘The result of the study show that non-major English students at UNLTII often have difficulties, lo different exter, in many arcas of the Tanguags such as difficultis with vocabuilary, with grammar, discourse, and reading strategies, Moreover, the data collected

in the study also revealed that the students” inefficient use of reading strategies is a great source of reading problems Through the students’ low frequency of strategy use Lo deal with question kinds in TOEIC reading comprehension tests, it is shown that students fail to apply reading strategies effectively in responding to questions during tests Therefore, the study suggests that to enable to successfully take the TOEIC reading comprehension test, students should actively use strategies involved as skimming and scanning skills, utilize context clues to understand difficult words and find out the synonym or paraphrase for the word Tn some casos, if losletakers have wo ides about a question, the application of techmaques to guess should be needed Besides, the study also recommends several test- taking strategies for each kind of questions in 1 reading comprehension test

1.42.2 Minding the main ideas - - - - 8

2.1, What is the TOEIC test? 0.0.2 12

3.4 Test §COÌTR nhe re rareere 13

2.7, TOEIC Reading Comprehension Section 16 CHAPTER 2- METHODOLOCY

2.1 The context of the study - - - ¬" <4

2.5, Data analySis scsecsesieneseneneeetiseneee 20 CHAPTER š— FINDINGS AND DISCUSSION

3.1 Students’ allitude lowards TORIC tests a UNETI 21 3.2 Students’ perception of their difficullics in taking TORIC reading

comprehension test at UNETI 2<seete „21

3.2.4 Inthe area of Reading Strategies - - - - 24 3.2.5, Causes Q[Rending Dificullies cecce 24

3.3 Students” frequency of strategy use across four main kinds of questions in

BBL Vocabulary (itestions sescseomsnnnnenenmmnnsss

3.3.2 Inference Questions

ACKNOWLEDGEMENTS

First and foremost, [ would like ta exp ty most sincere thanks to my Te:

supervisor, Dr Ngo Huu Hoang for his generous assistance, invaluable advice, guidance, constructive comments Without his help, this stdy would not have possibly been comploted

T would like to take this opportunity lo express my thankfulness lo the Post- Grade Department for their enthusiastic help during the time of studying and writmg my thesis

T also wish Lo acknowlsdge the cooperation of my colleagues and my students, especially the students at University of Economic Technical Industries who have helped

me to collect data for the study,

Hereby, { also would like to thank all the readers for their attention and J highly

ile any comments and opinions on this sindy

T would like to take this opportunity lo express my thankfulness lo the Post- Grade Department for their enthusiastic help during the time of studying and writmg my thesis

T also wish Lo acknowlsdge the cooperation of my colleagues and my students, especially the students at University of Economic Technical Industries who have helped

me to collect data for the study,

Hereby, { also would like to thank all the readers for their attention and J highly

ile any comments and opinions on this sindy

ABSTRACT

So far, most Vietnamese universities have tended to choose TOLIC as a measure unit to

inpul English level and graduation for stureris, TORIC score reports provide accurate, meaningful feedback about a test taker’s strengths and weaknesses, along with a description of the English language strengths typical of test takers performing at various score levels, However, when taking the TOEIC test, especially the TOEIC reading comprehension section, many students do meet a lot of difficulties in reading, and therefore fail to be efficient readers and get high scores One of the primary causes is that sluslenis seem unskilled or unaware of the use of test-taking stralegies for TOTIC reading comprehension tests, Then, which strategies should students be used while taking the

‘TORIC reading comprehension tests’?

‘A number of studies and books have already heen released in the area of application of test-taking strategies to TOEIC reading comprehension part This study is concerned with developing test-taking strategics to help non-major English students at UNETI reduec reading difficulties, improve their skills and take the OEIC reading comprehension tests wilh higher scores

‘The result of the study show that non-major English students at UNLTII often have difficulties, lo different exter, in many arcas of the Tanguags such as difficultis with vocabuilary, with grammar, discourse, and reading strategies, Moreover, the data collected

in the study also revealed that the students” inefficient use of reading strategies is a great source of reading problems Through the students’ low frequency of strategy use Lo deal with question kinds in TOEIC reading comprehension tests, it is shown that students fail to apply reading strategies effectively in responding to questions during tests Therefore, the study suggests that to enable to successfully take the TOEIC reading comprehension test, students should actively use strategies involved as skimming and scanning skills, utilize context clues to understand difficult words and find out the synonym or paraphrase for the word Tn some casos, if losletakers have wo ides about a question, the application of techmaques to guess should be needed Besides, the study also recommends several test- taking strategies for each kind of questions in 1 reading comprehension test

LIST OF ABBREVIATIONS à seoe iit PART I: INTRODUCTION

PART Il: DEVELOPMENT

CHAPTER 1- THEORETICAL BACKGROUND

1.1 Reading and Reading comprshension a4

1.3 Reading comprehension approachss sad

ABSTRACT

So far, most Vietnamese universities have tended to choose TOLIC as a measure unit to

inpul English level and graduation for stureris, TORIC score reports provide accurate, meaningful feedback about a test taker’s strengths and weaknesses, along with a description of the English language strengths typical of test takers performing at various score levels, However, when taking the TOEIC test, especially the TOEIC reading comprehension section, many students do meet a lot of difficulties in reading, and therefore fail to be efficient readers and get high scores One of the primary causes is that sluslenis seem unskilled or unaware of the use of test-taking stralegies for TOTIC reading comprehension tests, Then, which strategies should students be used while taking the

‘TORIC reading comprehension tests’?

‘A number of studies and books have already heen released in the area of application of test-taking strategies to TOEIC reading comprehension part This study is concerned with developing test-taking strategics to help non-major English students at UNETI reduec reading difficulties, improve their skills and take the OEIC reading comprehension tests wilh higher scores

‘The result of the study show that non-major English students at UNLTII often have difficulties, lo different exter, in many arcas of the Tanguags such as difficultis with vocabuilary, with grammar, discourse, and reading strategies, Moreover, the data collected

in the study also revealed that the students” inefficient use of reading strategies is a great source of reading problems Through the students’ low frequency of strategy use Lo deal with question kinds in TOEIC reading comprehension tests, it is shown that students fail to apply reading strategies effectively in responding to questions during tests Therefore, the study suggests that to enable to successfully take the TOEIC reading comprehension test, students should actively use strategies involved as skimming and scanning skills, utilize context clues to understand difficult words and find out the synonym or paraphrase for the word Tn some casos, if losletakers have wo ides about a question, the application of techmaques to guess should be needed Besides, the study also recommends several test- taking strategies for each kind of questions in 1 reading comprehension test

1.42.2 Minding the main ideas - - - - 8

2.1, What is the TOEIC test? 0.0.2 12

3.4 Test §COÌTR nhe re rareere 13

2.7, TOEIC Reading Comprehension Section 16 CHAPTER 2- METHODOLOCY

2.1 The context of the study - - - ¬" <4

2.5, Data analySis scsecsesieneseneneeetiseneee 20 CHAPTER š— FINDINGS AND DISCUSSION

3.1 Students’ allitude lowards TORIC tests a UNETI 21 3.2 Students’ perception of their difficullics in taking TORIC reading

comprehension test at UNETI 2<seete „21

3.2.4 Inthe area of Reading Strategies - - - - 24 3.2.5, Causes Q[Rending Dificullies cecce 24

3.3 Students” frequency of strategy use across four main kinds of questions in

BBL Vocabulary (itestions sescseomsnnnnenenmmnnsss

3.3.2 Inference Questions

LIST OF ABBREVIATIONS à seoe iit PART I: INTRODUCTION

PART Il: DEVELOPMENT

CHAPTER 1- THEORETICAL BACKGROUND

1.1 Reading and Reading comprshension a4

1.3 Reading comprehension approachss sad

T would like to take this opportunity lo express my thankfulness lo the Post- Grade Department for their enthusiastic help during the time of studying and writmg my thesis

T also wish Lo acknowlsdge the cooperation of my colleagues and my students, especially the students at University of Economic Technical Industries who have helped

me to collect data for the study,

Hereby, { also would like to thank all the readers for their attention and J highly

ile any comments and opinions on this sindy

Test of English for International Communication

Lducational ‘Testing System

TOEIC Reading Comprehension test TOEIC Listening Comprehension test

3.4 Recommendations on developing test-taking strategies in TOHIC reading

3.4.1 Œeneral test-taking reading strateglies eo „20 BAL2, Read the questions car efitllycccuccsecossosseeiisesansenanaesinn 2.29

3.4.1.4 Read the queshons before reading the passaye ccc „31

34.17, Use Conteat Clues io understand difficull Words oo 33

3.4.2 Speeic tesl-lsking reading siralegizs for common question types 3

342.1 Tesi-taking reuding strategies for vocabulury questions 9S 3.4.2.2 Test-taking reading strategies for factial questions "‹H

PART Il]— CONCLUSION

Students’ personal vizws of the sources of đifficulties

Frequency of Strategy Use for Vocabulary Questians Frequency of Strategy Use for Inference Question

& 8

iy 3

ABSTRACT

So far, most Vietnamese universities have tended to choose TOLIC as a measure unit to

inpul English level and graduation for stureris, TORIC score reports provide

accurate, meaningful feedback about a test taker’s strengths and weaknesses, along with a description of the English language strengths typical of test takers performing at various score levels, However, when taking the TOEIC test, especially the TOEIC reading comprehension section, many students do meet a lot of difficulties in reading, and therefore fail to be efficient readers and get high scores One of the primary causes is that sluslenis seem unskilled or unaware of the use of test-taking stralegies for TOTIC reading comprehension tests, Then, which strategies should students be used while taking the

‘TORIC reading comprehension tests’?

‘A number of studies and books have already heen released in the area of application of test-taking strategies to TOEIC reading comprehension part This study is concerned with developing test-taking strategics to help non-major English students at UNETI reduec reading difficulties, improve their skills and take the OEIC reading comprehension tests wilh higher scores

‘The result of the study show that non-major English students at UNLTII often have difficulties, lo different exter, in many arcas of the Tanguags such as difficultis with vocabuilary, with grammar, discourse, and reading strategies, Moreover, the data collected

in the study also revealed that the students” inefficient use of reading strategies is a great source of reading problems Through the students’ low frequency of strategy use Lo deal with question kinds in TOEIC reading comprehension tests, it is shown that students fail to apply reading strategies effectively in responding to questions during tests Therefore, the study suggests that to enable to successfully take the TOEIC reading comprehension test, students should actively use strategies involved as skimming and scanning skills, utilize context clues to understand difficult words and find out the synonym or paraphrase for the word Tn some casos, if losletakers have wo ides about a question, the application of techmaques to guess should be needed Besides, the study also recommends several test-

taking strategies for each kind of questions in 1 reading comprehension test

LIST OF ABBREVIATIONS à seoe iit PART I: INTRODUCTION

PART Il: DEVELOPMENT

CHAPTER 1- THEORETICAL BACKGROUND

1.1 Reading and Reading comprshension a4

1.3 Reading comprehension approachss sad

3.4 Recommendations on developing test-taking strategies in TOHIC reading

3.4.1 Œeneral test-taking reading strateglies eo „20 BAL2, Read the questions car efitllycccuccsecossosseeiisesansenanaesinn 2.29

3.4.1.4 Read the queshons before reading the passaye ccc „31

34.17, Use Conteat Clues io understand difficull Words oo 33

3.4.2 Speeic tesl-lsking reading siralegizs for common question types 3

342.1 Tesi-taking reuding strategies for vocabulury questions 9S 3.4.2.2 Test-taking reading strategies for factial questions "‹H

PART Il]— CONCLUSION

LIST OF ABBREVIATIONS à seoe iit PART I: INTRODUCTION

PART Il: DEVELOPMENT

CHAPTER 1- THEORETICAL BACKGROUND

1.1 Reading and Reading comprshension a4

1.3 Reading comprehension approachss sad

3.4 Recommendations on developing test-taking strategies in TOHIC reading

3.4.1 Œeneral test-taking reading strateglies eo „20 BAL2, Read the questions car efitllycccuccsecossosseeiisesansenanaesinn 2.29

3.4.1.4 Read the queshons before reading the passaye ccc „31

34.17, Use Conteat Clues io understand difficull Words oo 33

3.4.2 Speeic tesl-lsking reading siralegizs for common question types 3

342.1 Tesi-taking reuding strategies for vocabulury questions 9S 3.4.2.2 Test-taking reading strategies for factial questions "‹H

PART Il]— CONCLUSION

Test of English for International Communication

Lducational ‘Testing System

TOEIC Reading Comprehension test TOEIC Listening Comprehension test

LIST OF ABBREVIATIONS à seoe iit PART I: INTRODUCTION

PART Il: DEVELOPMENT

CHAPTER 1- THEORETICAL BACKGROUND

1.1 Reading and Reading comprshension a4

1.3 Reading comprehension approachss sad

Test of English for International Communication

Lducational ‘Testing System

TOEIC Reading Comprehension test TOEIC Listening Comprehension test

1.42.2 Minding the main ideas - - - - 8

2.1, What is the TOEIC test? 0.0.2 12

3.4 Test §COÌTR nhe re rareere 13

2.7, TOEIC Reading Comprehension Section 16 CHAPTER 2- METHODOLOCY

2.1 The context of the study - - - ¬" <4

2.5, Data analySis scsecsesieneseneneeetiseneee 20 CHAPTER š— FINDINGS AND DISCUSSION

3.1 Students’ allitude lowards TORIC tests a UNETI 21 3.2 Students’ perception of their difficullics in taking TORIC reading

comprehension test at UNETI 2<seete „21

3.2.4 Inthe area of Reading Strategies - - - - 24 3.2.5, Causes Q[Rending Dificullies cecce 24

3.3 Students” frequency of strategy use across four main kinds of questions in

BBL Vocabulary (itestions sescseomsnnnnenenmmnnsss

3.3.2 Inference Questions

Students’ personal vizws of the sources of đifficulties

Frequency of Strategy Use for Vocabulary Questians Frequency of Strategy Use for Inference Question

& 8

iy 3

T would like to take this opportunity lo express my thankfulness lo the Post- Grade Department for their enthusiastic help during the time of studying and writmg my thesis

T also wish Lo acknowlsdge the cooperation of my colleagues and my students, especially the students at University of Economic Technical Industries who have helped

me to collect data for the study,

Hereby, { also would like to thank all the readers for their attention and J highly

ile any comments and opinions on this sindy

1.42.2 Minding the main ideas - - - - 8

2.1, What is the TOEIC test? 0.0.2 12

3.4 Test §COÌTR nhe re rareere 13

2.7, TOEIC Reading Comprehension Section 16 CHAPTER 2- METHODOLOCY

2.1 The context of the study - - - ¬" <4

2.5, Data analySis scsecsesieneseneneeetiseneee 20 CHAPTER š— FINDINGS AND DISCUSSION

3.1 Students’ allitude lowards TORIC tests a UNETI 21 3.2 Students’ perception of their difficullics in taking TORIC reading

comprehension test at UNETI 2<seete „21

3.2.4 Inthe area of Reading Strategies - - - - 24 3.2.5, Causes Q[Rending Dificullies cecce 24

3.3 Students” frequency of strategy use across four main kinds of questions in

BBL Vocabulary (itestions sescseomsnnnnenenmmnnsss

3.3.2 Inference Questions