000029977 AN INVESTIGATION INTO THE APPLICATION OF COMPUTER-BASED EXERCISES TO IMPROVE READING COMPREHENSION FOR STUDENTS AT HANOI INDUSTRIAL COLLEGE NGHIÊN CỨU ỨNG DỤNG BÀI TẬP TRÊN MÁY TÍNH ĐỂ CẢI THIỆN KỸ NĂNG ĐỌC HIỂU CHO SINH VIÊN TẠI TRƯỜNG CAO ĐẲNG CÔNG NGHIỆP HÀ NỘI
Research and Practice
Administrators are increasingly pursuing the installation of software that offers an integrated teaching solution, delivering realistic native-speaker language models across a range of media to support authentic language learning The system identifies the learner’s next best step and provides targeted practice in that skill area, enabling adaptive, outcome-focused instruction It also records the learner’s activity and supplies evaluations, supporting transparent progress tracking and data-driven improvement.
Several packaged solutions address English language teaching needs, including CALI Inc.'s Ellis, DynEd International's Dynamic English, Jostens Learning Corporation's English Language Development, and Hartley Courseware's Project Star However, there is little or no provision for teacher-customized content.
Computers are not substitutes for teachers; they serve as powerful supplements to instruction Schools may invest in more flexible software as an add-on to language teaching, expanding the toolkit for practice, feedback, and differentiation The benefits of adding a computer component to language instruction are numerous, including personalized learning paths, adjustable pacing, interactive activities, and greater access to authentic materials, all of which can boost learning outcomes when integrated with effective teaching.
Multimodal practice with feedback is a key advantage of contemporary language-learning tools, especially in grammar and vocabulary drills Modern vocabulary drills contextualize content and incorporate graphics, audio recording and playback, and video, delivering richer, more immersive practice Enhanced error checking provides precise, actionable feedback that guides students toward additional practice or progression to the next level.
Another standout benefit is the fun factor, as most drills today include games that harness computer power and use competition or collaboration to motivate learning Notable programs include Hangman from Gessler Publishing Company, Inc., Matchmaster from Wida Software Ltd., and Word Attack from Davidson & Associates, Inc., showing how gamified educational software can boost engagement while strengthening vocabulary and spelling through interactive play.
Collaborative or competitive pair- and small-group work is a key use of computers in education, with many programs designed so the computer mainly serves as the dice roller in group activities Notable examples include Chris Jones' Kingdom and Fastfood, the Carmen Sandiego series from K-12 Software, and Who is Oscar Lake? from Gessler Publishing Company Inc.
Collaboration and competition can be built into nearly any language activity, whether on the computer or in a traditional classroom The classic strip story, where each student adds a sentence to the one before without seeing others’ contributions, can be carried into digital formats by using word processors that hide text Text-reconstruction tasks such as cloze exercises, sentence jumble, and crossword puzzles become more engaging when students collaborate to recover missing words, turning their teamwork into motivation against the machine Drills become more effective when learners discuss their answers and diagnose errors together As Jones (1986) suggested, the value lies less in the program itself than in how it is used Ultimately, the teacher guides language acquisition by encouraging productive computer-based strategies and facilitating collaboration and reflection.
The fourth benefit is the variety of resources available and the diverse learning styles it supports While much of what we do with computers could be done by other means, certain activities become significantly more productive when using computer-based tools and resources Text reconstruction, for example, benefits from digital capabilities that let students manipulate sentences quickly A teacher might create a sentence jumble with cut-up paper, but programs such as New Reader offer interactive, scalable ways to reorder text, provide instant feedback, and tailor tasks to individual learners, enhancing engagement and understanding.
Educational software such as Hyperbole Software, or Hot Potatoes from Half-Baked Software Institute, makes reading activities feel like a piece of cake In paper cloze tasks, students who stumble on a word often give up and read the whole text, but on a computer they can receive a hint—such as a letter or a word—and keep going Computer-assisted tools let teachers create a wide range of text reconstruction activities, greatly expanding the classroom reading tasks they prepare Crosswords can be very time-consuming to assemble by hand, but with a tool like Crossword Creator from Insight Software Solutions, Inc., both teachers and students can easily create crosswords and craft clues.
Exploratory learning becomes highly practical when learners work with large volumes of language data A key strength of computers is their ability to store, manipulate, and retrieve data efficiently Supported by concordance tools such as Oxford’s Micro-Concord and Longman’s Mini-Concordancer, students can build their own explanations of how language works and test ideas against authentic usage.
The last but not least benefit is owing to real-life skill-building in computer use
Using multimedia, the Internet, and collaborative tasks in language learning yields real-world benefits, making students more proficient with computers and more adept at collaborating on group projects In the modern workplace, computer use is taken for granted and Internet access is essential for daily transactions, so schools—especially business programs—emphasize teamwork to reflect real-world demands This preparation also equips future executives with crucial digital collaboration skills, and collaborative language learning with computers fits neatly into this real-world model of work and learning.
Research on software-based learning activities in CALL has been ongoing, with progress shaped by a moving target as technology evolves Major areas of software-related inquiry include the quantity and types of interaction at the computer; the effects of skill-building software, especially for writing; responses to multimedia; and learners’ attitudes toward computers and CALL The questions of how students interact at and with the computer have been addressed in several studies (Abraham & Liou, 1991; Levy & Hinckfuss, 1990; Murillo, 1991; Pujol, 1995/96; Meskill, 1993) The type of software and the tasks teachers assign have a large effect on the type and quality of students’ interaction when working in pairs or small groups Research on specific skills beyond writing has tended to focus on student attitudes toward drills and the effectiveness of drills (Schaeffer, 1981).
Abraham 1985; Kleinmann 1987; Robinson, 1989; Al-Juhani 1992 Botiono 1992; Van der Linden, 1993; Wang 1993): The results have been mixed because o f the diversity in types o f software, teacher roles and student tasks.
The rise of computer-mediated communication and the Internet reshaped language learning at the end of the 20th century Learners can communicate inexpensively and quickly with other learners or native speakers through a variety of chat media and email systems, while the World Wide Web provides unprecedented access to authentic target-language information.
Studies in the field are to answer the question o f participation, language use and writing im provement with computer-assisted discussion Chun (1994), Kelm
Research by Kern (1995), Sullivan & Pratt (1996), and Warschauer (1996) shows that computer-assisted discussions foster participation that is more evenly distributed than in traditional face-to-face settings, with far less domination by either teachers or individual students They also allow participants to speak simultaneously, eliminating the need to seize the floor.
Research on the use o f emails in language classroom has been conducted by several authors namely Telia (1991; 1992a; 1992b) W arschauer (1997) and W ang (1993).
Internet activities can develop a range of skills that support students’ academic progress and future careers, including language skills, employability skills, and critical literacy Language skills gained online include skimming and scanning texts, reading narratives and charts or graphs, accessing ESOL and life-skills content sites, and practical writing tasks such as completing forms and emailing information requests Employability skills cultivated online extend to analyzing and evaluating information, decision making, problem solving, and technology proficiency Because online information is not always accurate or objective, the Web also provides ESOL learners with a valuable context to strengthen critical literacy by learning to question, classify, and analyze what they read (Silc, 1998).
The advantages and disadvantages o f electronic materials, in
Conventional resources
Gardner and Miller (1999, pp 96–122) offer an excellent overview of the advantages, disadvantages, and practicalities of what they define as conventional resources for language learning They classify these resources as published language-learning materials, authentic materials, specially produced materials, and student-contributed materials, and they analyze how each category can influence instructional design, learner engagement, and outcomes in the classroom.
Published language learning materials offer ready availability, low cost relative to teacher development time, and familiarity for students who have already experienced classroom resources, along with planned progression, diverse formats, and a polished finish Yet much of this material is not well suited to self-access learners because it is designed for the classroom, emphasizing group activities that require teacher-led guidance, monitoring, and feedback In addition, these resources often lack answer keys, and most are generalized for the commercial market, which can dilute locale-specific content They can also present confusing local and cultural issues, hindering independent learning—an essential skill for tertiary students who must complete numerous projects during their studies.
Authentic materials such as newspapers, magazines, videos, and audio recordings are produced for purposes other than language learning, yet they are highly valuable for language education because they motivate learners and promote language acquisition By exposing students to real-world language in authentic contexts, these resources offer varied registers, cultural insights, and meaningful communicative practice that classroom materials alone often cannot replicate.
M cG arry, 1995); contribute to language immersion; provide for learners with discipline- specific or other particular interests.”
Topic-based multimedia collections are valuable sources of material for project work and task-based activities, and learners increasingly rely on the Internet for up-to-date content However, authentic resources have drawbacks: the language can be complex or infrequent, finding high-quality materials can be costly and time-consuming, and without careful selection a collection can become overwhelming for a center.
Specially produced materials are often developed in-house because market options frequently fail to meet specific needs Gardner and Miller identify several reasons for in-house development: to achieve more precise learning goals, to better align with the learning styles of the institution's learners, to offer a wider variety of topics and text lengths, to stay up to date, and to raise awareness among materials developers of the needs of self-access learners and the goal of supporting independent language learning Yet materials development is inherently time-consuming and may require expert input or technical support such as specialized software or templates A key concern is the lack of sharing among developers in the English sector, which can lead to reinventing the wheel, wasting effort, time and money, and discouraging further work.
Students can provide feedback on materials and serve as a valuable source for needs analyses They can also act as producers of learning materials—creating exercises and answer keys, games, newsletters, projects, and displays—and supply authentic resources such as letters and emails, films, newspapers, and Internet addresses Although many students are willing to share resources and get excited when they are used, Gardner and Miller suggest that the usefulness of student contributions to materials depends on teacher time and guidance to encourage learners and edit the work There may be learner time constraints and some resentment when asked to produce materials.
Electronic re s o u rc e s
Electronic resources, comprising communication and information technologies, include computer-based and digital tools—from language-learning software and video conferencing to word processing, e-mail, and the World Wide Web These resources offer a range of advantages and drawbacks that impact learning, collaboration, and information access, and this article analyzes those pros and cons to guide effective use of digital tools in education and everyday tasks.
Although new technologies offer opportunities, they also bring notable drawbacks that are often overlooked amid the push to innovate: expensive equipment, unreliability of hardware and software, technophobia among teachers and students, gaps in teachers’ IT skills, and a shortage of specialized language-learning materials on the market.
Despite the disadvantages, in an increasingly digital environment, electronic resources are becoming the medium o f choice for their overwhelming advantages.
Open and distance learning enables learners to access materials from around the world and to be taught at a distance through synchronous or asynchronous methods such as video, text, telephone conferencing, email, and the Internet The classroom is not tied to a fixed location; it is mobile and can reach anywhere where the necessary equipment and connectivity are in place.
Secondly, these options provide flexible access to authentic learning environments Instead of the classroom’s artificial practice setting, learners can engage in real-world language use, such as emailing native speakers, conducting online research, and reading newspapers online.
Additionally, they offer a multimedia one-stop shop where audio and video clips, written texts, and reference materials are all housed in a single computer-based environment, rather than being stored in three or more separate locations This integrated setup simplifies access, improves resource organization, and boosts efficiency by allowing users to locate diverse materials from one convenient place.
Multimedia software in language learning provides a controlled practice environment where learners can listen, speak, record, write, and read in life-like scenarios, helping them build fluency and, most importantly, gain confidence before engaging in real-life communication.
Not only is confidence improved, but independent learning is promoted as well, since learners can work on their own by accessing materials and support as needed A wide range of reading quizzes can be downloaded from the Internet, providing immediate feedback that reinforces understanding Greller (1992) suggested that these self-directed approaches enhance learner autonomy and motivation by giving students on-demand resources and timely responses.
I f t h e r e is little t e a c h e r - c o n t r o l o f t h e r e a d i n g act i vi t y, t h e n s e l f - c o r r e c t i n g e x e r c i s e s a r e e x t r e m e l y useful T h e s t u d e n t s are a b l e to e v a l u a t e t h e i r w o r k a n d c a n try little by little t o i m p r o v e t h e i r r e a d i n g abi lity T h e y feel r e a s s u r e d a n d g u i d e d a n d u s i n g t hi s t y p e o f m a t e r i a l is o n e o f t h e bes t w a y s o f b u i l d i n g u p t h e s t u d e n t s ’ c o n f i d e n c e , (p 11)
Moreover, they encourage collaborative working, which is an important life skill
New technologies are transforming education by enabling collaborative, task- and project-based learning through tools like bulletin boards, email, and online conferencing They let learners share computers to work together in ways that aren’t possible with traditional books For example, a single textbook page might be read by one or two students at a time in a specific location, whereas an electronic page can be accessed simultaneously by readers in different places Similarly, completing the same exercise on a computer reduces distraction—one student’s answer doesn’t disrupt others, and learners can view, revise, or retry multiple attempts without affecting their peers.
Electronic resources help learners develop and practise a range of transferable skills that they will need for their future careers These skills extend beyond IT proficiency to include life skills such as analyzing and evaluating information, decision making, problem solving, and effective group work.
One key advantage of online learning is access to up-to-date materials: for teachers and learners alike, the Internet provides a regularly updated library of resources By going online, readers can access fresh reading articles and daily quizzes on reputable sites such as VOA Special English and The New York Times, and explore other daily-updated English resources for students.
D iscu ssio n
Electronic resources have become dominant in language learning, offering many benefits over traditional materials despite some drawbacks A wide range of software can convert nearly any exercise into computer-based tasks with added features, and, together with the vast, ever-expanding Internet, their advantages include greater availability, learner familiarity, topic variety, text length and difficulty, and up-to-date content The Web also provides authentic materials and quizzes from reputable sites, making it easier to select suitable materials that meet specific learning goals Language teachers can turn to lesson-sharing platforms for a variety of skills-based tasks, appropriate difficulty levels, topics, and drills Most importantly, electronic materials foster independent learning, which supports language acquisition as well as broader academic studies.
Although there are no exact figures for the components of electronic resources, computer-based materials dominate the landscape, potentially making up 80% or more of digital resources compared with video or audio formats As a subtype of electronic resources, computer-based materials bring both the strengths and weaknesses discussed earlier This dominance means students gain greater access to authentic, up-to-date texts for reading practice, while also developing language skills and critical information-literacy abilities such as analyzing and evaluating information—key components of reading comprehension The confidence and motivation fostered by self-correcting exercises encourage students to spend more time on practice, whether reading articles or taking quizzes Many activities are presented as games, offering enjoyable practice at the same time Collectively, these factors contribute to improving students’ reading ability, as discussed in section 2.3.
Electronic resources offer a leading edge in boosting reading comprehension by providing varied drills that allow students to practice essential reading strategies and techniques They sustain motivation through enjoyment, competitive elements, trendy formats, and timely feedback More exposure to authentic English environments helps learners gain confidence, broaden background knowledge, and access diverse cultural insights, while increasing the amount of time they spend practicing reading in English Altogether, these features of electronic exercises create positive effects on students’ reading ability.
In this chapter, we have looked at the literature review o f related studies on reading and technology in teaching The essential points having been covered are as follows:
Reading is the process of extracting the message a text conveys, turning words into understanding Reading comprehension occurs when a reader grasps the writer’s intended meaning and the ideas embedded in the text In any context that requires reading comprehension, students construct meaning by actively engaging with the text and interacting with it.
Reading and reading comprehension are foundational skills for students, especially for nonnative English speakers Strong reading comprehension enables learners to access, understand, and engage with course material, helping them build competence across disciplines—whether in the social sciences or the natural sciences—and supporting academic success.
International researchers have proved CALL positively assists language learners in improving their language skills in general and in reading in particular.
CALL might refer to computer hardwares, computer softwares and recently the world wide web.
Electronic materials provide clear benefits for reading comprehension, including heightened motivation, immediate feedback, and more extensive practice Used alongside computers, these resources support students’ academic study and help develop essential life skills such as language, employability, and critical literacy.
There are many useful activities to improve reading comprehension, many o f which could be done either computer-based or paper-based, multiple choice and matching exercises are some examples.
Chapter X outlines the setting of the study and details the methodology, including the research design, the participants, the variables, the data collection instruments, and the data analysis method, as well as the treatment and procedure applied; it then presents the results and offers a discussion that interprets the findings in light of the study's objectives.
Setting o f The s t u d y
Features o f H I C and its cooperative program
During its ongoing development, the HIC management board has explored applying InfoTech to both administration and teaching and learning This approach aims to drive real innovation and support the institution's progression toward upgrading to university status.
The college infrastructure centers on a robust local network that connects more than 1,000 computers, with about 100 reserved for administrative use and the remainder allocated to learning activities These machines are largely connected to the campus LAN, providing round-the-clock access to the Intranet and Internet In addition to departments training professional majors such as Electronics Engineering and Information Technology, the college has also equipped the English department with a 30-computer computer lab connected to the Internet This provision was enabled by a cooperative program.
This Vietnam Australia Cooperation Training Program (VACTP), a specific feature at HIC, is conducted under the cooperation between the college and two Australian bodies: Victoria University o f Technology (VUT) and Douglas
M awson Institute o f Technology (DMIT) The majors provided in the program are Business Accounting and InfoTech Australian and local lecturers jointly deliver subject modules in the program.
English is not a stand-alone Pass/Fail subject; it is integrated throughout the curriculum, with materials, lectures, and assessments—whether paper-based or computer-based—delivered in English, and the computer language largely relies on English Because of this, English proficiency becomes the key to success in completing any course Recognizing this reality, the HIC management board has decided to provide additional English classes for VACTP students to strengthen their language skills and improve academic outcomes.
The English pro g ram
VATCP students participate in the English program, a two-stage pathway consisting of a preparatory stage and a strengthening stage They must achieve an IELTS score of 3.5 on the entrance exam before progressing to the next stage Each phase lasts six months, corresponding to a semester, and requires meeting a specific IELTS target by the end of the phase; the progression is illustrated by the diagram below.
In the first stage’s time, in order to prepare students for the Entrance exam, 30 45- minute lessons are allocated per week, the next stage only 12 sessions per week.
The English program has two core goals: to provide students with a solid language foundation that supports their chosen major, and to prepare them for the end-of-phase exams Throughout the program, learners take both General English and English for Specific Purposes (ESP) classes, ensuring well-rounded language development for general use and field-specific requirements.
The study took place when the subjects o f this study had been registered in phase
2, where the objectives were set as follows:
By the end o f phase 2, students should be able to:
- Describe the layout o f a computer room, the structure o f a PC and a small com puter network.
- Give oral/written instructions/procedures to use simple devices/produce simple office documents.
- Understand explanations o f practical tasks either in a written or spoken form and can present/re-present them.
- M ake questions to ask for further explanation or clarification from Australian lecturers.
- Join in small teams, express points o f view, and show agreement or disagreement.
- Stimulate approximately 300 computer-related words.
- Write journals/summary after completion o f each session (simple narrative, comparative, and argumentative piece o f writing).
- Pass the end-of-semester IELTS 4.0
VATCP students are typically 18 to 20-year-old high school graduates who have studied English for seven years, mainly through the grammar-translation approach They generally perform well in grammar—tenses, relative clauses, and verb forms—and have a solid vocabulary developed through school-based grammar and vocabulary study.
Knowledge alone does not prepare students to participate in this course or to master reading comprehension Since most learning activities require reading English, reading skills and reading comprehension are vital for every student in this tertiary program.
All teachers in the English department hold degrees in English and English teaching, and most have completed or are pursuing an MA TESOL In addition, staff working in VATCP have taken short, HIC-based courses in methodology delivered by Australian experts, and they have had opportunities to discuss a wide range of teaching situations with Australian teachers during their working visits to HIC.
According to Australian counterparts, English teachers are highly professional and their teaching is increasingly learner-centered There is more student-student and student-teacher interaction than teacher-student interaction, and students are accustomed to working in pairs and groups and to listening to instructions in English.
3.1.2.5 M aterials and equipm ent in use
The materials in the program are as follows:
- The H eadw ay series (Elementary to Upper-Intermediate level): used as course book for the program (Soars & Soars, 1999)
- IELTS practice tests: 202 H ints for 1ELTS (Adams & Peck, 1995), Insight into 1ELTS (Jakeman &McDowell, 2000).
- Skill-based materials: Listen C arefully (Richards, 1990), Cause a nd Effect
- ESP: Basic English fo r Com puting (Glendinning & M cEwan, 2003), Business
The equipment mostly applied by the teacher is tape recorder However, they are encouraged to use projectors, the video room and the computer lab (named multimedia room at HIC) The projectors have been used for teaching grammar only The video room has been occupied to teach speaking with the series
Windows on Britain Some teachers have applied software like Lang Master, Interactive, and C onnected Speech in the Multimedia Though teachers sometimes download exercises from the World Wide Web, none o f them have used the Multimedia for teaching online.
M eth o d o lo g y
M ethod
As defined by Wikipedia at http://en.wiktionary.ora/wiki/experiment experiment is a “test under controlled conditions made to determine the efficacy o f something previously untried”
At http://www.staff.amu.edu.pl/~przemka/IFA writing/Undertaking Academic Research.doc Alexander wrote that:
T h e e x p e r i m e n t a l a p p r o a c h is a q u a n t i t a t i v e m e t h o d o f d a t a c o l l e c t i o n a n d a n a l y s i s , a n d as t h e t e r m s u g g e s t s u s e s e x p e r i m e n t s to c o l l e c t m e a s u r a b l e dat a E x a m p l e s o f e x p e r i m e n t a l r e s e a r c h c o u l d b e f i n d i n g o u t w h e t h e r t e a c h i n g s t u d e n t s t o u s e s u c c e s s f u l L2 r e a d i n g s t r a t e g i e s h e l p s t h e m i m p r o v e t h e i r r e a d i n g c o m p r e h e n s i o n In an e x p e r i m e n t t h e r e s e a r c h e r s h o u l d try t o e s t a b l i s h t h e c a u s e a n d e f f e c t b e t w e e n t w o p h e n o m e n a i.e w h e t h e r a n i n d e p e n d e n t v a r i a b l e a f f e c t s a d e p e n d e n t v a r i a b l e ( a l s o ca l l e d o u t c o m e or c r i t er i o n ) u s u a l l y in a s i m u l a t e d e n v i r o n m e n t
Numerous studies in language teaching and learning all over the world have been conducted as an experiment In Vietnam, Bui (2000), Ngo (2000), Nguyen
Work published in 2003 and by Tran (2003) demonstrates that the experimental method is an effective approach for answering the research questions raised in the introduction These studies show its usefulness and efficiency as a tool to determine whether the treatments under investigation have any effect and to compare their relative effectiveness Consequently, the researcher decided to conduct an experiment to obtain clear answers to the research questions.
Subjects o f the study
Information Technology students in HIC's VACTP program who had just passed the English Entrance Exam with an IELTS score of 3.5 began their first semester A list of nearly 200 eligible students was sorted in descending order by overall score and then divided into classes of 20–25 students to group peers with similar English proficiency From this pool, the researcher selected two classes for study: 3VT1, consisting of 23 students, and 3VT5, consisting of 25 students.
In this arrangement, 3VT1 students have English classes in the morning and 3VT5 in the afternoon The main reasons for selecting these subjects are the similarity in students’ English proficiency, the materials chosen by the English department, and the fact that they are taught by the same teachers, who are highly qualified and enthusiastic.
These 48 students did the Pretest prepared by the researcher The list o f these 48 students were sorted descending basing on the pretest score They were then divided into 3 groups: C, P and N, which should have been put in three separate classes Despite the support from HIC managers and administrators, an extra class was not allowed because the 48 students had to attended their usual classes like other 6 classes in the VACTP program Finally, 16 group C students and 8 group
In this study, N students were placed in 3VT1, 16 students were assigned to group P, and the remaining eight students in group N were placed in 3VT5 Detailed procedures for grouping and class division are described in section 3.2.7 of this paper Group C students were provided with computer-based exercises, Group P students were provided with paper-based exercises, and 16 students of group N received none of the types of exercises and were asked to leave the class when the teacher finished teaching the components set by the HIC English Department.
Some changes in class lists were made so that all the students could go to their InfoTech classes like other students in the program.
Description o f variables
Independent variables are often defined as a variable whose changes will exert influences on certain subjects.
In this study, extra exercises are used as the treatment to provide students with additional reading practice and to improve reading comprehension The independent variable is the provision of practical exercises, which take two forms: computer-based and paper-based The research aims to examine how these two subtypes differentially influence students' reading performance.
These variables are described in more details in part 3.2.5 o f this chapter.
In this study, reading performance is defined as the dependent variable and is measured by students' overall reading scores The analysis also accounts for the number of correctly answered multiple-choice and matching questions If the experimental exercises do not improve reading comprehension overall, we would still expect higher scores for these types of questions, indicating a potential differential effect on specific item formats.
In order to collect necessary information, pretest-posttest were conducted and data analysis would be based on the tests’ score.
Description o f data collection instrum ents
3.2.4.1 Tests as a means o f collecting data
In order to collect data for an experiment, suitable data collection instruments should be carefully considered and chosen According to Seliger & Shohamy
(1989) defines a test as a procedure used to collect data on a subject’s ability or knowledge in certain disciplines Tests are generally used in second language acquisition research to gather data about learners’ ability and knowledge of the second language across various domains For this reason, tests were used in this study to measure the learners’ reading comprehension.
After surveying various reading comprehension tests (KET, CEA, TOEFL, TOEIC), the IELTS reading test was chosen for its demonstrated validity and reliability The test uses authentic sources from magazines, journals, and books, and may include non-verbal materials such as diagrams or graphs Texts and tasks increase in difficulty across the paper, but instructions remain clear and easy to follow, with examples provided for unfamiliar question types The IELTS reading section assesses different levels of comprehension through a diverse set of question formats, including multiple choice, short-answer questions, sentence completion, notes/summary/diagram/flow chart/table completion, identifying the right headings for identified paragraphs or sections, and determining the writer’s views, attitudes, or claims It also features Yes/No/Not given items, classification, and matching lists or phrases, offering a comprehensive evaluation of reading skills across a variety of formats and authentic texts.
VAT CP students, including the subjects, would sit at the end of each phase For all of these reasons, the researcher was confident in using this type of test to assess the students in the experiment.
To measure language improvement reliably, the study reused the same Practice Reading Test One from Adams & Peck’s 101 Helpful Hints for IELTS: Academic Module (1995) as both the pretest and the posttest Although a repeated-measures design is not perfect (Seliger & Shohamy, 1989, p 139), this approach enhances measurement reliability because the participants—drawn from different groups (C, P, and N) and subjected to different treatments—were not homogeneous.
The test is an academic assessment designed to determine whether students are ready for academic study, which is the main goal of the English program Before selecting the test paper, the researcher met with the IELTS group—teachers responsible for selecting IELTS exercises for VATCP students—to ensure that none of them had previously used the test for the study's subjects The chosen test includes question types arranged in a specific sequence.
- Questions 1 - 4: completing missing information (figures)
- Questions 10-16: answering true/false/not given questions
Questions 23 through 33 involve a summary completion task where students fill 11 blanks by selecting from a supplied bank of 28 words, phrases, or figures Because each option can be used only once, the researcher favored a multiple-choice‑style approach to ensure that every selected item is unique.
The total number o f questions is 42 including 22 multiple-choice-and-matching- typed questions (A full copy o f this test could be found in Appendix 4.)
Data analysis m e th o d s
After the experiment, a difference is expected between the P group and the other two groups Specifically, the C group's posttest performance is anticipated to surpass that of both the P and N groups due to the effects of the exercises However, observed differences might arise by chance rather than from the intervention, so a t-test is employed to assess significance By determining whether these observed differences are statistically significant, the study aims to establish that the effects are not due to random variation.
Pretest–posttest designs are typically analyzed using paired t-tests In this setup, the pretest and posttest scores of the C group—collected after the computer-based exercise intervention—are compared to determine whether the mean change between the two measurements is significant This analysis helps address the first research question by indicating whether the computer-based treatment was effective for the subjects who received it.
An independent samples t-test was used to compare the mean posttest scores of subjects treated in different ways on the same posttest This analysis helps address the second research question and also provides a complete answer to the first question Specifically, the test compared the C group with the N group, both of which received no treatment, to establish a baseline for the first research question To address the second research question, the same independent samples t-test compared the C group with the P group, enabling a clear conclusion about the treatment effect.
This study uses the conventional t-test significance level of 0.05 Therefore, if the two-tailed p-value obtained from comparing posttest scores between the two groups is 0.05 or smaller, the observed difference is considered statistically significant.
This study analyzes test results using both paired and independent samples t-tests, with a significance level set at 0.05 The data were computed and analyzed using SPSS version 13.
Materials as treatment in the e x p e rim e n t
The subjects o f the study will be given either computer-based or paper-based exercises The researcher made sure that both groups’ exercises be extracted from the same source.
All the exercises required students either to choose one most suitable answer out o f three or four provided suggestions (multiple choice) or to do suitable matching.
The researcher has following reasons for the collection o f Matching and Multiple choice exercises:
Multiple choice and matching-typed exercises can play the tw'o main functions o f clarification o f the content and the organisation o f the reading text.
- These types o f exercises are incorporated with other types, so that students would not feel bored with what is called matching and multiple choice exercises.
- They prove high corrector reliability, the marking could be done by any teachers without subjective rating intervention,
Using multiple-choice and matching exercises allows for easy implementation and fast data collection Students complete the test and transfer their responses to an answer sheet, while graders equipped with a dedicated marking key can tally results quickly and with minimal effort, often without needing to flip through many pages.
- Among the available resources, they are the most popular type o f exercises.
- These types also appear in almost all o f the reading tests the researcher has ever met.
3.2.6.1 General comparison o f the exercises fo r the two groups
The computer-based and paper-based exercises are similar in providing the same reading texts and questions General contrast o f the exercises for two groups are as follows:
Item Computer- based Paper-based
Checking Most o f the exercises run
- First time: showing where the wrong answers are and encouraging the review o f the question.
- Second time: showing right answers and percentage.
- Students are given answers at the end o f the paper.
- When they check the key themselves, they know what is the right and wrong answer immediately.
Timing Automatically counted Self-controlled by students
- Encouraging students to try again.
- When students look for it.
Percentage must be calculated by students in case they care.
Storing In CD-ROM or Computer
In sheets o f papers (Different location)
The researcher followed the approach proposed by Greller (1992, p.7) to place the exercises within the experimental schedule (see Appendix 1) As a result, after selection, the exercises were arranged in accordance with the diagram that follows.
S tudy o f the layout: title, length, pictures, ty p e fa c e , o f the text
M a k in g h y p o th e se s a b o u t the c o n ten ts and function
+ A n tic ip a tio n o f w h e re to look for co n firm a tio n o f th e se h y p o th e se s a c c o rd in g to w hat on e k n o w s o f such text types
S e c o n d re a d in g _ F u rth e r C o n firm a tio n _ S k im m in g for m o re d etails predic tio n or rev isio n o f th ro u g h the o n e ’s g u e s s e s p assag e
From week 2, the experimental groups began with title-changing exercises In the following week, the activities shifted to studying with pictures Weeks 4 through 6 required students to practice anticipating where to look for confirmation of hypotheses and to skim through reading texts They then practiced predicting meaning from context and, finally, read for details.
3.2.6.3 D escription o f com puter-based exercises
In matching exercises, learners receive immediate feedback after every attempt, with incorrect matches instantly rejected and correct matches confirmed The scoring updates in real time, displaying both the round score and the total score after each attempt to help students track progress.
Pictures are provided Students have to match the picture with the suitable phrase After that, students press the check button A dialogue box appears on screen
During the exercise, you may see a “Sorry Try again” message when a match is incorrect, and incorrect matches are removed from your attempt Your current score is displayed as a percentage, and you can press OK to retry the exercises; the activity will continue until you complete all exercises perfectly The percentage is calculated as the number of correct answers divided by the total number of clicks, so a perfect 100% is only possible if every click is correct—one wrong click prevents a perfect score.
Students select the correct number and then click to check their answer, receiving immediate feedback on whether their choice is correct, just like paper-based exercises This interactive format offers instant results, helping learners gauge understanding quickly and making it a great option for skimming practice.
Students are given a scrambled set of instructions on how to use the internet to find weather information and to compare the weather in several major cities As they follow the corrected steps, they immediately learn whether their approach is right, receiving instant feedback on their online searches and results.
VOA Special English Adjectives and Adverbs
36 six-q u e stio n rounds using data from th e V o ice of A m e rica
This Round's Score: 67% ( 2 / 3 ) Total Score: 82% ( 3 2 / 3 9 ) h o t b r i g h t l e f t n e u t r a l continuing in one direction without turns s t r a i g h t having or feeling great heat or a high temperature
Small in size and of little importance, it is described as minor A feature that gives much light is bright, with a strong and clear color West-facing refers to the side toward the west when you are facing north; left is the opposite of right Being neutral means not supporting one side or the other in a dispute, i.e., impartial.
This interactive drag-and-drop vocabulary activity presents red words as adjectives or adverbs (for example hot or bright) and blue words as their definitions or synonyms, enabling learners to match meanings by dragging the correct blue item onto each red term When a match is correct, the pair turns black and the item shrinks, signaling that it’s fixed, while the overall round score can reach 100% when all pairs are placed correctly If a drag is incorrect, the red word stays in place and the score decreases, with a progress banner displaying the number of correct answers and the time taken, providing immediate feedback and an engaging, SEO-friendly way to reinforce understanding of adjectives, adverbs, and their meanings.
In this multiple-choice quiz, students select A, B, or C; if the first attempt is correct, the correct option is shown on the screen, and feedback is immediate If the initial choice is incorrect, the system displays “Sorry, try again” or provides an explanation If the student picks the correct answer on the second attempt, the score is 50%, calculated as the number of correct answers divided by the total number of clicks; the percentage reflects right answers per total clicks, and a wrong click prevents achieving a perfect 100% score.
1 Who was the ow ner of th e po t?
2 How m an y tim es did N asreddin borrow th e pot?
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