INTRODUCTION
Background of the study
Innovations in twenty-first-century science and technology have significantly transformed personal and professional lives, making it essential for individuals to stay updated with the latest advancements Effective global communication necessitates a common language, and English has emerged as an indispensable tool, with approximately 1.121 billion speakers worldwide (Hammond, 2019) Mastery of English not only enhances career prospects but also enriches knowledge and fosters relationships with industry experts In response to this need, governments have invested significantly in English education, with over 380 million USD allocated for teacher training (TuoiTre News, 2014) However, despite this investment, the focus on reading and vocabulary has often led to a superficial approach to comprehension, where students learn to tackle reading questions rather than grasp the author's ideas This highlights the importance of meta-cognitive strategies and prior knowledge in reading comprehension, as recent research indicates that students' existing knowledge significantly influences their understanding of texts (Smith, 1994; Ozuru, Demsey, & McNamara, 2009).
& Plakans, 2017) Besides, prior-knowledge activation method resulted in better reading
Prior knowledge significantly impacts reading comprehension, both directly and indirectly, by facilitating inference-making processes (Tarchi, 2010) However, relying solely on prior knowledge is insufficient for students to effectively acquire new information from texts To address this gap, a metacognitive approach is essential, as outlined by Block (1992), which involves various stages that readers engage in to enhance their understanding of a text, including assessing, evaluating, planning, and reflecting.
Problem statements
Despite the recognized importance of cognitive and metacognitive views in reading, their practical application in Vietnamese schools remains limited As a result, many Vietnamese students excel in reading tests yet struggle to understand texts by native authors, such as newspaper articles and academic journals In response, universities, particularly those with foreign faculties, are revising their curricula to address this issue Consequently, students are not only trained to pass reading exams but also to genuinely comprehend texts Thus, reading is deemed essential for mastering the target language and culture, highlighting the need for more thorough and regular research in this area.
Inspired by his first teacher, the author’s passion for language led him to become an English major, allowing him to explore the intricate relationship between language and culture Observing the challenges of teaching English reading skills in Vietnamese secondary schools, he is determined to become an English teacher He recognizes that difficulties in learning reading stem from teachers' struggles, students' inability to apply skills in tests, a focus solely on passing exams, and the complex nature of test texts that require skills not previously taught His study of teaching methodology has provided valuable insights into the obstacles teachers face in instructing reading skills, solidifying his commitment to language teaching as a primary focus of his research.
3 topic “The utilization of cognitive and meta-cognitive views to teach reading skills to second-year English majors at HCM City Open University – Obstacles and solutions”
Due to the limited research available on the subject, the author is driven to explore effective and practical solutions for enhancing reading comprehension instruction at HOU.
Research Aims
This thesis aims to evaluate the problems that lecturers at HOU face when teaching reading skills as well as to propose possible solutions.
Research Questions
According to abovementioned problems, this graduation paper is conducted to answer the following questions
1 What obstacles do HCMCOU lecturers encounter when teaching reading skills to second-year English majors?
2 What can be an effective guideline for teaching reading skills to HCMCOU sophomores?
Research Significance
This research aims to identify the challenges faced by lecturers in teaching reading skills at HCMCOU, providing valuable insights for both educators and English majors in the Faculty of Foreign Languages.
This study provides lecturers with valuable insights into the challenges students face in reading comprehension By tailoring lesson plans to align with their students' proficiency levels, educators can enhance the learning experience Additionally, the findings suggest effective strategies to overcome obstacles in knowledge acquisition, encouraging lecturers to consider the implications for their reading instruction.
English majors receive effective guidance that enhances their reading skills By comprehending the essence of reading and the significance of background knowledge, they can recognize their individual needs and create personalized learning strategies This approach enables them to acquire essential reading skills and understand various authentic written materials, including books, magazines, and diverse genres.
Overview
The thesis is composed of five chapters
Chapter 1 provides some information about the background of this study and states the problems together with the research aim and two research questions
Chapter 2 is the review of literature in which the theoretical knowledge about the views of reading and obstacles for applying those views in teaching reading skills are discussed
Chapter 3 introduces the methodology of this study and clearly states the research setting, participants, design, and data collection process
Chapter 4 places an emphasis on analyzing the data collected previously as well as discusses the findings drawn from the collected data
Chapter 5 summarizes the main findings of the study and offers some recommendations as well as suggestions for further studies
LITERATURE REVIEW
Views of reading
Recent changes in teaching methodologies and reading theories have moved away from traditional text-focused approaches to a cognitive perspective that emphasizes the importance of background knowledge This evolution has led to the current meta-cognitive view, which underscores readers' capacity to actively control and manipulate texts during comprehension (Vaezi, 2006).
In the 1950s, behaviorist psychology posited that learning is fundamentally rooted in habit formation, arising from the repeated association of stimuli with responses This perspective suggests that language learning is a process shaped by consistent patterns reinforced within a community of language users (Hadley, 1993) Consequently, reading is viewed as an integral part of this language acquisition process.
The traditional view of reading is often described as a "linear process," where readers decode text word by word to form phrases and sentences (Gray and Rogers, cited in Kucer, 1987) However, this perspective has faced criticism from Samuels and Kamil (1988), who argue that reading is more than mere recognition of printed words; it involves complex cognitive processes that enable readers to derive meaning from the text This understanding emphasizes the importance of recognizing and recalling words to construct meaning at the clause and sentence levels Consequently, reading is seen as a hierarchy of sub-skills, and those who master these skills are perceived as proficient readers capable of comprehending the material (Dole et al., 1991).
Today, the main method associated with the bottom-up approach to reading is known as
Phonics, as described by Pardede (2008), involves teaching learners to associate letters with sounds in a specific order Similar to the audio-lingual method, it emphasizes repetition and drills focused on the sounds that form words This approach enables learners to process information from the smallest sound units, progressing to letter blends, words, phrases, and sentences Consequently, novice readers develop a structured set of sub-skills that enhance their reading abilities.
The bottom-up model of reading comprehension, as described by Stanovich (1980), views the process as a linear sequence where information is transformed and passed through stages without feedback, treating readers as passive recipients of text This approach leads ESL and EFL textbooks to prioritize literal comprehension, focusing primarily on recalling vocabulary, grammar, and decoding skills.
This reading model has faced criticism for its reliance on the formal aspects of language, such as words and structures (Vaezi, 2006) While this perspective is often dismissed due to its excessive focus on linguistic form, it is important to acknowledge that understanding these linguistic features is still essential for achieving reading comprehension.
In the 1960s, cognitive sciences experienced a significant transformation with the emergence of a new cognitive theory that emphasized the mind's inherent ability to learn, challenging the principles of behaviorism This innovative approach revolutionized our understanding of first language acquisition, greatly influencing the ESL/EFL field It elucidated the development of internal representations of foreign languages within learners' minds (Hadley, 1993, p 57).
Meaningful study and rote learning hav been distinguished by Ausubel (as cited inHadley,
Rote learning, exemplified by memorizing isolated vocabulary and rules in a new language, often results in information being stored in short-term memory and forgotten without revision In contrast, meaningful learning occurs when new information is contextualized and connected to existing knowledge, allowing for easier integration and permanent retention This focus on meaning contributed to the development of the top-down approach in second language acquisition, leading to a surge of innovative teaching methods and activities that engaged learners' experiences and knowledge during the 1960s and 1970s.
Recent cognitive and top-down approaches have significantly transformed students' reading experiences, emphasizing that reading involves connecting textual information with existing knowledge rather than merely extracting meaning This perspective views reading as an interactive dialogue between the reader and the text, where meaning is constructed through the reader's background knowledge.
Reading is an active cognitive process rather than a passive mechanical activity, significantly influenced by readers' prior knowledge and expectations Goodman (as cited in Paran, 1996) likens reading to a linguistic guessing game, where readers engage with the text by sampling information, forming hypotheses, and either confirming or rejecting them, ultimately leading to the creation of new hypotheses.
Schema theory significantly influences reading instruction by highlighting the connection between learners' background knowledge and reading tasks It emphasizes the importance of students' prior experiences in interpreting texts, demonstrating that the ability to utilize schemata is crucial for effective text comprehension.
Schema theory is based on the principle that past experience leads to the creation of
Mental frameworks, or schemata, are essential for learners to interpret new experiences According to Smith (1994), schemata are comprehensive representations of general patterns derived from our experiences For example, an individual's generic schema of a bus enables them to conceptualize and understand a bus, even without prior exposure This illustrates how previous experiences shape new learning, encompassing knowledge of objects, situations, and events, as well as the methods for retrieving, organizing, and interpreting information Anderson (2018) emphasized that readers' schemata significantly influence comprehension, as the ability to recall relevant schemata allows for a better understanding of the message in a text Essentially, comprehension involves activating or constructing a schema that coherently explains the objects and events discussed in a discourse.
In 1988, it was asserted that comprehension involves the interplay between existing knowledge and new information, with the latter being shaped by the former This process leads to the integration of new information into existing schemata, which are dynamic networks that adapt to incorporate new insights (Hadley, 1993).
Schemata can be categorized into formal schemata, which involve understanding the structure of a text, and content schemata, which pertain to knowledge about the subject matter These schemata enable readers to anticipate events and infer meaning across various contexts Formal schemata help learners recognize structural differences between texts, such as distinguishing between fiction and research essays According to Smith, this understanding is crucial for effective reading comprehension.
(1994), knowing the genre of the text will significantly contribute to learners’
Teaching formal schemata significantly enhances learners' reading comprehension by enabling them to predict the structure of a text In contrast, content schemata relate to the specific messages conveyed within the text According to Anderson (2018), readers improve their understanding when they can access relevant schemata that detail the objects and events discussed This familiarity with the content allows for a more effective and efficient grasp of the text's precise meaning.
Obstacles in utilizing cognitive and meta-cognitive views in EFL reading classes
Wexler (2019) highlights significant issues in the training of comprehension instruction for teachers, noting that while systematic phonics effectively aids children in decoding written language, many educators report receiving insufficient training on this topic She emphasizes that teacher training programs tend to focus more on reading comprehension, yet the information provided is often "dangerously inaccurate." This discrepancy is partly attributed to the influential 2001 National Reading Panel report, which outlined the "five pillars" of reading instruction—phonics, phonemic awareness, fluency, vocabulary, and comprehension strategies However, Wexler argues that the comprehension strategies recommended by the panel can only be effective if learners possess adequate prior knowledge to understand the text.
In comprehension lessons, teachers often emphasize skills like answering questions or identifying the author's attitude, but this approach is ineffective, akin to pressing an elevator button twice—it may create a false sense of security without improving outcomes Even when research-backed strategies are introduced, they are frequently implemented incorrectly, with educators prioritizing simple texts to demonstrate skills rather than engaging with complex material first Consequently, students experience diminishing returns from strategy instruction after just two weeks (Wexler, 2019).
After learning a comprehension skill, students practice it on texts that are manageable for independent reading or with minimal assistance However, research indicates that graded texts do not enhance comprehension, and studies suggest that students benefit more from engaging with challenging texts, provided they receive adequate support from teachers (Wexler).
2019) Indeed, leveled reading has little contribution to building knowledge process, which requires staying on the same topic for several weeks As mentioned, due to the reading
11 texts teachers use to demonstrate a “comprehension skill”, the books students use to practice are not organized by topics
Another spreading and dangerous misconception is the delusion that students need to
Students must "learn to read" before they can "read to learn," impacting high-stakes reading tests in both elementary and middle school (Wexler, 2019) This perspective overlooks the essential role of knowledge in the reading process; while students decode text, they can grasp more complex concepts through listening than through independent reading Without relevant knowledge and vocabulary, students struggle to comprehend what they decode Additionally, the failure to build students' knowledge exacerbates the disparity between those who acquire knowledge outside of school and their less privileged peers (Wexler, 2019).
Guideline for teachers to enhance student’s reading comprehension
To enhance learners' reading abilities, it is essential to implement effective strategies across three key stages: pre-reading, while-reading, and post-reading Following the guidelines proposed by Pardede (2008) for effective reading instruction, this article will examine their applicability within the context of HCMCOU, providing valuable insights for educators seeking to improve reading skills among students.
In the initial stages of reading, it is crucial for teachers to select texts that align with learners' proficiency levels and interests To facilitate comprehension, educators should equip students with relevant background knowledge by encouraging brainstorming and peer discussions about the topic Additionally, texts should primarily consist of familiar vocabulary and grammatical structures; any new terms or concepts must be clearly explained by the teacher to support learners' understanding.
There are some activities which might be very useful in helping the students to overcome the fear to read the text as soon as they receive it
Teacher-directed pre-reading activities
In educational activities, teachers play a crucial role in introducing key concepts and vocabulary to learners, emphasizing the significance of different text types Each text layout presents information uniquely, and by understanding these layouts, students can efficiently locate essential information, enhancing their comprehension speed This familiarity not only deepens their understanding of the material but also allows them to read more quickly Additionally, by examining the publication date and author, students can make informed predictions about the text's layout and content.
Discussion is an effective way to engage students' prior knowledge, allowing teachers to connect existing understanding with new information related to the text By facilitating discussions on the text's topic, educators can create explicit links between key concepts and learners' prior experiences, enhancing comprehension and retention of the material.
Students should understand the importance of having a purpose for reading Early guidance can help young learners cultivate this habit, encouraging them to ask questions like, "Why am I reading this text?" and "What will I know or be able to do after reading?" Such inquiries enable students to identify the skills necessary for comprehension, including skimming, scanning, reading for gist, reading for details, and critical thinking.
The while-reading stage is crucial for student comprehension, as it allows learners to adapt their reading strategies based on the material and their reading goals Teachers play a vital role in guiding students to enhance their reading skills To promote active reading that minimizes reliance on dictionaries, various effective strategies can be implemented.
Anticipating (expect) & predicting what will come next in the text
Students enhance their reading comprehension by making predictions about the text based on its topic and anticipating future events as they read Utilizing prior information from the text to inform these predictions can significantly improve their understanding and engagement with the material.
Deducing the meaning of words by understanding word formation and contextual clues
Students don't need to understand every word in a text; instead, they can enhance comprehension by breaking unfamiliar words into smaller components like affixes and roots This approach helps them grasp meanings and maintain the flow of understanding.
Identifying the main idea & other salient (important/noticeable) features
Grasping the main idea of both the overall text and its individual paragraphs enables students to identify explicitly stated information more effectively Additionally, recognizing key features aids in comprehending the text's main idea and the organization of its information.
The schemata that have been activated in pre-reading stage can be used to facilitate students’ reading comprehension
Students should be taught to concentrate on important pieces of information and skip the unimportant ones
By reading groups of words together, students can ensure their reading speed This can improve their comprehension by focusing on groups of meaning-conveying symbols at the same time
Students should be taught to pause at important places while reading to digest and sort out the information they have received
While reading the text, students can paraphrase or interpret “sub vocally” to verify the information comprehended
Students should always ask whether reading and understanding the text has met their need or not
Post-reading activities basically depend on the main aim and subsidiary aim of the lesson Post-reading activity is to first check students’ comprehension and then guide them to
Barnett (1988) emphasized that second language reading should extend beyond merely memorizing an author's perspective or summarizing content; it should involve integrating new information with existing knowledge Students need to be adaptable in employing various reading strategies, such as using scanning for newspaper advertisements and predicting for short stories Additionally, he demonstrated that group discussions offer valuable opportunities for students to clarify misunderstandings and deepen their comprehension of the material.
Philips (1985) emphasized that "follow-up" exercises enhance learners by facilitating the transfer of reading skills to different texts and by integrating these skills with other language abilities Transferable reading strategies enable readers to apply their skills across various texts effectively.
Post-reading activities encompass various engaging tasks that enhance comprehension and retention of the text These include discussions—both written and oral—summarizing the content, formulating and answering questions, and completing forms or charts Additionally, writing reading logs, finishing incomplete texts, exploring related materials, and participating in role-playing exercises are also integral components of effective post-reading strategies.
In traditional reading instruction, a proficient reader is expected to master a hierarchy of reading skills However, cognitive and metacognitive approaches prioritize learners' prior knowledge over mere comprehension skills Despite this shift, teachers encounter several challenges when implementing these strategies in reading instruction.
Paying less attention to phonics instructions
Putting “comprehension skills” in foreground instead of difficult texts
Choosing leveled reading texts which are not very useful in boosting learners’ comprehension
The topics of practice texts are not categorized
Misconception of learning to read before “read to learn”
Hesitation in building learners’ knowledge
There is a significant disparity between learners who acquire knowledge outside of school and those who do not, making it essential for teachers to leverage students' prior knowledge to create a relevant context that enhances reading comprehension Cognitive and metacognitive strategies play a crucial role in developing effective reading lesson plans, typically structured in a three-stage process: pre-reading, while-reading, and post-reading Activating prior knowledge is vital in this process, as it significantly contributes to students' understanding and engagement with the text.
The cognitive view is prominently observed during the pre-reading stage, while the meta-cognitive perspective plays a crucial role in the while and post-reading stages, aiding students in understanding the text and connecting new information with their existing knowledge.
METHODOLOGY
Research design
This study employs a descriptive research design to identify and analyze obstacles and solutions in the educational context Data collection was conducted using two primary instruments: a Google Form questionnaire featuring multiple-choice, scaling, and open-ended questions, and an interview with an experienced lecturer in teaching.
Research setting
The current study was conducted at Ho Chi Minh City Open University, which wasestablished in 1990 with the main campus located at 97 Vo Van Street, Ward 6,District
3 along with the other campus situated at 371 Nguyen Kiem, Ward 3, Go Vap District, Ho Chi Minh City
Every campus is equipped with advanced facilities that empower students to enhance their skills and broaden their knowledge Each campus library offers a vast collection of textbooks, reference materials, and teaching resources Notably, Ho Chi Minh City Open University is renowned for its exceptional teaching staff Additionally, various English and soft skills clubs are organized to help students apply their knowledge and relax after intense study sessions.
The Faculty of Foreign Languages was established in 1990 with the aim of providinga stimulating environment with variousinnovative teaching methods At FFL, students can pursue one of thefollowing majors:
This thesis focuses on delivering questionnaires and conducting interviews with English lecturers and second-year English majors in instructional classrooms at Nguyen Kiem Campus.
Participants
This study focuses on second-year English majors at HCMCOU, specifically those attending reading classes at the Nguyen Kiem campus Out of 105 participants, 100 valid responses were analyzed, as five participants provided unreliable answers by selecting the same option for all questions The research identifies various obstacles to implementing diverse reading perspectives in the classroom To explore these challenges further, an interview was conducted with a single experienced lecturer, as other interview requests were declined, aiming to gather insights and propose potential solutions.
Data collection process
The data collection process involved three key stages: initially, the author obtained specific class timetables from FFL lecturers through personal connections Next, a questionnaire was distributed to students both in-person and online via email and Facebook Messenger Finally, an online interview with a lecturer was conducted to gather more detailed insights The questionnaire data is intended to address research question number 1, while the interview data aims to provide answers for research question number 2.
DATA ANLYSIS AND INTERPRETATION
The views of reading
4.1.1.1 The dominant role of vocabulary
Chart 1: The dominant role of vocabulary
The chart indicates that 31.4% of students do not recognize the significant role of vocabulary in understanding reading texts, while 45.1% acknowledge its importance, and 14.7% emphasize it This suggests that most students adhere to the traditional perspective on reading comprehension.
4.1.1.2 The importance of the prior-knowledge in receiving new information
Chart 2: The importance of the prior-knowledge in receiving new information
The chart indicates that nearly 90% of students recognize the importance of prior knowledge in acquiring new information, with 30% identifying it as extremely important This demonstrates that leveraging background knowledge is essential for students to effectively receive and comprehend new texts.
4.1.1.3 Frequent awareness of reading process
Chart 3: Frequent awareness of reading process
The chart reveals that students have a limited awareness of the reading process, indicating that their understanding of the meta-cognitive aspects of reading is not well developed This suggests that students may struggle to effectively monitor their learning during reading classes.
Obstacle in utilizing cognitive and meta-cognitive views in EFL reading classes
Chart 4: Ranking of reading aspects affecting learner’s comprehension
The bar chart illustrates the key reading aspects influencing learners' comprehension, ranked in descending order of importance Vocabulary emerged as the most significant factor, securing the top two positions, while the level of the text ranked third Notably, there was a marked decrease in the emphasis on grammar, contrasting with a sharp increase in the relevance of already known topics This trend suggests that students still rely heavily on traditional reading approaches, particularly regarding lexical aspects, despite the proven effectiveness of cognitive views in reading, which underscore the importance of familiar topics.
In a study involving 103 participants, 5 individuals noted that the author's writing style significantly impacted their reading comprehension, while 2 others highlighted that visual aids like photos, diagrams, and maps enhanced their understanding of the text.
4.1.2.2 How teachers teach reading skills
Chart 5: How teachers teach reading skills
The pie chart illustrates the methods used to teach reading skills to students, highlighting two primary approaches: teaching through difficult texts, favored by 39.8% of participants, and demonstrating skills with easier texts, preferred by 30.1% Additionally, 15.5% of participants reported that both methods are utilized by their teachers Interestingly, 4.9% of respondents indicated that they received no instruction in reading skills Despite this, all participants, except those who reported no instruction, acknowledged the effectiveness of the teaching methods employed, although no one specified the duration of these benefits The findings present a contrast to Wexler's views, as students benefit from reading skill instruction regardless of the method used.
4.1.2.2 The reasons for students’ difficulties in understanding a text
Chart 6: The reasons for students’ difficulties in understanding a text
The chart illustrates the primary reasons hindering students' comprehension of texts, with vocabulary being the most significant factor, affecting 82 students Additionally, 65% of students indicated that prior knowledge plays a crucial role in understanding, while only 31.4% attribute their difficulties to a lack of interest in the material Other cognitive factors, such as text complexity and cultural context, account for 28.4% and 14.7% respectively High-stakes testing also poses challenges, impacting 18.6% of students' reading comprehension Minor factors, including slang, grammatical structure, and confusing questions in exercises, each affect 1% of students.
Systematic phonics instruction should be implemented more frequently to address the significant challenge of vocabulary acquisition for students Additionally, the findings align with Wexler's perspective that strategies aimed at enhancing reading comprehension are ineffective without a foundation of prior knowledge This research corroborates Wexler's assertion that high-stakes testing stems from misconceptions in reading instruction, as evidenced by the data presented.
4.1.2.3 Types of texts student learn more from
Chart 7: Types of texts student learn more from
The chart demonstrates that 78.4% of students believe they learn more effectively from challenging texts when they receive adequate support from their teachers, while only 21.6% prefer easier texts for their learning This data reinforces the validity of Wexler’s theory.
Guideline for teachers to enhance student’s reading comprehension
4.1.3.1 The frequency of the activities happening in reading class
Chart 8: The frequency of the activities happening in reading class
The chart highlights the frequency of pre-reading techniques employed by teachers in reading classes, revealing that topic discussions are the most commonly used method to activate students' prior knowledge Additionally, the introduction of text types and key concepts is frequently utilized, while providing students with a reason to read is less common According to Pardede (2008), this indicates that teacher-directed pre-reading activities are less prevalent than interactive ones, with reflective activities rarely implemented in the reading classes at HCMCOU.
4.1.3.2 The frequency of the skills used in reading
Chart 9: The frequency of the skills used in reading
Reading skills are essential for effective comprehension, with reading for gist being the most commonly utilized skill, closely followed by the ability to deduce word meanings.
Monitoring the reading process is seldom utilized, while prior knowledge significantly impacts students' reading skills This highlights the prevalence of the cognitive approach in reading classes Additionally, the meta-cognitive perspective, which involves anticipating upcoming content in the text, is frequently employed The traditional view is largely overshadowed, as students are more capable of inferring word meanings through word formation and contextual clues; only one student reported needing to look up every word Consequently, Pardede’s while-reading guidelines for improving comprehension are currently implemented by lecturers at HCMCOU.
Eight students indicated that they focused more on answering questions and identifying keywords than on comprehending the text, a trend attributed to the pressures of high-stakes testing This situation underscores the detrimental effect of such tests on reading comprehension, as noted by Wexler Additionally, one student reported struggling to grasp "the authors' emotion" but found that listening to audiobooks enhanced his understanding This highlights the challenge of accommodating diverse learning styles in reading instruction, as audiobooks tend to benefit auditory learners more than kinesthetic learners.
4.1.3.3 The frequently used post-reading techniques
Chart 10: The frequently used post-reading techniques
The chart highlights post-reading techniques favored by teachers, with answering questions about the text being the most popular method at 70.6% Techniques such as discussing and summarizing the text also enhance student understanding and reading comprehension, with 54.9% and 49% effectiveness, respectively Additionally, 38 students found that engaging with related materials helps build prior knowledge Other methods like creating questions and filling out forms are frequently used, but monitoring techniques remain underutilized, as evidenced by the infrequent use of reading logs Role play was reported as the least effective technique, with only 5 students indicating its use Furthermore, one student noted that vocabulary relevant to the topic was expanded, while another mentioned regularly checking answers with the teacher or peers.
Data from interview
An experienced lecturer from HCMCOU emphasized the significance of prior knowledge in teaching reading during an interview He noted that activating students' schemata at the beginning of lessons enhances their engagement and interest in the topic By contextualizing and setting the scene, students can empower themselves and share their insights, making the subject matter more compelling However, he cautioned that time constraints might limit this approach, potentially weakening students' reading comprehension.
27 purposes Yet, this process encourages them to read with the intention of expanding their topical knowledge.”
Cognitive and meta-cognitive perspectives emphasize the importance of top-down approaches in reading instruction, suggesting that educators should prioritize the reading experience over linguistic details To enhance comprehension, students must have a clear purpose for their reading, and the activities designed to foster intensive reading should be engaging and meaningful.
Applying these views in reading classes faces two main challenges: first, it's challenging to assess whether students are actually reading, and second, students anticipate reading materials similar to those found in the IELTS exam, while the current curriculum is not aligned with IELTS standards.
To engage students in reading tasks, it is essential to demonstrate the value of extensive reading beyond IELTS materials By utilizing diverse writing assignments, students can highlight specific interesting points from texts Additionally, creating topics for reflective reading and writing allows students to comment on peers' work, enhancing their understanding while learning from their instructor's examples An integrated reading class fosters the sharing of both reading and life experiences, empowering students to enhance their skills as readers and writers.
Two main factors hinder the integration of new reading theories in classes: teaching and learning aspects Second-year English majors at HCMCOU predominantly adhere to traditional reading views, although a cognitive perspective is beginning to emerge Most students recognize the significance of prior knowledge in their reading processes, yet the concept of meta-cognition, which involves understanding the reading process itself, remains largely unfamiliar to them.
From students’ perspective, grammar, vocabulary, and level of the text were the most challenging factor in their reading text, and seemed to outweigh other aspects, namely
Students reported that they gained valuable insights from their lecturers, regardless of the teaching methods employed They identified high-stakes testing and cultural factors as significant challenges Interestingly, they did not perceive any inappropriate levels in the texts used However, it was noted that students exhibited limited applied reading strategies, frequently relying on familiar skills such as reading for gist, deducing word meanings, and reading in chunks.
From the lecturer's viewpoint, two main challenges hinder the effective integration of cognitive and meta-cognitive strategies in reading lessons Firstly, the lack of precise monitoring makes it difficult to ascertain whether students are genuinely engaging with the reading material, complicating the selection of appropriate teaching methods and undermining efforts to foster student involvement Secondly, students' preferences pose a significant obstacle, as many insist on focusing on IELTS-oriented materials to meet their personal goals, despite the curriculum not being designed for that purpose Consequently, lecturers must exert considerable effort to persuade students to explore a wider range of reading materials.
To address reading challenges, the three-stage model of reading lessons—pre-reading, while-reading, and post-reading—has shown significant effectiveness The pre-reading stage involves engaging activities that activate students' prior knowledge and build their schemata, preparing them for the text During the while-reading stage, various reading techniques are introduced, allowing students to practice and apply these skills effectively Finally, the post-reading stage enables students to connect the new information with their existing knowledge, reinforcing their understanding and retention of the material.
CONCLUSION OF THE STUDY
Conclusion
This paper investigates the challenges faced by second-year English majors at HCMCOU in reading comprehension and proposes effective solutions The obstacles stem from both students and lecturers, with traditional reading approaches hindering students' understanding, as they often feel the need to know every word and overlook the significance of prior knowledge External factors, such as high-stakes testing and cultural influences, exacerbate these issues Lecturers struggle to meet learners' needs and ensure that students are genuinely engaging with the material To address these challenges, educators should focus on activating students' prior knowledge and motivating them to read Implementing strategies like the top-down process, integrated reading classes, or a three-stage reading model can facilitate connections between new information and students' existing knowledge.
Recommendation
Lecturers play a crucial role in helping students appreciate the benefits of extensive reading, providing them with motivation to engage with texts By integrating diverse authentic materials and encouraging reflexive topics, students can enhance their skills as both readers and writers Sharing personal reading and life experiences has proven to be an effective method for applying cognitive and metacognitive strategies in reading lessons Additionally, instructors can teach essential comprehension skills to further support students' understanding and analysis of texts.
Anticipating (expect) and predicting what will come next in the text
Deducing the meaning of words by understanding word formation and contextual clues
Identifying the main idea and other salient (important/noticeable) features
Moreover, “follow-up” exercises in post-reading stage can benefit learners by either transferring reading skills to other texts or integrating reading skills with other language skills For instance,
discussing the text: written/oral
filling in forms and charts
listening to or reading other related materials
Research Limitations
This research faces several limitations, primarily focusing on reading skills and teaching methods It exclusively examines the challenges and recommendations for applying cognitive and meta-cognitive approaches in teaching reading, specifically targeting second-year English majors and a single lecturer Additionally, the findings are based on a small-scale study involving one lecturer and sophomores majoring in English at HCMCOU.
Suggestions
Future research should focus on conducting additional interviews with educators to gain deeper insights into the challenges they face in implementing reading instruction methods Moreover, expanding surveys to include a broader range of learners, including various proficiency levels and non-English majors, is essential Lastly, it is important to test the effectiveness of the proposed solutions within the context of HCMCOU.
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1 Do you agree that every word in the text must be known in order to understand a reading text?
2 In your opinion, how important is the prior-knowledge (what you have known before) in receiving new information?
3 Have you ever realized the reading strategies you used when you read a text?
II Part 2: Obstacle in utilizing cognitive and meta-cognitive views in EFL reading classes
4 Which aspects of a reading text help you to understand it better? (rating in order of importance with 1 is the most importance)
_ Topic you have already known
_ Topic you are interested in
5 How does your teacher teach you reading skills?
Giving a difficult text and teach necessary skills
Teaching the skills then give an easy text to demonstrate
No reading skills are taught
6 Does it help you understand the text better?
7 What are the reasons for your difficulties in understanding a text?
High-stakes test (you learn reading just for the final exam)
Little or no reading skill provided
No interest in the text
Little or no knowledge of the topic
The level of the text is inappropriate
8 You can learn more from …
Difficult texts with enough help from the teachers
9 How often do these activities happen in your reading class?
Always Usually Sometimes Rarely Never
Introduction of the types of text and key concept
Discussion on the topic of the text
Giving a reason to read the text
III Part 3: Guideline for teachers to enhance student’s reading comprehension
10 How often do you use these skills to comprehend a reading text?
Always Usually Sometimes Rarely Never Anticipating (expect) and predicting what will come next in the text
Deducing (get) the meaning of words by understanding word formation and contextual clues
Identifying the main idea & other important features
Reading in chunks (reading groups of words together)
Monitoring (asking if reading and understanding the text has met your need or not)
11 Which activities do you usually do in the end of a reading class?
Filling in forms and charts
Listening to or reading other related materials
Good morning Thank you very much for your participation in this interview Would you mind if I ask you a few questions?
1 Do you think activating students’ prior knowledge about the topic is important? Why?
2 How did you utilize cognitive and meta-cognitive views in your reading classes?
3 What are the obstacles for doing so?
4 Do you have any solutions for those problems?
Thank you very much Have a nice day
Hi Quan, this is Tien I'm excited to be part of your research project I have been a lecturer at FFL HCMCOU for over four years, and I am pleased to provide my responses to your questions.
Question 1: Do you think activating students’ prior knowledge about the topic is important?
In my reading lessons, I prioritize schemata activation by setting the scene and contextualizing the topic, allowing students to share their prior knowledge This approach not only activates their existing knowledge but also fosters engagement and interest, encouraging students to view the topic as worthwhile and worth exploring further.
Failing to activate students' prior knowledge can hinder their reading comprehension When educators skip this crucial step due to time constraints and jump straight into comprehension questions, students may not be adequately prepared to engage with the text Without a solid understanding of the reading purpose, their ability to comprehend and retain information diminishes significantly.
Reading this article serves the purpose of connecting familiar concepts to new ideas, encouraging readers to explore the topic further and expand their knowledge.
In addressing questions 2, 3, and 4, I integrated cognitive and meta-cognitive strategies into my reading classes to enhance comprehension and self-regulation among students However, I encountered obstacles such as varying student engagement levels and a lack of awareness about these strategies To overcome these challenges, I implemented targeted interventions, including interactive activities and workshops, to foster a deeper understanding of cognitive processes and promote meta-cognitive awareness.
Cognitive and meta-cognitive views emphasize top-down approaches in reading instruction, focusing on helping students understand the purpose of reading and connect with the text These perspectives suggest that teaching should prioritize the reading experience over linguistic details In my reading lessons, I ensure that students have a clear purpose for their reading, and I incorporate engaging activities that promote intensive reading comprehension To assess student engagement, we participate in various reading activities, including discussions, micro-writing tasks, and collaborative exercises.