Introduction
Rationale
Classrooms serve as dynamic social environments where English teaching and learning thrive through interactions among teachers and students, as well as peer-to-peer engagement In these settings, teachers provide guidance, while students actively participate in various ways to execute the instructions given This interaction is essential across all activities, including reading, fostering a collaborative learning experience.
Reading is a vital skill for language learners, essential for developing language expression, enhancing general knowledge, and fostering lifelong learning For second and foreign language (SL/EFL) students, mastering reading is crucial for proficiency in English As highlighted by Anderson (2000), reading is often the most important skill for students aiming to excel in a second language Carrell (1989) emphasizes that for many learners, reading stands out as the key skill in acquiring English as a second or foreign language.
In high school, reading is essential for students as it enhances their ability to comprehend written texts and fosters critical thinking This complex skill not only involves perception but also deep cognitive engagement, making it invaluable for students' personal and academic growth By reading various materials such as books, magazines, and newspapers, students can explore new ideas and experiences, enriching their understanding of the world without needing to encounter them firsthand.
In Vietnam, teaching methodologies are continuously evolving, enhancing the learning experience for both teachers and students By incorporating interactive activities into post-reading lessons, educators can engage students more effectively, making lessons not only informative but also enjoyable and dynamic This approach motivates students to participate actively, fostering a more exciting classroom environment.
So far, active teachers have applied some kind of methods in increasing students‟ understanding of the lesson, from then give many solutions of the reading
Conducting effective interactive post-reading activities in English lessons is essential for enhancing teaching methods and improving students' language abilities This research aims to contribute to this area, with the hope that learners will develop their reading skills and achieve their overall goal of mastering the English language.
At Quynh Luu 4 High School, enhancing students' reading competence is essential, which is why the school implements post-reading activities Educators employ various effective strategies to facilitate student learning and engagement.
“summarize, reinforce and evaluate what was done” (Sasson.D, 2012)
There exists a significant gap between theory and practice in education due to various constraints such as time limitations, students' varying proficiency levels, and inadequate school resources Additionally, students often engage in word-by-word reading, prioritize form over meaning, focus excessively on details rather than overarching concepts, and possess limited vocabulary and background knowledge These factors hinder both teachers and students from fully utilizing the benefits of interactive post-reading activities, ultimately impacting the success of their lessons.
The author, a teacher at Quynh Luu 4 High School, explores the use of interactive post-reading activities in her study titled “Using Interactive Post-Reading Activities in Reading Lessons at High School.” This research aims to provide teachers and students with a comprehensive understanding of reading skills, highlighting necessary changes, improvements, and effective strategies for implementing interactive post-reading activities Ultimately, the goal is to enhance the overall teaching and learning outcomes in reading education.
Aims of the study
There are several reasons that lead the author to choose to carry out this study Thus, the aims of the study are as follow:
- To investigate the interactive post-reading activities used to teach the 10 th form students in reading lesson at Quynh Luu 4 High School
- To explore how the use of interactive post-reading activities in teaching reading lessons can enhance high school students‟ English reading skill
Research questions
1 What is the students‟ perception of interactive post reading activities?
2 What are the effectiveness of interactive post-reading activities as perceived by teachers and students? What are difficulties encountered by students and teachers when doing interactive post reading activities?
3 What interactive post reading activities are most preferred by the students?
Methods of the study…
The methodological approach was conducted by mixing methods for data collection The instruments for data gathering consist of interview, class observation, and questionnaires for both teachers and students
- Collect materials mostly from kind of different resources such as books, magazines, and internet
- Conduct the research to catch information about the learning and teaching of English with the textbook at Quynh Luu 4 high school
- Analyze and synthesize the data collected, suggested some types of interactive activities using in Post-reading stage which can be applied to teach reading periods in the textbook
Significance of the study
Post-reading activities play a crucial role in language teaching, particularly in enhancing the effectiveness of reading instruction English teachers in high schools often face challenges in teaching reading, as traditional methods primarily focus on vocabulary and grammar exercises for assessments However, adapting these approaches can alleviate difficulties in the learning process Although this study is limited in scale, it aims to provide valuable insights for teachers and students at Quynh Luu 4 High School and beyond, fostering a better understanding of the benefits and challenges associated with interactive post-reading activities in reading lessons.
This research presents a variety of effective strategies for creating interactive post-reading activities in reading lessons, aiming to enhance teacher motivation and improve reading instruction As a result, students are more likely to engage and show interest in their reading lessons.
Scope of the study
This thesis focuses on the implementation of interactive post-reading activities in reading lessons for tenth-grade students at Quynh Luu 4 High School The study is limited in scope, involving 80 students from two classes and eight English teachers at the school.
Design of the study
The thesis is designed with five chapters, as following organization:
Chapter I - Introduction - provides the rationale for the study, states the aims, the research questions of the study, the scopes, the methods, the significance, and the design of the study
Chapter II - Literature Review – presents the knowledge relating to the issues in terms of reading comprehension and interactive post-reading activities
Chapter III - Methodology – describes the research approach and the reading program for grade 10 th at Quynh Luu 4 high school
Chapter IV - Findings and Discussion- describes the results of the interview, class observation and questionnaires, data collection and analysis, and conclusions from findings
Chapter V– Conclusion - is the last part which offered a summary and suggestions for more effective interactive post- reading activities and some limitations and suggestions for further studies
Literature Review
Definitions of reading
There are different points of view on the definition of reading
Reading is defined by Goodman (1970) as a psycholinguistic process where the reader, as a language user, reconstructs a message encoded by the writer in a graphic format This reconstruction is seen as a cyclical process that involves sampling, predicting, testing, and confirming information.
Reading is a complex information processing skill that involves an interactive relationship between the reader and the text, allowing for the (re)creation of meaningful discourse (Silberstein, 1993) Similarly, William (1984) emphasizes the act of reconstruction in reading, noting that written texts often provide more information than necessary for comprehension An efficient reader effectively extracts only what is needed to derive meaning from the text.
According to Harmer (1989), reading is a mechanical process where the eyes capture the message and the brain interprets its significance He emphasizes the interplay between visual perception and cognitive processing, highlighting that the reading speed is determined by the reader, who controls how quickly they engage with the text.
Reading, as defined by Urquhart & Weir (1998), is the process of receiving and interpreting information encoded in language through print It is a crucial component of successful second language learning, making it essential to grasp its definition, although succinctly capturing its essence can be challenging.
Reading is an active and fluent process that involves both the reader and the reading materials in constructing meaning; this meaning is not solely found on the printed page or within the reader alone (Anderson, 1999) This understanding of reading is widely accepted among researchers.
Deriving from those opinions, reading is considered a process in which a reader looks at and understands what has been written out.
The importance of reading …
Understanding reading comprehension is essential in language teaching, particularly in reading For students, reading serves not only as a means to grasp written content but also as a tool that aids in retaining the details and overall message of the text.
Reading is considered as a process of perception in terms of written and published words with the help of the senses
Reading is a crucial component of language classes, serving as a valuable source of information and an enjoyable activity It not only enhances knowledge but also helps consolidate and expand language skills (Rivers, 1981).
As Anderson (1984) pointed that most scholars would assume that reading play an important skill for educational and professional success
According to Karakas (2002), the primary goal of reading is to quickly and accurately understand the meaning of the text Achieving high reading speed combined with full comprehension is essential for student success.
Reading comprehension is the process of understanding the messages conveyed in a text It enables students to discover new ideas, enhance their knowledge, prepare for action, learn from others' experiences, communicate effectively, engage their minds, and stimulate their imagination and creativity.
It does not mean that the reader needs to understand every single word in the text but actively work on the text and extract the required information efficiently.
Interaction in second language
2.2.1 Roles of interaction in Second Language Learning
Vygotsky's theory emphasizes that cognitive development, particularly language acquisition, arises from social interactions among individuals He asserts that language evolves entirely through these interactions, and learners' knowledge and skills can be enhanced through support from proficient second language speakers in an interactive environment Additionally, learners can independently address problems through engagement, often without direct guidance The role of guided adults or collaboration with more capable peers is crucial, as it defines the potential development level Essentially, the gap between a learner's current abilities and their potential performance with assistance is known as the zone of proximal development.
Vygotskyan theory has been further developed by various theorists regarding second language acquisition, emphasizing that language learning occurs through interactive situations between learners and their interlocutors Second language speakers can attain higher levels of linguistic proficiency when they engage with more advanced speakers, such as teachers or proficient peers During these interactions, advanced learners foster supportive conditions that aid language acquisition, employing techniques like repetition, simplification, and modeling to help less experienced learners understand and produce the language effectively.
There are three types of interaction: learner-content, learner- instructor, and learner- learner (Moore, 1989)
The first type of interaction in the learning process occurs between the learner and the study content, facilitating transformations in comprehension, perception, and cognitive structures This interaction reflects what Holmberg (1986) refers to as the "internal didactic conversation," where learners engage in self-dialogue about the material.
8 and the thoughts they read in the passage, lecture, newspapers, magazines or anywhere
In this educational approach, mentors play a crucial role in guiding learners, who seek this interaction to achieve common goals A well-structured curriculum is implemented to foster student engagement, self-direction, and motivation Mentors deliver content through presentations, demonstrations, and modeling of skills and values They encourage learners to apply their knowledge and assess their progress, adjusting strategies as needed Additionally, instructors offer tailored support and encouragement, which varies based on the learners' educational levels and the mentors' philosophies.
Instructors play a crucial role in helping learners apply new knowledge effectively While learners may take the initiative to engage with the material, they often lack the comprehensive understanding needed for successful implementation This gap highlights the importance of feedback and interaction with mentors, which serve as practical tests that enhance the learning experience.
Effective interaction between learners and instructors is essential for achieving common educational goals Instructors play a vital role in motivating students and fostering interest in the curriculum they deliver By carefully planning and teaching course content, educators can enhance engagement and facilitate a deeper understanding of the subject matter.
To foster self-direction and motivation among students, instructors first promote active learning and engagement They then present essential information, skills, and values, encouraging students to apply what they have learned Instructors assess students' progress to ensure they are on the right track and adjust their teaching strategies as needed Finally, they provide tailored advice, support, and encouragement, which varies based on the students' educational levels, the teachers' characteristics, and other factors.
Instructors play a crucial role in helping students acquire new knowledge, as self-study alone may leave gaps in understanding While students can engage with the material, they often lack the depth of knowledge needed to apply concepts effectively across various contexts This highlights the importance of interaction with instructors, which provides valuable opportunities for students to improve their language learning skills and broaden their understanding of the subject matter.
This is regarded as the mainly interaction in the classroom Thanks to this kind of interaction, the activities in classroom are deployed entirely with high result
In this collaborative learning activity, students work in pairs or groups, each assuming specific responsibilities They engage with one another to exchange ideas and present topics that may be unfamiliar to their peers Ultimately, they compile all the gathered information to achieve comprehensive results.
Peer interaction, as defined by Johnson and Roger (1991), involves organizing students into small groups with diverse abilities, enabling all members to work together towards a common goal This teaching strategy not only fosters higher aspirations but also enhances intrinsic motivation among students Additionally, Kagan (1994) highlights that peer interaction significantly boosts students' confidence, motivation, and sense of achievement, underscoring its multifaceted benefits in the learning process.
Peer interaction has emerged as a popular and expansive strategy in teaching and learning programs, fostering a collaborative classroom environment This approach involves co-constructing knowledge and building social relationships through interactions among learners, enabling them to engage in cooperative activities to achieve shared learning goals.
2.2.3 Roles of interaction activities in English class
It is advantages in learning and teaching process when interactive activity is apply in the language classrooms (Allwright, 1984)
Interactive activities significantly benefit all students, allowing proficient English learners to support their less experienced peers in language acquisition By engaging in these collaborative efforts, advanced students enhance their own language skills while fostering a sense of responsibility for both their learning and that of their classmates This supportive environment encourages less proficient students to express their emotions and ideas without fear, ultimately boosting their confidence and motivation in the language learning process.
Increasing interaction in language teaching enhances student participation and fosters a more natural use of English The classroom, often a formal environment, can feel unnatural for language practice; however, engaging interactions between students and teachers allow learners to use English more instinctively This approach not only promotes fluency but also helps students incorporate language into their daily lives more effectively.
In conclusion, interaction offers numerous advantages for students in both language learning and everyday communication This engaging activity provides students with the opportunity to use language in a more meaningful and natural way.
General views on interactive post-reading activities
2.3.1 Definitions of post- reading activities
Effective language learning requires the acquisition of extensive vocabulary, prompting both teachers and learners to explore optimal approaches to mastering a new language Traditional teaching methods often lead to limited vocabulary acquisition, resulting in passive learning experiences for students Research indicates that relying solely on reading is inadequate for second-language vocabulary development; thus, integrating post-reading activities is essential to enhance vocabulary knowledge and improve retention.
To retain information from a text, learners must engage beyond mere reading by actively applying the content Effective retention involves various strategies such as answering questions, summarizing key concepts, drawing conclusions, and applying knowledge to new contexts.
Post-reading, also referred to as after, follow-up, or beyond reading, plays a crucial role in language teaching by assessing students' comprehension and enhancing their analytical skills regarding the text According to Alderson (2000), this phase encourages learners to engage deeply with the material, fostering critical thinking and a better understanding of the content.
Post-reading activities, as highlighted by Chastain (1998), aid readers in simplifying complex meanings, allowing them to focus on comprehension rather than getting bogged down by grammatical or lexical details.
According to Karakas (2002), readers engage with the text and establish connections between questions and answers through activities like summarizing, Q&A, and drawing conclusions Techniques such as think-alouds, discussions, and summarization help identify gaps in their understanding, enhancing their overall comprehension.
2.3.2 The importance of post- reading activities
Post-reading activities occur after completing while-reading tasks, allowing students to consolidate their understanding of the lesson At this stage, learners have acquired vocabulary, new sentence structures, and methods to articulate various ideas, along with key information about the topic.
At this stage, students integrate their newly acquired knowledge to transform it into practical skills they can apply in daily life, rather than merely focusing on understanding the language or content of the text.
Post-reading activities are a crucial final stage in reading lessons, encouraging students to reflect on their reading These activities play a significant role in language teaching and learning for several reasons First, learners encounter post-reading tasks frequently in their daily lives Second, for students studying English for academic purposes, comprehension of texts is essential; without it, they risk failing their exams.
2.3.3 Definitions of interactive post- reading activities
Reading comprehension should not be separated from the other skills (Hamer,
In 2007, it was noted that captivating, unusual, or incredible stories often spark discussions among readers This engagement allows readers to integrate various skills, seamlessly connecting reading with writing, listening, and speaking.
Interactive post-reading activities play a crucial role in enhancing comprehension and retention of the text by connecting reading to writing, speaking, and listening These activities aim to deepen students' understanding of the material and encourage them to recall their personal insights Effective post-reading tasks help students revisit previous concepts, extend their thinking beyond the text, and express their emotions and reasoning, ultimately fostering better communication skills (Wahjudi, 2010).
2.3.4 Types of interactive post reading activities
According to the Wahjudi (2010), interactive post reading is not distant far from other skills
2.3.4.1 Interactive post-reading activities focusing on speaking a TV reporters- “students can pretend to be television reporters with two minutes to sum up the highlights of the "story." They work in small groups to decide
Incorporating engaging teaching methods can enhance student participation and understanding Highlights can be displayed on a laptop or large paper for easy reference Creating a list of main ideas helps students focus on key concepts When a teacher is absent, students can take the initiative to engage in activities like debates, where they can express their opinions on specific topics, ranging from simple likes and dislikes to structured debates The "hot seat" activity encourages quick thinking, while the "vanishing cloze" exercise aids in vocabulary retention Additionally, team reviews foster collaboration and reinforce learning among peers.
2.3.4.2 Interactive post-reading activities focusing on Listening a Identifying differences b Add-on information- “The entire class adds to existing infor-mation in this exercise Student 1 recalls a piece of information Student 2 repeats that information and adds another piece of information Student 3 repeats what was given by 1 and 2 and adds a third piece of information This continues until all the students have had an opportuni-ty to contribute Note: The add-on infor-mation does not have to follow the se-quence in the text.”
2.3.4.3 Interactive post-reading activities focusing on Writing a Story innovation b Innovation on the ending c Cartoon strip d Reader‟s theatre - “Students create a short play based on the text The teacher, however, should remind the students not to overdo the preparation With young learners, lots of movements in place of words can be done With older students, an impromptu short skit or a short play taking a five minute preparation would suffice.” e Wanted posters
The activities of story mapping, clipping, and summarizing empower students to discern the main ideas and intent of a text, distinguish relevant information, and identify supporting evidence By recognizing the author's organizational patterns and following the material sequentially, students enhance their comprehension skills Additionally, sharing and discussing individual summaries in groups fosters diverse interpretations and insights Engaging in these practices, alongside composing tests and exploring creative formats like agony columns and character diaries, enriches the learning experience and provides valuable lessons for life.
2.3.4.4 Other Interactive post-reading activities a Story reading b Story telling c Interactive dictation d Interactive cross-word puzzle
2.3.5 The effectiveness when using interactive post-reading activities
Methodology
Research action…
To thoroughly understand the effectiveness and challenges of interactive post-reading activities as perceived by teachers and students, a mixed-method approach combining quantitative and qualitative research is deemed appropriate Data will be collected through questionnaires and classroom observations, with a focus on analyzing the overall findings from the questionnaire responses The results will be calculated and presented in table format, followed by a systematic analysis and evaluation of the data.
Description of subject
Choosing answerers is critical to the study to find the believable information as evidence to make the research more reliable
In this study, 8 teachers who are teaching English grade 10 in QuynhLuu 4 was asked to take part in and give answers for the research
A questionnaire will be administered to pre-selected students, who will complete the survey by filling out investigation papers Additionally, their performance in English reading lessons will be evaluated through classroom observations.
In this study, the researcher is also the teacher who is responsible for teaching the classes 10A10 and 10A12 at Quynh Luu 4 high school in the school year (2018-
2019) The researcher has been teaching English at Quynh luu 4 high school for more than 8 years
This action research project was conducted with 80 grade 10 th students in class 10A10 and 10A12 at Quynh luu 4 high School, Their average age ranges from 16 to
The study involved 17 students from rural areas, all of whom had elementary-level English proficiency Additionally, 8 teachers participated in the research, including 2 male teachers, with ages ranging from 26 to 43 years Their teaching experience varied from 4 to 21 years This research was conducted during the second term of the 2018-2019 academic year at Quynh Luu 4 High School.
Data collection instruments
The data collection instruments used in this study is questionnaires for teachers and for students, class observation, and interview Information about these instruments is provided below
In a survey conducted among 10th-grade students at Quynh Luu 4 High School, the author utilized a standardized questionnaire to gather insights from learners who do not major in English, alongside responses from their English teacher The collected data enables the author to generalize findings based on individual self-reports, highlighting the effectiveness and challenges faced by both students and teachers in the teaching and learning process.
Questionnaires are answered by the students in after you read stage
The study utilized questionnaires consisting of six questions for 80 tenth-grade students and seven questions for teachers to gather insights into the post-reading stage of their classes These questionnaires featured both open-ended and close-ended questions, focusing on the organization of interactive post-reading activities and the challenges faced during their implementation The findings aim to identify difficulties and propose solutions to enhance the effectiveness of these activities.
The survey questions for students with the following points:
The students‟ perception about the effectiveness of the interactive post-reading activities
Which interactive post-reading activities that students prefer to participate The difficulties learners have to face when participating in interactive post- reading activities
The solutions to solve the problems that learners encountered when studying interactive post-reading activities
The survey questions for teachers with the following points:
How often teacher implement interactive post-reading activities in the class Which kind of interactive post-reading activities that they implement
Some effectiveness suggestions are pointed out from the English teachers who use interactive post-reading activities in reading lesson
The difficulties English teacher encountered when conducting interactive post- reading activities
Some solutions are supported by English teacher to overcome the difficulties
Observation: observation is normal action which is carried out when doing research
The author will observe five reading lesson periods conducted by various teachers, focusing on key aspects such as the preparation of activities, the time allocated for each segment, and student participation and attitudes This investigation aims to explore the methods employed by teachers and the engagement levels of students during interactive post-reading activities.
After finishing observation from the real situation and practical teaching, author can draw experience for herself and has planned to prepare and organize some units in classroom
Interview: this action is carried after both students and teachers finished answer the questionnaires
This was done with a view to exploring the changes that the teachers made to change the situation, the changes from the students appreciated by themselves
To enhance the credibility of the study, the author will pose questions to two students and two teachers, allowing participants to share their perspectives on interactive post-reading activities, including the challenges they face and the successes they achieve.
In general, three instruments above are useful tools Survey questionnaire, observation, and interview are credible instruments for the research.
Data collection procedure …
After the survey questionnaires are completed and approved by the supervisor, the author prints the official survey questions Participants are then contacted in advance to inform them of the specific time and location for the survey, ensuring their attendance.
The survey will be conducted during an optional lesson, where researchers will first explain the study's purpose and encourage students to answer questions honestly and individually If any questions are unclear, the researcher will provide explanations in the students' native language to prevent misunderstandings Participants will have approximately 10 minutes to complete the survey, after which the researcher will collect their responses and express gratitude for their assistance.
The researcher seeks permission from teachers before conducting classroom observations Once the teachers agree, the researcher schedules a date and class for the reading lesson During the observation, the researcher focuses on students' behavior, body language, and actions to gain genuine insights into the lesson To capture important details efficiently, the researcher takes brief notes and utilizes modern technology to record the entire lesson process without being overly intrusive.
In an interview, the language used and the formulation of questions are crucial elements Researchers must meticulously evaluate these aspects to ensure that the questions are suitable for the learners This careful consideration is essential for guaranteeing that students can comprehend the questions effectively.
The author effectively utilizes native language to enhance comprehension for learners Additionally, careful selection of the interview location is crucial to minimize noise and avoid interruptions Following this, the author seeks permission from respondents and organizes suitable schedules for the interviews.
Before posing questions, the researcher reiterates key aspects of the study, including the research topic, objectives, and scope, to provide interviewees with a clear understanding of the context Additionally, the researcher seeks permission to record the interview.
When beginning the real interviews, the numbers of questions are delivered for the learners in the interview timetable
If the interviewees feel confused or misunderstanding, the author can give some extra questions to help them show more their opinion
When completing the interview, the author thanks all the interviewees and have a small talks to discover more their characteristics and personality
All data are collected and rearranged to prepare for the data analysis process prepare for the process of data analysis.
Data analysis method
The qualitative method enables the author to convey rich information and detailed insights, effectively engaging individuals' concerns, feelings, viewpoints, behaviors, and motivations This approach allows respondents to express their opinions and understanding freely, without being constrained by predetermined options As a valuable tool for researchers, qualitative methods uncover unexpected answers, allowing for the selection of significant responses that contribute meaningfully to the study.
A quantitative strategy is essential for effectively measuring and analyzing data, allowing researchers to enhance the detail of their studies By utilizing objective findings, researchers gain a significant advantage The descriptive statistics method processes information gathered from surveys and observations, calculating data in percentages Subsequently, the results are visually represented through bar charts and pie charts, facilitating better comparisons and explanations in the research.
Data analysis procedure
The researcher reviews and organizes the responses to select the most relevant answers for the study She then analyzes the data by calculating the percentages based on the students' choices among options A, B, C, or D Finally, she outlines the challenges, benefits, and activities observed during the lesson.
The author analyzes the data presented in the bar chart and pie chart, highlighting their effectiveness as visual tools for the study Utilizing both chart types enables the researcher to easily compare diverse information gathered from respondents within the same category.
For open- ended questions, analyzing is the best method to present
The data collected from interviews is categorized according to relevant concepts, with the author classifying it into two main types: essential information that answers research questions and general background information The researcher focuses on the principal data for analysis, using the general information to support and enhance the data interpretation.
Data analysis
The interpretation process involves calculating, analyzing, and generalizing findings Drawing on experience from previous years, the author developed a series of interview and survey questions aimed at understanding the perceptions, challenges, and effectiveness of interactive post-reading activities among both teachers and students Key information was recorded, and the results were subsequently presented through a combination of narrative and data visualization.
In the courses, the researcher developed interactive activities inspired by Wahjudi's post-reading strategies and additional online resources, focusing on enhancing post-reading engagement.
25 activities were applied into teaching for two classes After finishing the experimental process, the author evaluated the results which collected from students
All information will be mostly displayed on tables, charts, the logical statistics and also descriptive analysis
The data gathered from observations and interviews underwent a quantitative analysis, which involved describing and reporting the findings in written form The results obtained from both teachers and students were quantitatively processed, utilizing statistical frequency expressed in percentages, presented through tables and charts.
Findings and discussion
high School
The effectiveness of interactive post-reading activities as perceived by
Both teachers and students recognize that interactive post-reading activities have certainly effectiveness for learners Besides reinforce the content of lesson, these
Engaging in 27 collaborative activities fosters stronger connections among students and enhances the teacher-student relationship Insights from interviews with two students and two teachers reveal that students enjoy sharing their ideas and thoughts with peers One student expressed a preference for classroom discussions, while the other highlighted her enjoyment of writing down her thoughts.
Interactive post-reading activities are essential for students as they provide a comprehensive overview of the reading lesson, reinforcing previously mentioned lexical items and information These activities foster critical thinking, creativity, and collaboration, enabling students to generate new ideas By engaging in these interactions, students gain insight into their abilities and knowledge, ultimately boosting their confidence when presenting in front of peers and teachers.
Teachers describe these activities as "exciting and helpful," allowing them to draw from their own experiences and enhance their creativity in lesson planning These activities provide valuable opportunities for teachers to engage with students, enabling them to tailor lesson quality and difficulty to better match students' competencies.
From many above effectiveness, consolidating and reinforcing content are main factors which after applying interactive post- reading activities must be completed to ensure reading lesson successfully.
The difficulties encountered by students and teachers when doing interactive post-reading activities …
The student struggles with group work due to a lack of skills and is unable to effectively express ideas in English, indicating insufficient vocabulary and language proficiency to summarize lesson content Additionally, the crowded classroom environment makes it challenging for teachers to focus on individual students, as they must address the needs of the entire class.
The second student says that “I feel find words to express my ideas is difficult I am not major in English; I must use spoken language, it is a big obstacle for me”
Due to the student's limited English proficiency, the initial explanation often lacks full comprehension, necessitating multiple repetitions and even translations into Vietnamese for clarity.
Teachers face significant challenges due to the knowledge gap between themselves and their students Limited vocabulary, phrases, structures, and expressions hinder students' ability to engage effectively in interactive post-reading activities.
Students face challenges in practicing tasks due to a lack of imagination, grammatical knowledge, and vocabulary This shortage makes it difficult for them to engage in successful activities To acquire essential knowledge, students must build a robust vocabulary, understand useful language structures, and develop teamwork skills.
The first teacher expresses that time constraints are a significant challenge, as covering all necessary material within a 45-minute lesson is difficult To effectively engage the class, the teacher must first review homework and conduct warm-up activities, which can further limit the time available for teaching, especially if the lesson text is lengthy.
The second teacher expresses concern that 45 minutes is insufficient to complete all necessary tasks, often leading to unfinished lessons Additionally, during post-reading activities, the teacher struggles to assist every student in the class.
For teacher, “time limitation” is a big problem to complete their role in the class “Teaching in a large class” is another big obstacle that hinders against interactive post- reading activities
In interviews, teachers acknowledge the challenge of managing large class sizes, often exceeding 40 students They admit that with such a high number of pupils, it becomes difficult to monitor each student effectively, limiting their ability to provide individual assistance.
The author discovers that the effectiveness of interactive post-reading activities is heavily influenced by students' personalities Confident and active students tend to engage more readily in these activities compared to their shy or passive peers Enthusiastic students not only collaborate effortlessly with others but also have the potential to emerge as strong leaders in group settings.
Effective teamwork among students plays a crucial role in the success of lessons However, introverted or passive students often feel anxious when speaking in front of their peers and teachers, which hinders their willingness to share ideas This reluctance can lead to delays in task completion and create challenges for group collaboration.
Observation
Observation is essential for verifying the responses provided by both teachers and students in the questionnaires It allows the researcher to identify the interactive post-reading activities commonly implemented by teachers Additionally, observation helps in understanding how teachers organize these activities and how students engage in them, providing valuable insights into the effectiveness of post-reading interactions.
After observing five reading lessons, the researcher noted that teachers implement diverse activities in the post-reading segment to maintain student engagement, such as summaries, reader's theater, and TV reporter roles, each lasting 10 to 15 minutes To foster connection and interaction among students, teachers organize various work arrangements, including individual, pair, and group work, tailored to the lesson's requirements.
The behavior, attitudes, and cooperation of students in lesson:
The level of the class significantly influences student engagement, with higher-level classes exhibiting greater cooperation among students In top classes such as A1, A2, A4, and A5, around 15 to 20 students actively participate and frequently raise their hands during lessons In contrast, medium-level classes see much lower participation, often with only about 10 or fewer students engaging in the learning process.
10 take part in lesson in medium class They do not concentrate on the tasks and some people talk or do extra work in the class
The effectiveness of interactive post reading activities:
Interactive post-reading activities effectively reinforce lesson content and enhance students' retention of passage details Moreover, these activities allow teachers to monitor student understanding and engagement.
The language development process involves providing effective guidance and corrections, while interactive post-reading activities create a fun and engaging learning environment These activities not only enhance students' English language skills but also encourage them to use English more confidently.
The obstacles that both students and teachers face when applying these interactive post reading activities:
Due to the limitations of the English language, teachers often find it time-consuming to provide instruction, frequently resorting to Vietnamese to ensure students understand the material Additionally, large class sizes and limited time prevent teachers from engaging with each student individually, leading to a lack of focus among some students who may disrupt the lesson or work independently This situation ultimately diminishes the quality of teaching With only 10 to 15 minutes available for interactive post-reading activities, teachers struggle to balance class management and effective implementation of these activities.
Questionnaires…
Question 1: The frequency that teachers implement post- reading activities in a class a The table shows the frequency that teachers implement interactive post- reading activities in a class
Table 4.1: The frequency that teachers implement interactive post- reading activities in a class
D 1 time / 2 weeks b The bar chart shows the frequency that teachers implement interactive post- reading activities in a class
Chart 4.1: the frequency those teachers implement interactive post-reading activities in class
The author delivers the questionnaires for 8 teachers in English department and fortunately, the answerer ratio is 100% and teachers all have applied interactive post reading activities in their lessons
A significant 75% of respondents indicate that they organize interactive post-reading activities on a weekly basis, while one in four teachers implement these activities twice a week Notably, none of the teachers conduct post-reading activities biweekly, highlighting a strong commitment to frequent engagement in reading comprehension activities.
The study indicates that with four 45-minute periods dedicated to various activities, including reading, speaking, listening, and writing, most respondents prefer having these lessons once a week Additionally, two respondents selected option C, noting that the inclusion of one optional reading period each week influences their choice.
Question 2: How teachers find the post reading activities in the reading lesson a The table shows how teachers find the post reading activities in the reading lesson
Table 4.2: how teachers find the post reading activities in the reading lesson b The bar charts shows the post- reading activities that teachers implement
Chart 4.2: The table shows how teachers find the post-reading activities in the reading lesson
Question 2 states the teachers‟ attitude towards the after you read part in the textbook they are teaching
Through the chart we can see that all teachers realizes that after reading part in the textbook are interesting Quite surprisingly, they all are 8 teachers choose option
A, this means nobody choose other options According to teachers, they find that all tasks in this part can create an attractive and funny atmosphere for students, so it has highly agreement proportion It seems that the post-reading part are acquaintance with and exciting or even not difficult for students
Question 3: The role of the interactive post-reading activities in reading lesson a The table shows the role of the interactive post-reading activities in reading lesson
Table 4.3: the role of the interactive post-reading activities in reading lesson b The bar charts shows the post reading activities that teachers implement
Chart 4.3: chart shows teachers’ thinking about the role of the interactive post- reading activities in reading lesson
% role of interactive post- reafding activities
Question 3 aimed at finding out what teacher thinking about the role of interactive post-reading activities
The data reveals that 62.5% of teachers recognize the importance of interactive post-reading activities, with 5 teachers in agreement In contrast, 37.5% of teachers, represented by 3 individuals, support option C, while options B and D received no votes This indicates the presence of two distinct groups among the teachers; however, despite differing preferences, all teachers emphasize the significance of incorporating interactive post-reading activities into reading lessons.
Question 4: The post reading activities that the teachers implement (in the order of frequency) a The table shows the post reading activities that teachers implement
Table 4.4: The post- reading activities that teachers implement b The bar charts shows the post- reading activities that teachers implement
Chart 4.4: The post- reading activities that teachers implement
Question 4 is designed to discover the frequent implement of teaching interactive post-reading activities
The survey results indicate that summarizing is the most frequently organized activity by teachers, as it is a traditional and easily deployable method in the post-reading phase This approach allows teachers to arrange students in small groups, benefiting shy or less proficient English learners who may feel more comfortable participating without the pressure of extensive verbal communication Additionally, summarizing enables teachers to maintain better control over the classroom, ensuring that all students are engaged and supported Furthermore, this activity is more familiar to students compared to others, particularly at the lower school levels where they have ample opportunities to participate Following summarizing, the ranking of activities includes TV reporters, which is also recognized as an effective instructional method.
% interactive post reading activities that teachers implement
The article discusses the importance of various educational activities, such as Reader's Theatre, add-on information, and debate, in enhancing students' English language skills and world knowledge These activities, which account for 10 percent of classroom engagement, require cooperation and agility from students, allowing them to revise lessons by reorganizing information Reader's Theatre is ideal for confident students as it encourages them to perform and articulate, although it demands significant preparation time The add-on information activity tests students' memory and speaking abilities, while debate, despite being an engaging option, is seldom utilized by teachers due to the need for students to possess a strong command of English and foundational critical thinking skills Ultimately, successful participation in these activities fosters a solid English language background and enriches students' understanding of real-life experiences related to the lessons.
Question 5: The effective activity of post- reading activities suggested by the teachers of English a The table shows the most effective activity of post- reading activities suggested by the teachers of English
The result shows the teachers‟ thinking about the most effective activity of interactive post- reading activities
Table 4.5: the most effective activity of post- reading activities suggested by the teachers of English
37 b The chart shows the most effective activity of the post-reading activities suggested by the teachers of English
Chart 4.5: the most effective activity of post- reading activities suggested by the teachers of English
Question 5 indicates the most effective interactive post-reading activities suggested by teachers
A survey revealed that summarizing is the most effective activity, with 50% of respondents endorsing it, highlighting its popularity among teachers Following closely in second place is the role of a TV reporter, identified as the next preferred activity.
38 effective activities Add-on information, Reader‟s theatre and debate share the same scales 10% due to difficult deployment and control
Question 6: The difficulties that encountered by the teachers when implementing interactive post-reading activities a The result table shows the difficulties encountered by the teachers when implementing interactive post-reading activities
Teachers choose more than 1 option
Table 4.6: The difficulties encountered by the teachers when implementing post reading activities b The bar chart shows the difficulties encountered by the teachers when implementing post- reading activities
Chart 4.6: The difficulties encountered by the teachers when implementing post- reading activities
% difficulties encountered by the teachers when implementing post reading activities
B Students‟ lack of English background knowledge and world knowledge
C Differences in students‟ English level
E Others (please specify) ……… Question 6 shows the survey result on the on the difficulties the teacher have to cope with when using interactive post-reading activities in their teaching situation
Six teachers reported facing significant challenges due to students' limited English proficiency and lack of world knowledge In teaching 10th-grade students, instructors frequently find themselves having to repeat instructions and translate requirements into the students' native language, which is time-consuming This language barrier often hinders students' ability to perform tasks effectively, as they struggle with insufficient vocabulary and expressions in English Additionally, misunderstandings of lesson content lead to mistakes in the learning process Another major issue identified by teachers is time constraints, which further complicate the teaching of lessons.
Teachers face significant challenges in managing and organizing their classes effectively within the limited time of 15 minutes They struggle to provide individual attention to each student, offer help, and correct mistakes, leading to added pressure to deliver lessons on time and with purpose A notable 37.5% of respondents identified differences in students' proficiency levels as a major obstacle, complicating lesson planning and the creation of suitable exercises Additionally, large class sizes, reported by 25% of respondents, further exacerbate these issues, making it difficult for teachers to maintain student concentration and control during lessons.
In addition, when organize group work, teachers cannot support and correct mistakes for all of them Outside all the above answers, no one choose the last option
Question 7: The ways to overcome these difficulties suggested by the teachers
To overcome all difficulties are mentioned above, some teachers with different experience support some suggestions
Due to class size and time constraints, teachers must meticulously prepare their lesson plans at home When conducting interactive post-reading activities, it is essential for teachers to supply students with relevant language, additional vocabulary, and information to facilitate easy understanding, discussion, and presentation in class.
Besides, teachers can find some pictures as well as video related to the content of lesson to help students apply more exactly
Furthermore, the long content of lesson is a big problem Teachers should be shortened the tasks to help students have longer time to practice, and highly gain effectiveness
Before coming class, teachers should have students prepare for the lesson in advance at home, and find out some key information to reduce the discussion time in the class
Teachers advocate for government policies that limit class sizes and reduce the study program, enabling them to conduct activities more effectively.
Question 1: The students’ opinion when finishing interactive post-reading activities a The table shows the students’ opinion when finishing interactive post-reading activities
Table 4.7: The students’ opinion when finishing interactive post-reading activities b The bar chart shows the students’ opinion when finishing interactive post- reading activities
The students’ opinion when finishing interactive post- reading activities
Chart 4.7: The students’ opinion when finishing interactive post-reading activities
A After finishing lesson, I prefer to explore more books related to this topic
B After finishing lesson, I prefer to express my opinion by taking note down on the notebook
C After finishing lesson, I prefer to express my opinion with friend
D After finishing lesson, I prefer to express my opinion on forum
E After finishing lesson, I prefer to express my opinion by writing a paragraph on diary
F After finishing lesson, I prefer to express my opinion by discussing in class
G Others (please specify) ……… The first question is about the effectiveness towards the content of after you read task
Nearly 44% of students prefer to express their opinions by talking to a friend after lessons, highlighting their desire for interaction with familiar partners This preference allows high school students to practice speaking English comfortably and confidently Additionally, 35 respondents indicated a strong inclination towards teamwork and peer correction The second most popular choice, with 25%, was discussing opinions in class, which benefits introverted students by providing a platform to share their ideas Lastly, 16% of students prefer to take notes in their notebooks to express their opinions.
Approximately 25% of students who are shy or lack confidence prefer expressing their opinions in forums after lessons, indicating that their willingness to share depends on factors like interest, time, materials, and facilities Only a small percentage, 3.75%, express a desire to explore additional books post-lesson.
43 related to this topic” this shows that students do not want discover more about something to related to the lesson With the option A and F, nobody selects
Research question revisited
What is the students’ perception of interactive post- reading activities?
The research findings indicate that a significant number of students exhibit a positive attitude towards reading skills, highlighting the crucial role of interactive post-reading activities in their lessons Activities such as Readers' Theatre, debates, and TV reporter simulations engage students and enhance their learning experience, as evidenced by survey results showing high levels of excitement among participants Additionally, students demonstrate a preference for pair and group work, which fosters collaboration and allows them to share experiences with their peers.
What are the effectivenesses of interactive post-reading and difficulties teacher have to face when designing and deploying the interactive post-reading activities?
Because of awareness of the importance of interactive post-reading activities, teachers applied some of these activities to promote students solve tasks more convenient
Statistics from chapter three reveal that many teachers continue to use outdated teaching methods, which restricts the development of students' abilities While some educators consider summarizing to be the most effective activity, over two-thirds of students find it boring and unmotivating To foster a more engaging classroom environment, teachers must adopt activities that meet the needs and interests of their students.
Depend on the results which are investigated from survey, the researcher discovers that a large number of students are attracted by Readers‟ theatre, debate, and
TV reporters,… nevertheless, teachers seems rarely to design these activities because
53 they believe that they are not really effective and difficult to deploy or time- consuming
Moreover, conducting these activities is out of control, students usually makes noisy and not control their feeling This affects to other class
To achieve successful outcomes in their activities, teachers must invest significant effort, time, and endurance When educators commit to these demands, their lessons are more likely to yield optimal results.
What interactive post-reading activities do students prefferred most?
Following the survey, the researcher analyzed data from the previous chapter and found that both teachers and students express enthusiasm for the post-reading activities in the current textbook However, many students feel that these activities do not adequately meet their learning needs Notably, while some students prefer the interactive nature of readers' theater, it is seldom utilized in the classroom Therefore, it is essential to revise and diversify post-reading activities to enhance their effectiveness.
Reviewing these questions aim to present the majority of researcher‟s exploration in learning and teaching post-reading activities to teach 10 grade students in reading lessons
In conclusion, teachers and students in Quynh Luu 4 high school realize that interactive post-reading activities play an important role in reading lesson
A recent survey reveals that many students have a positive attitude toward reading skills, which enhances their motivation in the classroom Activities like Readers' Theatre, debates, and TV reporting, often not implemented by teachers, contribute to this enthusiasm for reading.
Teachers often find that the tasks in the "after you read" section are engaging and beneficial for boosting student motivation However, the data suggests a contrasting outcome, indicating that some activities fail to create an exciting atmosphere for students As a result, teachers face challenges in maintaining student engagement and enthusiasm during these activities.
Teachers face various challenges in the classroom, particularly when aiming to foster positive attitudes toward reading To enhance students' engagement and interest in reading lessons, it is essential for educators to incorporate additional strategies or modify existing ones during the post-reading stage.
Generating hypotheses
Data collected from questionnaires administered to both teachers and students revealed a significant negative attitude among students toward the post-reading stages of English instruction at Quynh Luu 4 High School This suggests that teachers may be employing unsuitable methods and techniques in their teaching practices.
Training students interactive post-reading activities would help improve the students‟ reading comprehension
4.5.1 Drawing a plan of action to solve the problem
To address the challenges faced by students in classes 10A10 and 10A12, who exhibit a medium to low proficiency level, a strategic action plan was developed This plan focuses on implementing interactive post-reading activities aimed at enhancing their comprehension skills and overall engagement with the material.
The action plan was implemented for five weeks with two reading lessons per week Each reading lesson lasted 45 minutes
♦ Strategy teaching: implementing the research, the author designed the following strategies to improve the problem:
1 Preparing more than ONE suitable interactive activities for post – reading stage and making the reading topic easier
2 Trying to avoid the complex and long instructions and difficult lexical items and structures problems
3 Making sure that students are motivated to cooperate and be more interested in the reading lessons
4 Trying to avoid the classroom restraints
5 Paying more attention to less - confident, shy or quiet students and encouraging them to work
6 Managing time‟ budget appropriately in each stage of the reading lesson 4.5.2 Deploying stage
The researcher applied some suggestions‟ interactive post-reading activities to teach English reading comprehension for 10 grade students at Quynh Luu 4 high school
The research involved testing various strategies and documenting the outcomes observed in the classroom These new strategies and modifications were implemented in the subsequent reading lesson The teacher meticulously noted all changes, improvements, and any emerging issues after each lesson for further analysis.
With the scope in of this research, the researcher makes great effort to implement kind of the units in the old English textbook for 10 grade students
The author presents a selection of effective interactive post-reading activities aimed at assisting 10th-grade English teachers These activities serve as valuable references that educators can incorporate into their reading lessons to enhance student engagement and comprehension.
The research wish the hope that most of students are understandable the lesson best and complete the most effectively last stage
4.5.2.1 The first try – out lesson – at class 10:
Lesson plans are designed (Appendix 4)
Upon concluding the lesson, the teacher recognizes its alignment with students' needs, effectively motivating their participation and encouraging them to express their thoughts This success leads the teacher to reflect on valuable insights and reasons for the lesson's effectiveness.
1 Warm-up make Ss feel excited
2 Visual aids are effective enough
3 Students cooperate better because they are acquaintances
4 Using right and logical techniques to teach new words and structures
5 Students‟ misunderstanding toward teachers‟ instructions is not acceptable
6 Post-reading activities must be attractive, encourage all Ss to take part in and
Ss feel out-going and eager
During this phase, the researcher invited two out of eight teachers from Quynh Luu 4 High School to observe a reading lesson This observation aimed to gather evidence regarding the changes implemented during the trial phase.
From the observation in classroom, teacher collected some the results and the changes of the students These results can be better or still exist some problems
Another survey was conducted to know some information after trying-out stage from students
Lastly, the researcher makes comments as well as conclusions
After test, researcher continues give some questionnaires for 80 students in two classes in order to evaluate the results of the try-out stage
How do you find about interactive post-reading activities after finish reading lesson?
Table 4.13: The students’ view about using interactive post-reading activities
As it can be seen from survey results, 78, 75 % of the students choose option E
Students have shown a positive shift in their attitudes towards interactive post-reading activities, finding them both interesting and challenging However, 21.25% of students still perceive these activities as "quite difficult" or "so-so." This indicates that the trial stage requires further changes and improvements to better engage and stimulate all students.
Chart 4.13: The students’ view about using interactive post-reading activities
Do you think the interactive post reading activities help you learn English more easily?
Table 4.14: The students’ thinking that the interactive post- reading activities help them learn English more easily
According to the data presented, 87.5% of students demonstrated improved thinking skills following the implementation of interactive post-reading activities in their lessons However, 12.5% of students expressed dissatisfaction with these activities Overall, the results indicate that the action research was successful to a significant extent.
Chart 4.14: The students’ thinking that the interactive post reading activities help them learn English more easily
Question 3 : what of following improvement from the lesson do you prefer?
C Sufficient and effective lexical items and structures
D Suitable work arrangement, supportive help and free performance without interrupting
Table 4.15: The changes made by the teacher
Chart 4.15: The changes made by the teacher
The survey results indicate that all students believe the changes implemented by their teachers have effectively encouraged their participation in lessons and contributed to their success.
Question 4 : What are your own changes after taking part in the interactive post-reading activities teachers applied today?
A Teacher supports many interesting activities So, I have motivation at work
B Teacher supports many helpful and useful new lexical items and grammatical structures So, I can complete the tasks in the textbook
C Group work is not big problem for me I feel confident and confortable when reporting or presenting in front of class
D With my familiar friends, I can do the tasks better
Table 4.16: Students’ changes after applying the interactive post-reading activities by teachers
Chart 4.16: Students’ changes after applying the interactive post-reading activities by teachers
The results indicate that students have significantly transformed after engaging in interactive post-reading activities While the changes are not solely attributed to a single option, the choices made by students demonstrate clear progress, highlighting the effectiveness of these activities in enhancing their learning experience.
There is positive aspect in each option So, No matter which option students choose, the teacher has succeeded
This chapter offers valuable insights for practical teaching, highlighting how teachers can identify shortcomings and enhance lesson plans for more effective interactive activities like pair and group work It emphasizes the significance of post-reading activities in reinforcing students' knowledge and expanding their understanding beyond the lesson Additionally, these interactive post-reading activities foster an engaging atmosphere where learning feels like a game, reducing stress and motivating students to participate actively.