INTRODUCTION
Statement of the research
Reading is a crucial skill for second language acquisition, as it involves understanding speech in a foreign language (Sitthiprom, 2012) Achieving reading comprehension is essential for language learners, as it helps them gain insight into the world and themselves, allowing for thoughtful engagement with texts Additionally, reading comprehension enhances learners' knowledge (Sitthiprom, 2012) Recognizing the significance of reading, researchers have explored various strategies to improve reading comprehension, particularly in English, to support successful language learning.
English for Occupational Purposes (EOP) is an innovative language teaching method implemented in various tertiary institutions in Vietnam, notably at Hanoi University of Industry (HaUI) Since 2014, HaUI has adopted a blended-learning EOP curriculum, replacing the previous structure of five General English courses and one ESP course that relied on imported textbooks, which failed to meet the practical English language needs in the workplace.
The EOP curriculum aims to equip students with essential language skills and foundational knowledge pertinent to their professional fields It comprises six content-integrated English courses, each spanning 30 hours over 10 weeks The curriculum includes online self-study lessons that enhance vocabulary, grammar, and offer reading, listening, and writing practice, complemented by face-to-face sessions focused on speaking, reading, and listening Course materials are carefully prepared and adapted from various authentic sources by university English instructors in collaboration with specialists from relevant disciplines.
Before designing the curriculum, a needs analysis was performed to assess the current requirements and challenges of using English in the workplace Participants, including employers, former students, and EOP lecturers, emphasized that reading skills are as crucial as speaking skills for studying specialized subjects at university and for future employment Consequently, reading has been prioritized in the EOP curriculum design, along with language testing and assessment.
Many students face significant challenges in reading when enrolled in English for Occupational Purposes (EOP) courses, particularly those at the beginner level (CEFR A1 or below) Informal interviews and discussions with colleagues reveal that difficulties in reading exercises stem from unfamiliar vocabulary, complex text structures, and insufficient reading comprehension skills Consequently, a majority of these students scored zero on the placement test and demonstrated poor reading performance throughout the course.
Recognizing the gravity of the situation, the researcher opted to implement a novel reading strategy to assist her students Extensive reading, highlighted by numerous researchers, has long been regarded as an effective approach to enhance reading skills.
Extensive reading is a vital tool for enhancing general language proficiency in a second language, as it allows students greater exposure to the target language, leading to improvements in reading and writing skills (Green, 2005; Yu & Wong, 1991) This approach also offers meaningful and engaging input, as students select texts that resonate with them, fostering personal enjoyment and enlightenment (Day & Bamford, 1998; Renandya & Jacobs, 2002).
The researcher at HaUI initiated a study to assess the effectiveness of extensive reading in enhancing students' reading comprehension within English for Occupational Purposes (EOP) classes.
Aims and objectives
This research aims to evaluate the effectiveness of extensive reading applications in enhancing students' reading comprehension and their perceptions of extensive reading The researcher believes that extensive reading serves as a crucial foundation, equipping students with essential reading skills necessary for tackling more complex courses that integrate diverse content.
Research questions
To accomplish the aforementioned objectives, the research is going to answer the following questions:
1 To what extent does extensive reading help to improve the students’ reading comprehension?
2 What is the students’ opinions towards extensive reading?
Participants and scope of the research
At HaUI, non-English-major students participate in six English for Occupational Purposes courses, beginning with a General English course that includes automobile-related themes The subsequent courses (English 2, 3, 4, 5, and 6) are content-integrated and span 30 hours over 10 weeks Each course combines self-study online lessons, which enhance vocabulary, grammar, and provide reading, listening, and writing practice, with face-to-face classes that emphasize speaking, reading, and listening skills Course materials are carefully prepared and adapted from various authentic sources by the English faculty at the university's Faculty of Foreign Languages.
Before starting their first English course, first-year students must take a placement test that assesses their listening and reading skills The results categorize students into three groups: Group "1" for those scoring below 5/100, Group "3" for the highest scores, and Group "2" for those scoring between 6 and 20/100 Each group is further divided into classes of 23-25 students, creating an optimal learning environment.
The researcher oversees two classes, designated as "Class 1" and "Class 2," each consisting of 24 students In Class 1, most students scored 0 on the placement test, while Class 2 performed better, with scores averaging around 10 points Despite the higher scores in Class 2, informal interviews revealed that students in both classes struggle with comprehensive reading skills The researcher attributes the higher scores in Class 2, particularly in the reading section, to a broader vocabulary range However, a common mistake among students in both classes is their tendency to focus on understanding each word individually rather than grasping the overall meaning of the text.
A study was conducted to investigate the effects of extensive reading on reading comprehension among second-year Automotive Technology students at Hanoi University of Industry The research focused on two classes, designated as “.1” and “.2,” each comprising 24 students enrolled in English for Automotive Technology (EAT) courses At the time of the study, students had completed EAT 1 and were preparing to take EAT 2 Notably, students in class “.1” scored below 4 out of 50 points on the placement test, while those in class “.2” achieved scores above 10 out of 50 points.
Significance of the research
While this research is limited in scope and may not be applicable to all English for Occupational Purposes (EOP) courses at Hanoi University of Industry (HaUI) or other institutions, it aims to contribute to the emerging field of EOP studies in Vietnam Upon completion, the findings are expected to serve as a valuable reference for future research on this topic.
Organization of the thesis
The research consists of five main parts The first one is an introduction which provides an overview of the context, objectives, scope and significance of the
This article presents a comprehensive overview of research, highlighting the researcher’s insights and key questions It reviews emerging studies and expert perspectives in ESL/EFL and related fields to deepen understanding of the topic The core sections detail the methodologies for data collection and analysis of findings Finally, the article concludes by summarizing the main content, discussing research limitations, and providing recommendations for future studies.
LITERATURE REVIEW
Reading
Reading is a daily activity for many, from elders perusing newspapers to students engaging with books and office workers reviewing contracts However, this seemingly straightforward task can become challenging when faced with unfamiliar or complex topics filled with technical jargon In such instances, readers may struggle to grasp the text's meaning, raising the question: what truly constitutes reading?
According to Anderson, Scott and Wilkinson (1985), reading is a complex process which requires the coordination of several interrelated sources of information to construct meaning from written texts
In English as a Foreign Language (EFL), reading is considered one of the four essential language skills, enabling readers to gather information and enhance their knowledge on specific topics Numerous scholars and theorists have emphasized the significance of reading in language acquisition, highlighting its role as a vital tool for achieving academic success.
―the most important activity in any language class‖ (Jain & Patel, 2008, p 113-
Reading is a receptive skill that allows individuals to acquire a second language through written or visual means, as noted by Nunan (1991) This fluent process involves readers constructing meaning by integrating the text's information with their background knowledge According to Aebersold and Field (1997), reading occurs when individuals interpret written symbols to derive meaning, while Stauffer (1969) emphasizes it as a means of generating understanding from printed material Overall, reading is a cognitive process that enables readers to interact with, comprehend, and respond to texts effectively.
7 written or printed message in a text through connecting what they have in their mind and what the text offers
Reading comprehension is essential for language learners, as it allows them to understand their surroundings and themselves, fostering critical thinking and responses to texts It enhances their knowledge by enabling them to generate meaning based on their background knowledge Clements (2011) emphasizes that comprehension involves connecting new information with what is already known, while Tankersley (2005) highlights that readers interpret texts through their motivation, knowledge, mental abilities, and experiences Ultimately, comprehension occurs when readers relate the text to their existing knowledge, bridging "the new" and "the known."
According to Grellet (1981), reading comprehension involves effectively extracting necessary information from a written text This process goes beyond merely understanding individual words or sentences; it encompasses grasping the overall idea of the text and recognizing the author's intended message beneath the surface meaning.
Extensive reading
Recognizing the significance of reading and reading comprehension, many researchers have explored effective methods to enhance learners' reading skills, particularly in their second language and specifically in English Various reading strategies have been identified to support this goal.
Extensive reading is recognized by researchers as a crucial and motivating method for enhancing overall language proficiency in a second language (Green, 2005) This approach allows students to engage more with the target language, leading to improvements in essential skills such as reading and writing (Yu & Wong, 1991) Furthermore, extensive reading offers meaningful and enjoyable input, as students select texts that resonate with their personal interests, fostering both pleasure and insight (Day & Bamford, 1998; Renandya & Jacobs, 2002 as cited in Green, 2005).
Extensive reading (ER) is a popular method for teaching second language reading, known by various names such as Uninterrupted Sustained Silent Reading, Drop Everything and Read, Silent Uninterrupted Reading for Fun, and Book Flood The primary objective of ER is to provide learners with the opportunity to read a substantial amount of material in a supportive environment, promoting the development of a lifelong reading habit.
Extensive reading (ER) is crucial for language acquisition, as highlighted by Christine Nuttall (1982, as cited in Renandya, 1982), who emphasizes that immersing oneself in a language-speaking environment is the most effective method for enhancing foreign language skills Alternatively, engaging in extensive reading is the second-best approach to improve language proficiency.
Extensive Reading (ER) enhances second language learners' exposure to reading materials, fostering a more enjoyable and motivating environment By allowing readers to select texts based on their interests, ER promotes greater engagement Similar to other reading instruction methods, ER focuses on improving learners' fluency, independence, and confidence in reading in a second language (Day & Bamford, 1998).
Extensive Reading (ER) has been shown to enhance second language acquisition, boost reading fluency, and increase reading speed (Day & Bamford, 1998) Beyond improving reading comprehension, ER significantly supports the development of other language skills, particularly vocabulary acquisition.
9 acquisition and reading, occur at the same time It is able to automate word recognition in particular and enhance language proficiency in general (Grabe,
In 1991, it was noted that introducing vocabulary in context helps learners gain deeper insights into lexical meaning and usage, leading to significant vocabulary acquisition that is often challenging to achieve through explicit teaching Furthermore, extensive reading (ER) empowers learners to select their own reading materials, fostering enjoyment and creating a positive environment that encourages engagement in reading, ultimately promoting learner autonomy in language acquisition.
2.2.2.1 Reading for pleasure and information
Extensive Reading (ER) is distinguished from other reading strategies primarily by its emphasis on reader enjoyment and knowledge acquisition rather than merely improving reading skills for tests In ER, learners select their own reading materials, which can be challenging for teachers, particularly with less motivated students who may struggle to engage with reading in a foreign language As noted by Renandya (2007), self-selection is most effective for highly motivated learners, necessitating additional support from educators to help less engaged students access suitable materials that pique their interest.
1.2.2.2 Large quantities of graded reading materials
Extensive reading (ER) is distinct from intensive reading due to the nature and volume of materials involved ER provides learners with significant exposure to foreign language input through a wide range of written texts, emphasizing the importance of reading large quantities The primary goal of ER is to foster pleasure and enjoyment while aiding learners in information retrieval Consequently, it often utilizes graded reading materials that align with learners' comprehension levels In contrast, intensive reading typically involves texts that exceed learners' linguistic abilities, as noted by Renandya (2007).
To enhance reading fluency, it's essential that the texts in Extensive Reading (ER) align with learners' current proficiency levels This alignment helps students adapt to a smooth and rapid reading style, minimizing disruptions caused by vocabulary or grammatical challenges.
Extensive Reading (ER) is a reading strategy that can be utilized by learners independently or implemented by teachers as part of formal or supplemental learning activities In classroom settings, ER is often accompanied by post-reading activities to assess students' comprehension and monitor their progress Swain (1999) emphasizes that while comprehensible input is vital for language acquisition, it must be complemented by comprehensible output, which involves learners producing meaningful and accurate language through speaking or writing Renandya (2007) notes that common post-reading activities, such as summary writing or book reviews, can be time-consuming and challenging for struggling learners To address these issues, he suggests alternative post-reading strategies like creating bookmarks or posters related to the book's content, engaging in role play, noting interesting vocabulary, writing letters to the author, or simply reading aloud excerpts from the material.
In this research, the researcher focused on commonly-used post-reading activities, specifically five selected methods conducted at home or in class: question and answer (Q&A), group discussion, personal reflections, presentations, and summary writing These activities were chosen for several reasons, primarily because they align with those found in the textbook Since Extensive Reading (ER) is not officially part of the EAT2 course, the researcher utilized these familiar activities to enhance the learning experience.
The researcher recognized the importance of providing simple, time-saving instructions for students in the EAT2 course, given their familiarity with similar tasks Activities varied in difficulty, with Q&A and personal reflections being appropriate for low-ability students as they only required scanning texts for answers or sharing thoughts Simpler tasks, such as sentence completion or reflections in their native language, were also recommended for these learners, while activities like summaries and presentations demanded higher-level skills Incorporating a range of post-activities with varying difficulties could effectively engage students in Extensive Reading (ER), preventing discouragement among lower-level students and maintaining motivation for higher-level peers Additionally, these activities not only enhance reading skills but also foster essential skills for future academic and professional success, such as presentation and teamwork abilities.
2.2.3 Methods of extensive reading application
The implementation of extensive reading (ER) in English courses can be categorized into two primary methods: guided and non-guided ER, as identified in Babayan's study (2019) Guided ER involves the teacher's active role in facilitating the reading process, while non-guided ER completely removes the teacher's involvement, allowing students to explore reading materials independently.
ER implementation, which means the students have to deal with the reading
In extensive reading (ER), the role of the teacher varies significantly between unguided and guided approaches While students may engage with materials independently in unguided ER, the teacher's guidance becomes crucial in guided ER to enhance the effectiveness of the activities Babayan emphasizes that the complexity of ER tasks necessitates clear instructions from the teacher, who, rather than supervising the class, focuses on providing essential guidance to facilitate successful learning outcomes.
The effectiveness of extensive reading on students‘ reading comprehension
Extensive Reading (ER) has gained popularity as an effective method for enhancing interest in foreign language reading, offering second-language learners greater exposure to the language than traditional reading strategies Many researchers have focused on investigating the impact of ER on second and foreign language acquisition, alongside its role in fostering reading interest.
In a landmark study conducted by Elley and Mangubhai in rural Fiji in 1980, it was found that students engaged in extensive reading (ER) activities, referred to as a "book flood," significantly improved their overall reading comprehension and also made notable progress in listening and writing skills This eight-month research involved various schools where some students had ample access to books while others had little to no access Similar findings were reported in other studies, such as Robb and Susser's research at a Japanese university in 1989 and Elly's study at a primary school in Singapore in 1991, all highlighting the positive effects of ER across different contexts and time periods.
EFL/ESL students benefit significantly from extensive reading (ER), enhancing their reading, writing, and listening skills while enriching their vocabulary Research indicates that ER not only positively impacts overall language acquisition but also boosts students' reading proficiency Furthermore, it fosters a heightened interest in reading in a foreign language, which researchers believe plays a crucial role in increasing motivation for language learning.
Recent studies have consistently shown positive effects of extensive reading (ER) on language acquisition and students' attitudes towards reading across various age groups Al-Nafisah (2015) found that ER significantly improved reading comprehension among Saudi university students, as evidenced by higher reading achievement in the experimental group compared to the control group Similarly, Sheu (2003) reported substantial improvements in reading results in a Taiwanese school, where students in the ER treatment group outperformed those in the control group, who did not engage in ER activities.
Research on extensive reading (ER) highlights its effectiveness in enhancing students' reading comprehension within English for Specific Purposes (ESP) contexts ESP, which prepares learners with language skills for professional settings, encompasses two main areas: English for Occupational Purposes (EOP) and English for Academic Purposes (EAP) Notably, Nagy (2014) observed that ER has been successfully implemented at the Polytechnic University of Tirana, Albania, yielding significant benefits by enabling students to engage with goal-oriented materials and increasing their exposure to technical vocabulary Further studies have also emphasized the role of ER in ESP settings.
A study conducted by Amalia Babayan in 2019 at a university in Armenia revealed that both teachers and students recognized the significant impact of Extensive Reading (ER) in General English (GE) and English for Specific Purposes (ESP) courses The findings indicated a high level of satisfaction regarding the integration of ER in ESP courses, demonstrating that its application yields results comparable to those observed in General English settings.
At the time of the research, no studies were found on the impact of extensive reading (ER) in the context of English for Occupational Purposes (EOP) However, recognizing the positive effects of ER on students' reading comprehension from previous research, particularly in English for Specific Purposes (ESP), the researcher chose to implement this strategy in her classes The goal was to enhance her students' overall English performance and foster a greater interest in reading in English.
RESEARCH METHODOLOGY
Research method
The research investigated the effectiveness of extensive reading in enhancing the reading comprehension of the students in her classes Therefore, action research was chosen for this specific study
Kurt Lewin, who is regarded as the inventor of action research, defined it as
―comparative research on the conditions and effects of various forms of social action and research leading to social action‖, which uses ―a spiral step‖ consisting
Action research is a cyclical process of planning, action, and evaluation aimed at improving educational practices and addressing teaching challenges (Sagor, 2000) This disciplined inquiry method empowers educators to experiment with innovative strategies, observe outcomes, identify issues, and refine their approaches through repeated cycles (Hien, 2009) Recognizing its benefits, the researcher opted to implement action research in her study to enhance teaching effectiveness and support student development.
Researchers have proposed various methodologies for conducting action research Nunan (2001) outlined a seven-step process, including initiation, preliminary investigation, hypotheses, intervention, evaluation, dissemination, and follow-up In contrast, Cresswell (2005) expanded this framework into eight steps, emphasizing the importance of first determining if action research is the appropriate design for the study He further detailed the intervention phase into six distinct steps Despite these variations, both frameworks can be synthesized into four essential steps for effective action research.
To effectively address a research topic, it is essential to first identify the problem at hand Following this, an action plan should be developed to guide the research process The next step involves collecting relevant data, which is crucial for informed analysis Finally, the collected data must be analyzed and interpreted, allowing for thoughtful reflection on the findings These steps align with the procedures outlined by Gay and Airasian in their 2003 study.
In this study, the researcher implemented a four-step procedure for each phase, considering time constraints and the students' actual study situations The extensive ER project was conducted over two phases, each lasting five weeks, with a detailed timeline provided below.
Phase Week Date In-class duties
Jan 28, 2019 Reading passage 1: The first automobile Jan 30, 2019 Follow-up activity
3 Feb 11, 2019 Reading passage 2: Henry Ford
4 Feb 18, 2019 Reading passage 3: Car body styles
Feb 25, 2019 Reading passage 4: The flying car Feb 27, 2019 Follow-up activity
Mar 04, 2019 Pre-test 2 Mar 06, 2019 Reading passage 5: Car fundamental structures
Mar 11, 2019 Follow-up activity Mar 13, 2019 Reading passage 6: Current popular car engines
Mar 18, 2019 Follow-up activity Mar 20, 2019 Reading passage 7: Energy in the automotive industry
Mar 25, 2019 Follow-up activity Mar 27, 2019 Reading passage 8: The autonomous technology
Participants of the research
The study involved 48 Automotive Technology students divided into two classes, 1.1 and 1.2, based on placement test scores Class 1.1 students displayed low English proficiency, primarily due to a high school curriculum focused heavily on grammar, which neglected overall language skill development Conversely, students in class 1.2, despite similar educational backgrounds, exhibited stronger English skills Additionally, many students viewed English as an "extra" subject in school, leading to a tendency to overlook it and forget what they had previously learned.
During EAT 1, the researcher noted that students often focused excessively on reading and comprehending entire texts for reading tasks, even with guidance from their teacher This approach led to a neglect of other important areas such as vocabulary, grammar, and writing, resulting in high reading scores but low overall test performance Alarmingly, despite dedicating significant time to reading tasks, some students still achieved poor reading scores on the test.
The researcher aimed to assess the impact of extensive reading on reading comprehension improvement by implementing tailored methods in two classes, designated as class 1.1 and class 1.2 The core of the study involved comparing pre-test and post-test results across both phases to address the research problem effectively.
ER application process
After identifying the most effective post-reading activities, the researcher sought input from EAT colleagues to gain objective insights on their suitability for students The following section outlines the procedures for implementing these post-reading activities in detail.
The first phase of ER application lasted four weeks, from week two to week
18 five of the semester The table below illustrated the detailed ER implementation procedures in Phase 1
Table 2 Description of ER application in Phase 1
No In-class duties Procedures
1 Reading passage 1: The first automobile
The researcher assigned the reading passage, asked the students to read it at home and prepare at least three questions related to the details of the passage
Students were divided into groups of three to discuss prepared questions, selecting the three most challenging ones to write down Each group then exchanged their paper with another group and had three minutes to answer the questions Finally, the class reviewed the answers and voted on which set of questions was the most difficult.
The researcher assigned a reading passage for students to review at home, prompting them to consider the question: Which event in Henry Ford's life do you believe contributed most to his later success?
The researcher asked the students to work in groups of four and discuss the question given in the previous lesson
5 Reading passage 3: Car body style
The researcher assigned a reading passage for students to review at home, asking them to write a brief reflection on their favorite car body style and recommend exceptional cars that embody that style.
6 Post-reading activity: The researcher called some students randomly
Personal reflections and asked them to share their favorite body style with the class Other students were required to listen and ask questions
7 Reading passage 4: The flying car
The researcher assigned a reading passage for students to complete at home and instructed them to form groups of three Each group was tasked with preparing a short presentation on flying cars, utilizing visual aids to enhance their project.
The researcher called three groups to give their presentation Other groups were required to ask questions and give comments at the end of each presentation
Following eight lessons of ER application, students completed post-test 1 Due to the favorable test results, the researcher opted to make adjustments in Phase 2, starting with the reading package.
The difficulty level of the reading passages was increased by replacing them with longer texts that featured more complex grammatical structures Additionally, the researcher modified both the pre-test and post-test to align with these changes.
2 by reducing the time allotment from 15 minutes to 10 minutes while still keeping the test content
The second phase of ER application lasted four weeks, from week six to week ten of the semester The table below illustrated the detailed ER implementation procedures in Phase 2
Table 3 Description of ER application in Phase 2
No In-class duties Procedures
1 Reading passage 1: Car fundamental structures
The researcher assigned the reading passage, asked the students to read it at home and consider which car fundamental structure brings
No In-class duties Procedures more advantages and should be used more
The researcher asked the students to work in groups of four and discuss the question given in the previous lesson
The researcher assigned a reading passage for students to review at home, focusing on a specific type of car engine Students were encouraged to jot down their thoughts and predictions regarding the future applications of this engine technology.
The researcher asked the students to work in pairs and share their notes with their partners
Energy in the automobile industry
The researcher assigned the reading passage, asked the students to read it at home and prepare at least five questions related to the details of the passage
The researcher instructed students to form groups of three to discuss a set of prepared questions Each group selected the five most challenging questions and recorded them on paper Subsequently, groups exchanged their papers and had three minutes to answer the questions The class then reviewed the answers and voted on which set of questions was the most difficult.
7 Reading passage 4: The autonomous technology
The researcher assigned a reading passage for students to review at home, instructing them to take notes on the key details regarding the autonomous technology discussed within the text.
The researcher instructed students to collaborate in pairs to compare their notes and create a 300-word summary of the passage After collecting the summaries, the researcher provided feedback at the conclusion of the lesson.
After four weeks, the students took the second post-test.
Selection of reading materials
Despite the absence of Extensive Reading (ER) in English courses at Hanoi University of Industry, the researcher created a tailored reading collection for the English for Automotive Technology 2 course This collection, sourced from authentic ER materials and textbooks, was adapted to match the students' language abilities and course topics Over a ten-week ER implementation period, eight reading passages, each 800-1000 words long, were selected to reinforce vocabulary and grammar learned in class while introducing new content These readings were designed to engage students more effectively by aligning with their course content and future careers.
The reading passages were organized into two packages for two phases of the study Following an introductory week and pre-test 1, extensive reading was implemented from week two to ten for both classes 1.1 and 1.2 Students participated in two 90-minute English lessons each week, where they were assigned a reading passage to complete after one lesson The post-reading activities based on these passages were then conducted in the subsequent class or at home.
The reading packages were included in Appendix 1.
Data collecting instruments
Data for the analysis was gathered through document observation, reading tests (comprising two pre-tests and two post-tests across two cycles), and a survey questionnaire Specifically, document analysis played a crucial role in the initial phase of the research.
The researcher identified effective methods for implementing extensive reading (ER) in her classes By comparing pre-test and post-test results, as well as the test outcomes of two distinct classes—one consisting of total beginners and the other with higher English proficiency—she gathered crucial data on the impact of ER on students' reading comprehension Additionally, a survey questionnaire provided insights into the students' perspectives on extensive reading.
To investigate how the ER application impacted students' reading comprehension, the researcher conducted a series of assessments, utilizing two pre-tests and two post-tests to collect relevant data for Research Question 2.
The design process for the pre-test and post-test commenced two weeks before the application of the ER Simultaneously, the researcher developed both the pre-tests and post-tests for two distinct phases.
The test format mirrored the reading sections of the mid-term and final tests to ensure students were familiar with the test items, minimizing any potential impact on their results Each test included two reading passages accompanied by ten items: five short-answer questions and five gap-filling tasks These assessments were crafted based on the content covered in the first and second courses, utilizing pre-test and post-test data from both phases, as well as the topics explored in the extensive reading (ER) materials.
Ensuring the accuracy of test results is crucial for the reliability and validity of research findings To achieve this, the researcher implemented several measures before administering the test Firstly, a single test was utilized for both the pre-test and post-test phases to accurately gauge student progress Additionally, students were prohibited from retaining the test paper and draft after completion.
A total of 23 students participated in the tests, while the researcher sought feedback on the test quality from colleagues involved in designing and teaching the EAT course To enhance the assessment process, the researcher piloted the tests with students from other Automotive Technology classes who shared similar English proficiency levels The trial test responses were analyzed to identify misinterpretations, unexpected yet valid answers, and other potential issues with the test items Consequently, both the pre-tests and post-tests were revised to improve their reliability and validity Following the initial phase of the ER application, adjustments were made to pre-test and post-test 2 based on the students' progress Notably, all tests were designed to be completed within 10 minutes; however, while the first pre-test and post-test featured two reading passages of 300-350 words, the second set included two passages of 350-400 words each.
In this research, written tests were utilized instead of multiple-choice tests to enhance accuracy in evaluating student performance To ensure reliable results, a two-round marking procedure was implemented, allowing for the consideration of unexpected correct answers After the tests were completed, both test papers and answer sheets were collected for assessment The marking process involved two independent rounds: the first conducted by the researcher and the second by another EAT2 teacher, followed by a discussion to resolve any discrepancies in scores Throughout the marking of both pre-tests and post-tests, a standardized marking scheme for the reading section, aligned with mid-term and final tests of the course, was adhered to by both the researcher and the teacher.
During the discussion session, students' scores were gathered and analyzed, followed by a collaborative review between the researcher and the remarking teacher to determine the final scores, which were subsequently compiled for further analysis.
The pre-tests and post-tests were included in Appendix 2
Pre-tests and post-tests were conducted during weeks one, five, six, and ten of the semester Specifically, pre-test 1 was introduced in the first lesson of week one and administered in the second lesson before the extensive reading (ER) application for both classes 1.1 and 1.2 Post-test 1 was given in the second 90-minute lesson of week five to gather post-intervention data on students' reading comprehension after phase 1 The results from both pre-test 1 and post-test 1 were recorded for future analysis to inform any necessary adjustments to pre-test and post-test 2, as well as the ER application and reading package in phase 2.
In week six, students in classes 1.1 and 1.2 completed pre-test 2 during the first 90-minute lesson, followed by post-test 2 in the second 90-minute lesson of week ten The results from both tests were documented for future analysis and conclusions.
The effectiveness of extensive reading is evident not only in students' test scores but also in their positive attitudes towards the practice To investigate this further, the researcher utilized online questionnaires to gather data related to research question 3.
In the researcher’s view, online questionnaires provide a fast and convenient method for data collection, allowing participants to complete them at their preferred time and location This is especially beneficial in English for Occupational Purposes (EOP) classes, where traditional paper questionnaires could cut into valuable study time, as each lesson lasts 90 minutes While limiting the time for completing questionnaires may encourage students to focus, it can also compromise the accuracy of the data collected, as students may not have sufficient time to thoroughly read, comprehend, and respond to all questions.
In addition, the researcher believed that the results of online questionnaires
Online questionnaires offer greater accuracy than traditional methods, as the presence of a researcher can influence students' responses Additionally, online formats minimize peer interference during completion Given that research question 3 focuses solely on students' preferences for extensive reading, questionnaires are an effective tool for gathering essential data to address this inquiry.
The questionnaire utilized in this study was adapted from Dr Ming-yueh Shen's 2008 research on EFL learners' responses to extensive reading Both studies focused on EFL university students, with participants divided into two groups based on their English proficiency levels Notably, the classroom activities chosen by Shen closely resembled those used in the researcher’s own classes Given these similarities, the researcher opted to adapt Shen's questionnaire to explore students' perspectives on extensive reading.
Data analysis methods
The research uses quantitative and qualitative analysis methods, specifically content and statistical analysis, to analyze the collected data
3.6.1 Data from pre-tests and post-tests
The researcher used statistical analysis method and T-test to deal with the students‘ results in the pre-tests and post-tests
The tests were graded on a 10-point scale, and the researcher employed statistical analysis to determine the mean score and standard deviation for each test This analysis aimed to assess student progress following the application of extensive reading (ER) and to identify differences in progress between students in two classes Specifically, the researcher compared pre-test and post-test mean scores within each class and across both classes, as well as between the two phases of testing Additionally, the standard deviations of test results were analyzed to explore the variance in English proficiency levels among students in each class and between the two classes.
The university employs a letter grade scale to evaluate student performance and categorize them into various levels To examine the impact of extensive reading (ER) application on student levels, the researcher converted the existing 10-point grades into letter grades The conversion method currently utilized at HaUI is detailed in the table below.
Excellent Good Average Pass Fail
The grade conversion allowed the researcher to evaluate if the students' progress was adequate to achieve a higher band score, indicating the effectiveness of ER in enhancing their reading comprehension.
The researcher employed T-tests using SPSS (Statistical Package for Social Sciences) to analyze the average scores of students in pre-tests and post-tests across different phases and classes, aiming to identify significant differences Specifically, a paired-sample T-test was utilized to assess the impact of extensive reading (ER) on students' reading comprehension scores, with a significance threshold set at a p-value of 0.05 Results yielding a p-value of 0.05 or less were deemed statistically significant, indicating that ER application positively influenced students' scores, while p-values exceeding 0.05 suggested no significant effect Additionally, an independent-sample T-test was conducted, where the significance value (Sig.) determined the assumption of equal variances; a Sig value greater than 0.05 indicated equal variances, while a value of 0.05 or less indicated unequal variances, guiding the interpretation of results in the T-test table The significant difference between the two classes was highlighted in the Sig column of the analysis.
If the p-value in this column is 0.05 or lower, it indicates a significant difference in the mean scores of the dependent variable between the two classes Conversely, if the p-value exceeds 0.05, it suggests that there is no significant difference between the classes.
The data collected from the online questionnaire was analyzed using statistical method Five days after questionnaire administration, the researcher received responses from all the participants - 48 students in two classes
Following the collection and synthesis of data, the researcher processed the information by calculating the mean statistics to assess the overall student attitudes toward Extensive Reading (ER), their perceptions of the factors influencing ER success, and their preferences for post-reading activities.
FINDINGS AND DISCUSSION
Findings for Research question 1
The pre-test and post-test results were synthesized and analyzed right after the marking procedure was accomplished
4.1.1 The pre-test and post-test results of class 1.1 in the two phases
In this research, students from class 1.1 completed pre-tests and post-tests at the beginning and end of Phases 1 and 2 Their responses were evaluated through two independent marking rounds followed by a discussion session to determine final scores, which were then analyzed using statistical methods, including T-tests.
Firstly, the students‘ pre-test and post-test scores in Phase 1 and 2 analyzed using statistical analysis were reported in the table below
Table 5 The pre-test and post-test results of class 1.1 in the two phases
In Phase 1, students in class 1.1 demonstrated significant progress in reading comprehension, with an average score increase of 1.65 points This improvement was reflected in their letter grades, shifting from an F (fail) in the pre-test to a D (acceptable) in the post-test, marking a notable achievement Every student experienced a score increase ranging from 0.5 to 3 points on a 10-point scale, further indicating a positive trend in their test results, as illustrated in the accompanying chart.
Figure 1 The percentage of the students’ letter grades in class 1.1 in Phase 1
In the pre-test 1, 54.2% of students received an F, but in the post-test 1, 50% achieved a C, indicating significant improvement Notably, there was an increase of nine students scoring a C in the reading tests Additionally, the percentage of students earning a B rose to 4.2%, while those receiving a D increased to 41.6%, up from 0% and 33.3%, respectively Most importantly, the number of students receiving an F dropped dramatically, from over half the class in the pre-test to just one student in the post-test.
Phase 2 also experienced similar positive changes in the students‘ test results but with some small differences The students‘ average score in the 10-point grade scale rose by 1.52 points In the letter grade scale, there was also an increase of one score band, but from D to C instead of F to D like in Phase 1 Analyzing each student‘s score, the researcher noticed that similar to Phase 1, all students received post-test scores higher than their pre-test ones with the difference ranging from 0.5 to 3.5 points Their letter grades in this phase, which were shown in the chart below, shared some features as in Phase 1
The percentage of the students' pletter grades in pre-test 1
The percentage of the students' letter grades in post-test 1
Figure 2 The percentage of the students’ letter grades in class 1.1 in Phase 2
In the analysis of test results, it was observed that no students achieved an A in both tests while also receiving a B in the pre-test Additionally, there was a significant decrease in the number of students failing, with no failures recorded in post-test 2 The majority of students scored a C or D, with C emerging as the most notable score in post-test 2 at 58.3% However, two minor differences were noted in Phase 2 compared to the previous phase.
1 First, the number of students who got either D or F greatly decreased to pave the way for the number of B and C-score students to increase Second, the number of students getting an F in the pre-test 2 only accounted for a small rate (29.1%) and no students were reported to receive an F in the post-test 2
The application of extensive reading (ER) significantly improved reading comprehension among students in class 1.1, as evidenced by lower standard deviations in the post-tests compared to the pre-tests in both phases, indicating a reduction in the variability of test results.
Secondly, the results of the pre-tests and post-tests of class 1.1 were then analyzed using paired-sample T-test and summarized in the table below
The percentage of the students' letter grades in post-test 2
The percentage of the students' letter grade in pre-test 2
Table 6 The comparison between the results of the pre-tests and post-tests of class 1.1 in the two phases
95% Confidence Interval of the Difference Lower Upper
Table 4.2 shows a significant difference in students' average scores between pre-tests and post-tests, with T-test values of -9.983 and -9.820, both yielding a significance level of 0.000, which is below the 0.05 threshold This indicates a substantial improvement in Class 1.1, confirming the positive impact of the ER application on student progress.
4.1.2 The pre-test and post-test results of class 1.2 in the two phases
Students in class 1.2 participated in pre-tests and post-tests at the start and conclusion of Phases 1 and 2 The table below presents their detailed scores from both phases, along with the results of the statistical analysis of these scores.
Table 7 The pre-test and post-test results of class 1.2 in the two phases
In Phase 1, students in class 1.2 experienced a modest increase of 1.15 points in their average score, resulting in an improvement from a C to a B in the letter grade scale This positive shift in test results demonstrates notable progress in their reading comprehension skills, as evidenced by the individual test scores of most students.
35 scores increase from 0.5 to 2 points, except for one student whose score remained the same Their letter grades, which were presented in the chart below, also experienced several positive changes
Figure 3 The percentage of the students’ letter grades in class 1.2 in Phase 1
Before the implementation of the ER program, students in class 1.2 did not receive an F grade, indicating that they were at least at an "acceptable" level in reading comprehension In Phase 1, the number of students achieving a C grade in the pre-test (12 out of 24) increased to a B grade in the post-test (16 out of 24) Notably, while eight students received a D in the pre-test, the post-test results only included B and C grades, highlighting significant improvement.
Phase 2 also witnessed the students‘ progress in their reading comprehension The average score rose by 1.67 points to 6.52 points However, when converted to letter grades, though the average scores still increased from D in the pre-test to C in the post-test, it was lower than the average scores in Phase 1 From the researcher‘s perspective, this might be resulted from the fact that the second set of tests were of higher difficulty compared to the first one In terms of the students‘ individual grades, their grades all rose within the range from 0.5 to 3 points The changes in the students‘ letter grades in Phase 2 as exhibited in the chart below, apart from the fact that no students got a D in the post-test, were quite different from those in Phase 1
The percentage of the students' letter grades in pre-test 1
The percentage of the students' letter grades in post-test 1
Figure 4 The percentage of the students’ letter grades in class 1.2 in Phase 2
In pre-test 2, three-quarters of the students received a D grade, but in post-test 2, the majority improved to a C Notably, 8.3% of the students achieved an A, indicating an excellent performance in post-test 2.
The standard deviation of test results in Phase 2 decreased from pre-test to post-test, suggesting that extensive reading (ER) not only improved students' reading comprehension but also reduced the disparity in their reading scores.
The reading comprehension scores of students in class 1.2 were evaluated across two phases using a paired-sample T-test, and the results of this analysis are displayed in the table below.
Table 8 The comparison between the results of the pre-tests and post-tests of class 1.2 in the two phases
The percentage of the students' letter grades in pre-test 2
The percentage of the students' letter grades in post-test 2
Paired Differences t df Sig (2- tailed) Mean
95% Confidence Interval of the Difference Lower Upper
Findings for Research question 2
The questionnaire was conducted over a five-day period from May 1 to May 5, 2019, resulting in a total of 48 valid responses from students, which were utilized for the analysis related to Research Question 3.
Based on the students‘ answers for question one, the researcher could easily distinguish the students of class 1.1 and 1.2
The second part of the questionnaire, encompassing questions two to four, aimed to assess students' attitudes towards extensive reading (ER) and their opinions on two ER-related elements Regarding question two, which focused on student satisfaction, the mean scores for classes 1.1 and 1.2 were 4.2 and 4.4, respectively, indicating that students in both classes expressed satisfaction with the integration of ER into the course.
ER application was shown in the charts below
Figure 6 The percentage of the students’ satisfaction towards ER application
In class 1.1, there were eight students very satisfied and 13 students satisfied with
Incorporation of extensive reading (ER) in the course accounted for 33.3% in class 1.1 and 54.2% in class 1.2, with class 1.2 comprising 10 and 14 students, representing 41.7% and 58.3%, respectively All students in class 1.2 expressed satisfaction with the ER application, while three students in class 1.1 selected "neutral," which, despite representing only 1.4%, negatively impacted the mean score of their class.
Attitude of class 1.1 students towards ER
Attitude of class 1.2 students towards ER
Both Class 1.1 and Class 1.2 expressed satisfaction with the incorporation of ER in the EAT2 course Additionally, the questionnaire's third question asked students to assess the significance of various factors in ER application, with the mean scores for each factor presented in the chart below.
Figure 7 The students’ opinions towards the importance of several factors in the success of ER application
The chart reveals a notable difference in opinions between the two classes regarding the success factors of Extensive Reading (ER) application In class 1.1, the most critical factor was the teacher's instructions, which received a mean score of 4.6, closely followed by the difficulty of the reading passages at 4.5 Additionally, the topics and post-reading activities were also deemed significant, with mean scores of 4.2 and 4.0, respectively Overall, all four factors were recognized as important for the effective implementation of ER.
In class 1.2, students expressed notably differing views on the key factors influencing the success of extensive reading (ER) applications They rated post-reading activities and text topics as the most crucial elements, scoring 4 and 3.9 out of 5, respectively In contrast, the average scores for the other two factors hovered around 3 out of 5 points.
The researcher noted that the observed differences in student performance can be attributed to varying levels of English proficiency In Class 1.1, students are primarily total beginners, highlighting the need for teachers to deliver clear and detailed instructions to facilitate effective learning.
Students' opinions towards the importance of several factors in the success of ER application
The 41 reading passages may present challenges in vocabulary and grammar that exceed the students' proficiency levels, potentially making extensive reading (ER) a burden However, students in class 1.2, with their higher English proficiency, are expected to excel in self-study and quickly grasp instructions provided by the teacher Additionally, post-reading activities are more likely to foster independent study outside the classroom, as these activities can motivate students to engage deeply with each reading passage at home.
Last but not least, the fourth question in the questionnaire asked for the students‘ attitudes towards the post-reading activities, which are exhibited in the chart below
Figure 8 The students’ interest in post-reading activities
According to the chart statistics, there is minimal variation in the attitudes of the two classes towards post-reading activities Both classes favored Q&A sessions, personal reflections, and group discussions, with mean scores exceeding 4 out of 5 Conversely, summary writing was the least preferred activity, averaging below 3 points, while presentations received a score of 3.4 points in both classes.
These results were within the researcher‘s predictions As mentioned in the
Group discussion Presentation Summary writing
Both summary writing and presentation are advanced skills that demand careful preparation and rehearsal, particularly in group settings Consequently, it is not surprising that these activities received minimal interest from students.