VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES DEVELOPING HIGH SCHOOL STUDENTS’ READING MOTIVATION THROUGH EXTENSIVE READING THE CASE OF 12TH GRADERS AT A HIGH SCHOOL IN HA NAM PROVINCE (Phát triển động lực đọc của học sinh trung học phổ thông qua việc đọc thêm Trường hợp của học sinh lớp 12 tại một trường trung học phổ thông ở tỉnh Hà Nam) M A MINOR THESIS FIELD ENGLISH TEACHING METHODOLOGY CODE 8140231 01 HANOI, 2019 VIETN.
INTRODUCTION 1
This part introduces the rationale, the aims, research questions, scope, significance, and research method of the study This is followed by the structure of the thesis
Reading is crucial for developing language skills, yet many students lack motivation to engage with English texts outside the classroom As a teacher, I've noticed that this disinterest may stem from a lack of awareness about the benefits of reading and insufficient vocabulary Consequently, students often limit their reading to textbook materials, which are inadequate for preparing them for the more challenging reading comprehension required in the 2 in 1 GCSE exams This gap highlights the need for diverse reading experiences to enhance their language proficiency and comprehension skills.
Extensive reading is widely recognized by scholars as a valuable tool in language teaching, as it enhances students' confidence and motivation This approach not only accelerates the learning process but also simplifies it, making language acquisition more effective and enjoyable.
Hedgcock and Ferris (2009) and Day and Bramford (1998) highlight that extensive reading fosters reading habits, prepares students for advanced reading, and enhances academic skills, while also cultivating positive attitudes towards second language learning It is widely recognized that extensive reading significantly improves students' enthusiasm for further reading However, in my teaching context, there has been limited research on the implementation of extensive reading and its impact on student motivation This gap inspired me to conduct an action research project aimed at encouraging my students to engage more actively in extensive reading.
This action research aimed to explore the impact of extensive reading on students' reading motivation Extensive reading is known to enhance vocabulary and structural knowledge, which are essential for reading comprehension The study anticipated that promoting extensive reading would not only shift students' reading motivation but also enhance their overall reading skills.
This action research was carried out in an attempt to answer the two following questions:
- To what extent does extensive reading change high school students‟ reading motivation?
- What are the students' attitudes towards the employment of extensive reading materials?
In the first semester of the 2019-2020 school year, a study was conducted with volunteer 12th graders from two classes to explore the impact of encouragement and support on students' extensive reading The research aimed to understand how these factors influenced reading motivation, rather than to generalize the findings.
This action research project aims to explore how extensive reading influences students' reading motivation The findings are expected to offer valuable insights for educators, highlighting the importance of extensive reading as a strategy to enhance students' motivation and reading achievement Ultimately, this research will benefit students seeking to improve their reading skills.
This action research project aims to explore the impact of extensive reading on high school students' reading motivation According to Tsui (1993), action research serves as an effective tool for teachers to reflect on their teaching practices and develop alternative strategies for improvement.
The author aims to assess the impact of extensive reading activities on students' reading motivation by comparing data collected from pre-intervention and post-intervention questionnaires The analysis of this data provides reliable insights into the changes in students' motivation levels before and after the implementation of the reading program.
The thesis consists of five chapters:
Chapter 1: Introduction: introduces the rationale, aims, research questions, scope, significance, method of the study and organization of the thesis
Chapter 2: Literature Review provides an overview of existing literature, highlighting the theoretical foundations related to reading and extensive reading It also examines various studies that investigate the role of extensive reading in enhancing students' reading motivation This section underscores the significance of extensive reading practices in fostering a positive attitude towards reading among learners.
Chapter 3 outlines the research methodology, detailing the approach employed in the study It includes information about the study participants, the instruments used for data collection, and the specific methods and procedures followed for both data collection and analysis.
Chapter 4: Findings and Discussion: demonstrates the findings accompanied by data analysis and discussion
Chapter 5: Conclusion: recapitulates the major findings of the study, represents further recommendations for the implementation of authentic materials and acknowledges the limitations of the study
LITERATURE REVIEW 4
This chapter explores the literature on extensive reading and its impact on students' reading motivation in foreign and second language learning It covers three key areas: the theoretical background of reading, the concept of extensive reading, and the factors influencing reading motivation Initially, it defines reading and discusses its various roles and forms Following this, it provides a comprehensive overview of extensive reading, including its definitions, principles, characteristics, and the challenges in implementing effective extensive reading programs for learners Finally, the chapter addresses the definitions of motivation, the factors that influence students' reading motivation in a second language context, and highlights how extensive reading can serve as a powerful motivator.
Reading is a fundamental skill for mastering English and is crucial for success in both academic and everyday contexts Although various authors and researchers have different interpretations of what reading entails, its importance remains universally acknowledged.
Reading is an active mental process where individuals engage with written texts to comprehend and absorb information According to William (1984), this definition highlights the importance of readers as active participants in interpreting linguistic messages.
Reading is a complex skill that involves constructing meaning from written texts, as highlighted by Alderson et al (1987) This process requires the coordination of various interrelated sources of information Candlin and Hall (2002) further define reading as the ability to extract meaning from printed material and interpret it effectively.
Reading is defined as a reciprocal interaction between readers and writers, as noted by Brunan (1989) Similarly, Smith (1973) emphasizes that reading involves the transfer of information from a transmitter to a receiver, highlighting the collaborative nature of this activity.
Reading is a multifaceted process that encompasses various definitions and opinions from scholars, highlighting its connection to readers, texts, and meanings While it is challenging to determine a singular, most accurate definition, it is clear that reading serves different purposes: survival, learning, and pleasure Reading for survival involves gathering essential information from the environment, such as street signs and advertisements In contrast, reading for learning is structured and guided by educational materials, while reading for pleasure is a voluntary activity driven by personal interest, such as enjoying short stories or comic books According to Kim (2002), the complexity of reading necessitates adequate support for learners to enhance their comprehension skills effectively.
2 1 2 Roles of reading in second language teaching
Reading is a vital component of second language teaching, essential for acquiring proficiency in a new language It is crucial for daily life, education, and personal development, as well as for professional success Since most learning materials are in written form, developing reading comprehension, fluency, and background knowledge is imperative Additionally, practicing effective reading strategies enhances overall understanding and knowledge expansion.
Reading plays a vital role in second language acquisition across all levels, as it lays the foundation for developing other language skills According to Krashen (1993:23), "Reading is good for you; it is the only way we become good readers, develop good writing, and become good spellers." He emphasizes that consistent reading enhances learners' fluency, writing skills, and mastery of grammar and vocabulary Ultimately, the more learners engage with reading, the more proficient they become in the target language as readers, writers, speakers, and listeners.
Reading enhances learners' background knowledge and provides valuable linguistic input It also offers enjoyment and refreshment, making the learning experience pleasurable Different reading purposes require various types of reading strategies to be effectively employed.
2 1 3 Intensive reading vs extensive reading
In foreign language teaching, two approaches of reading are recognized, namely intensive and extensive reading The differences in these two kinds of reading are discussed bellows
Intensive reading is an activity of reading in the classroom in limited time
Intensive reading is a classroom-oriented activity guided by a teacher, focusing on a detailed understanding of short texts Nuttall (2000) describes it as an approach that encourages students to concentrate on the text through specific tasks This method involves studying the text line by line, utilizing dictionaries and grammar references, as noted by Palmer (1964) The goal is to achieve a comprehensive understanding of both the text's meaning and the mechanisms behind it (Nuttall, 2005) However, the demands of intensive reading can lead to frustration and a negative reading experience, causing students to develop a dislike for reading.
Intensive Reading Type of reading Extensive reading
Read accurately Class goal Read fluently
Words and pronunciation Focus Meaning
Method Stop if you don‟t like it
Extensive reading, unlike intensive reading, is a long-term approach typically conducted outside the classroom setting This individual activity allows learners to engage with longer texts for personal enjoyment, information, and overall comprehension, rather than focusing on the meanings of specific words or sentences As noted by Long and Richards (1971:216), extensive reading emphasizes a broader understanding of content.
“when students read a large amount of high interest material, usually out of class, concentrating on meaning, reading for gist and skipping unknown words”
Extensive reading is a program designed to promote general understanding, where students are encouraged to read a wide variety of texts at their own pace, with a comprehension goal of less than 100% This approach allows students to choose reading materials that align with their interests, fostering a sense of autonomy and motivation The primary assignment in extensive reading is simply to read, with the goal of developing a deeper understanding of the material and cultivating a lifelong love of reading.
Differences between the two approaches to the teaching of reading are summarized by Roberta Welch (1997) in the table below:
Table 1: Chart contrasting intensive and extensive reading (Welch 1997: 53)
Despite the differences between those approaches mentioned above in terms of how learners read, they are both to be used in a classroom Drew and Sứrheim
In 2009, it was emphasized that a balanced approach to language learning, integrating various methods, effectively engages both conscious and subconscious processes For educators, staying informed about diverse teaching strategies is crucial The subsequent section will delve deeper into the role of extensive reading within foreign language education contexts.
Extensive reading, also known as supplementary reading (West, 1955), uninterrupted sustained silent reading (Vaughan, 1982; Krashen, 1985), and pleasure reading (Mikulecky, 1990; Trelease, 2006), encompasses various definitions provided by different scholars across multiple approaches.
Extensive reading, as defined by Palmer (1927, cited in Smith, 2003, p 454), refers to "rapid reading." This approach allows individuals proficient in a foreign language to comprehend texts directly, bypassing the mental translation process.
RESEARCH METHODOLOGY 23
This chapter details the action research project presented in this thesis, outlining the methodology used for data collection in the study.
This study employs Action Research, a widely utilized approach in applied linguistics for examining changes in teaching practices It integrates three key elements: action, research, and participation As a collaborative and innovative methodology, Action Research promotes active engagement, enabling individuals to systematically address and resolve specific issues in educational settings.
Action research is a collaborative and democratic approach aimed at generating practical knowledge for meaningful human objectives It integrates action with reflection, and theory with practice, fostering participation among individuals to address pressing issues and enhance the well-being of both individuals and their communities (Reason & Bradbury, 2001).
Action research, as described by Cohen and Manion (1994), involves small-scale interventions in real-world scenarios, allowing for a detailed analysis of the outcomes of such interventions Cohen, Manion, and Morrison (2007) emphasize that action research serves as a vital instrument for driving change and enhancing practices at the local level, making it applicable in various contexts where issues related to people, tasks, and procedures require resolution.
3 1 2 Rationale for the use of an action research
Action research focuses on empowering community or organization members to effectively manage their own futures while fostering continuous improvement within a sustainable and equitable environment According to Cohen and Manion (2007), the primary goal of action research is to enhance the current conditions within the educational context where the research is conducted.
According to Kemmis and McTaggart (1988, cited in Nunan, 1992), action research is characterized by three key features: it is conducted by practitioners rather than external researchers, it involves collaboration among participants, and it focuses on initiating change.
This research aligns with the principles of action research, driven by the recognition of a significant issue observed in previous classes: students' lack of participation and motivation during reading lessons Many students demonstrated insufficient enthusiasm for reading in English Therefore, this study aims to enhance students' reading motivation by introducing extensive reading materials, fulfilling the objectives of an action research project.
This research was conducted by me, a classroom teacher, in collaboration with my students from two regular classes Together, we explored the impact of extensive reading on enhancing the reading motivation of my students The primary goal of the study was to understand the positive effects that extensive reading could have on their motivation to read.
In action research, Altricher and Gstettner (1993) outline a four-step model: identifying a starting point, clarifying the situation, developing and implementing action strategies, and sharing teachers' knowledge Tsui (1993) expands this process into five steps: identifying problems, analyzing their causes, designing improvement strategies and proposals, implementing these strategies while documenting the outcomes, and evaluating the results Additionally, Nunan (1992) proposes a seven-step approach to action research, emphasizing a structured method for educators to enhance their practice.
- Step 1: Initiation (Identify the problem)
Step 2: Preliminary investigation (Collect data through a variety of means)
Step 3: Hypothesis (Assumption) (Develop research questions)
Step 4: Intervention (Devise strategies and innovation to be implemented)
In the evaluation phase, it's crucial to gather and analyze data to derive meaningful findings Following this, dissemination involves sharing the results through workshops or publishing a paper to reach a wider audience Lastly, the follow-up step focuses on exploring alternative methods to address the same issue effectively.
In short, action research is a kind of scientific study which is often carried out by a teacher or an educator in order to solve a practical problem in a classroom
Action research is not a panacea for all ills but provides a means for people to more clearly understand their situations and to formulate effective solutions to problems they face
This study utilizes action research to investigate how extensive reading influences students' reading motivation and comprehension The author adheres to the initial five steps of the action research cycle proposed by Nunan (1992), as these steps align with the researcher's objectives and are appropriate for the teaching context.
This action research project was conducted at a high school in Phu Ly City,
Ha Nam province features a school with 30 classes, each averaging 40 students The school's physical environment is conducive to language teaching, equipped with modern facilities such as overhead projectors, screens, loudspeakers, and CD players Students attend three 45-minute English classes and one optional lesson each week, with each unit comprising five lessons that target various essential language skills.
Many students aged 16-18, despite having studied English as a compulsory subject for about nine years, struggle with language competence, resulting in low reading comprehension scores A significant number find reading particularly challenging due to unfamiliar vocabulary and complex grammatical structures This lack of language knowledge hampers their ability to engage with texts, leading to decreased motivation for reading, which is further exacerbated by infrequent practice and reliance on textbook materials Consequently, students often do not read outside the classroom unless required by their teachers, limiting their exposure and proficiency in the language.
The limited time allocated for reading in the syllabus often leads teachers to rely solely on textbooks, which diminishes students' motivation to engage with supplementary materials Consequently, this approach hinders their development as autonomous readers Furthermore, the traditional teaching methods employed in reading lessons position teachers as the primary speakers, as they frequently provide explanations of new vocabulary and structures, and offer answers to challenging exercises without allowing students time to think critically This results in a passive learning environment for students.
Those reasons mentioned above motivate for this action research project
The participants are 86 students in two class 12A1 and 12A4 of a high school in Ha Nam province during 8 weeks of the first semester of the school year 2019-
In 2020, a study involving 56 female and 30 male English students, all aged 17 and having begun their English education in grade 6, revealed significant challenges in reading comprehension Despite a solid grasp of grammar, these students exhibited limited vocabulary and struggled with reading skills The research indicated that their difficulties stemmed from a lack of regular reading practice outside the classroom, primarily due to low motivation Students typically engaged in reading only when mandated by teachers, often approaching it superficially rather than with depth or interest.
The participants of the research may not represent the whole population of the students in the school