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VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF GRADUATE STUDIES NGUYỄN THỊ BÍCH NGỌC COLLABORATIVE STRATEGIC READING TO ENHANCE LEARNERS' READING COMPREHENSION IN ENGLISH AS A FOREIGN LANGUAGE: AN EXPERIMENTAL RESEARCH AT AN UPPER SECONDARY SCHOOL IN HA NOI (Phương pháp đọc hiểu hợp tác chiến lược nhằm nâng cao lực đọc hiểu tiếng anh ngoại ngữ: Nghiên cứu thực nghiệm trường cấp Hà Nội) M.A MINOR PROGRAMME THESIS Major: English Language Teaching Methodology Code: 8140231.01 Hanoi – 2021 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF GRADUATE STUDIES NGUYỄN THỊ BÍCH NGỌC COLLABORATIVE STRATEGIC READING TO ENHANCE LEARNERS' READING COMPREHENSION IN ENGLISH: AN EXPERIMENTAL RESEARCH AT AN UPPER SECONDARY SCHOOL IN HA NOI (Phương pháp đọc hiểu hợp tác chiến lược nhằm nâng cao lực đọc hiểu tiếng anh ngoại ngữ: Nghiên cứu thực nghiệm trường cấp Hà Nội) M.A MINOR PROGRAMME THESIS Major: English Language Teaching Methodology Code: 8140231.01 Supervisor: Prof Dr Hoàng Văn Vân Hanoi – 2021 DECLARATION I guarantee that I myself write this thesis entitled “Collaborative Reading Strategies to Enhance Learners’ Reading Comprehension in English as a Foreign Language: An Experimental Research at an Upper Secondary School in Ha Noi” There is no plagiarism here and if anything is taken from others’ works, it is surely written in a quotation Then, the sources would be listed on the list of references I am ready to be inflicted any academic punishment if the proclamation proves inaccurate Hanoi, June 2021 Nguyen Thi Bich Ngoc i ACKNOWLEDGEMENTS Firstly, I would like to express my gratitude to my thesis advisor, Prof Dr Hoang Van Van for his continuous support, invaluable feedback throughout the process of the study He provided me with constant guidance and encouragement which turned the demanding thesis writing into a smooth and fruitful process I would also like to express my special thanks to all my dear colleagues of FPT High school, and my classmates of the Department of Post-Graduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi who never hesitated to help me and share their experience Special thanks to all participants in FPT High school for their participation and patience during the process of the study in the academic year of 2019- 2020 semester Finally, I am deeply grateful to all members of my family for being so motivating and patient throughout the study Hanoi, June 2021 Nguyen Thi Bich Ngoc ii ABSTRACT Teaching reading to students in English as a Foreign Language (EFL) is not a simple task Various teaching strategies to enhance students' reading skills have been adapted and manifested at different reading stages, including pre-reading, while-reading, and post-reading Collaborative Strategic Reading (CSR) is one common strategy to be known, in which the acquisition of various skills such as brainstorming, predicting, monitoring understanding, and finding the main idea is the foundation for EFL learners to enhance their reading skills The findings of the previous studies support the idea of the effectiveness of CSR The purpose of the study is to consider the effectiveness of CSR as an approach to teach reading comprehension at a high school in Hanoi There will be 60 selected students categorized into two groups, named control group and experimental group with and without using CSR in learning reading comprehension Keywords: Collaborative Strategic Reading (CSR), English as a Foreign Language (EFL iii TABLE OF CONTENTS DECLARATION………………………………………………… ……… i ACKNOWLEDGEMENT…………………………………………………….ii ABSTRACT………………………………………………………………… iii TABLE OF CONTENTS…….… ………………………………………… iv LISTS OF ABBREVIATIONS……………… .…………………….… vii LIST OF TABLES AND FIGURES………………………… ………… viii CHAPTER 1: INTRODUCTION 1.1 Background of the study 1.2 Aims and objectives of the study 1.3 Research questions 1.4 Significance of the study 1.5 Research method 1.5.1 Participants .4 1.5.2 Research instruments .4 1.5.3 Research procedure 1.6 Structure of the thesis CHAPTER 2: REVIEW OF THE LITERATURE 2.1 Reading comprehension 2.1.1 Definitions 2.1.2 Level of reading comprehension 2.1.3 Methods to develop reading comprehensioN 12 2.2 Communicative strategic reading approach (CSR) 15 2.2.1 Before reading 15 2.2.2 During reading .16 iv 2.2.3 After reading 17 2.2.4 CSR approach 18 CHAPTER 3: METHODOLOGY 22 3.1 Research setting 22 3.1.1 FPT High School 22 3.1.2 Participants of the study .22 3.1.3 Reading materials .23 3.2 RESEARCH DESIGN 24 3.2.1 Classroom experimental research 24 3.2.2 Treatment .24 3.3 DATA COLLECTION INSTRUMENTS 25 3.3.1 The preliminary english test (PET test) .25 3.3.2 Questionaires 27 3.3.3 Class observations 28 3.3.4 Interview 30 3.3.5 Data collection procedure 30 3.4 Data analysis 31 3.5 Summary 31 CHAPTER 4: FINDINGS AND DISCUSSION 33 4.1 Result from tests 33 4.2 Observation sheets 36 4.3 Field notes 40 4.4 Results from students’ questionaire 42 4.5 Results from interview 43 4.6 Discussion 44 v CHAPTER 5: CONCLUSION 47 5.1 Summary of the findings 47 5.2 Pedagogical implications 48 5.3 Recommendations 49 5.3.1 Recommendations for teachers 49 5.3.2 Recommendations for students 49 5.3.3 Recommendations for other researchers 50 5.4 Limitations 50 REFERENCES 51 APPENDICES………………………… ……………………… ………… I Appendix A Reading attitude questionaire I Appendix B Interview questions IV Appendix C Reading tests V Appendix D : Sample of lesson plan & classroom observation XXV Appendix E: Test result XXXI vi LISTS OF ABBREVIATIONS: EFL: English as Foreign Language Ss: Students T: Teacher CSR: Communicative Strategic Reading MOET: The Vietnamese Ministry of Education and Training CEFR: The Common European Framework of Reference for Languages PET: Preliminary English Test vii XVIII XIX XX XXI XXII XXIII XXIV APPENDIX D : SAMPLE OF LESSON PLAN & CLASSROOM OBSERVATION UNIT 1: GENERATION GAP Period : Getting started Class: 11A5 Teacher: Nguyen Thi Bich Ngoc Time: 45’ I Objectives Educational aim: By the end of this lesson, Ss are able to - Get to know abou t the topic - Learn some vocabularies and phrases related to topic Knowledge: - General knowledge: Students read and guess the meaning of new words from the context - Language: Students could understand and use new words after reading Skills: Reading, listening, guessing meaning in context II Methods Integrated, mainly communicative III Teaching aids Student’s book and pictures, Board, markers, PowerPoint, CD players, etc IV Procedure Stage Teacher’s activities Students’ activities XXV Content Warm- + Give Ss an overview + Form groups and assign up: of CSR divide + Leader: Follow instructions, minutes) them into groups of teacher’s students, then assign leads and guides the group (10 technique Reading roles to each member and roles for each member of through the execution of the groups: Leader, CSR, with the help of the Clunk Expert, expert, Gist instructor if necessary, and Encourager, keeps the group on track Announcer, Reporter + Announcer: During the + Give each group a operation, the announcer copy of the Learning invites community log members to read or exchange thoughts + Ask Ss questions + Work in groups and try about the picture and to predict the knowledge title: Help them to work related to the topic and out prediction of the what can they learn after conversation Pre- the lesson + Tell Ss that they are + Listen teaching going to listen to a conversation (5 conversation between minutes two friends, Sam and ) Ann Let Ss guess what to the Conversation page Bold words: + extended family (n) + nuclear family (n) Sam and Ann are talking + Ss listen and read along + childcare (n) silently about` + generation gap (n) + T plays the recording + Pay attention to the bold + table manner (n) and asks Ss to listen and words, list them down XXVI pay attention to the text (clunk expert) and try to + viewpoint (n) to understand the figure out the meaning of content the words + Ask students to pay + Clunk expert: When the attention and guess the team is trying to work out meaning of the bold a clunk (new words/ words based on the difficult words), he or she context uses clunk demonstrate cards the to fix-up solutions + Encourager: encourages members of the community to join in the dialogue and provides input during the whole process of reading While- teaching: Task ( Complete tasks mins) Task 2: Decide +Work in group whether the sentences + Decide if sentences are true, false or not True, False or Not given given +Compare answer with - T asks Ss to read the team members conversation again and get information to +Correct the answer Task in works - Ask students to compare the answers with their partners XXVII Task 2: Read the conversation again Are the following sentences true (T), false (F) or not given (NG) Text book page (7) Key: F F T F T - Ask some students to read the answers - Checks and gives the correct answers: Task 3: Complete the following definition + Work in groups and Task 3: Complete the following definition using using the highlighted complete definitions (7 mins) compound nouns in the + Check answers in groups the highlighted compound nouns in the conversation conversation + Correct the answer Task Tell Ss this activity Key focuses on compound A nuclear nouns family Ask them to complete A Table the definitions of the generation manners highlighted gap A An viewpoint extended nouns compound in the conversation family Check Ss’ answers After- Task 4: Add the gist, + Work in groups teaching give questions Task ( discuss and + The gist expert identifies the main ideas of 10 mins) + Ask students to read each part or paragraph of the conversation again the dialogue, then the and find the main ideas other members contribute of each part/ paragraph the ideas if necessary The and fill in the Learning gist expert writes down the log Childcare main ideas XXVIII + Ask Ss to raise + Raise questions in questions about the topic groups of the reading or about the new vocabularies T Task suggests them to give (10 questions related to their mins) partners’ type of family and what they like and dislike about it Task 5: Sharing + Reporter: During a whole-class conversation, - Ask Ss to speak out share the group's thoughts, their questions and seek responses, and concerns the answers from the other groups and to + Complete the Learning log present about the main ideas of the dialogue IV Comments: For the first meeting, it was observed that learners were uninterested in reading the text and didn't understand the content of the reading text they were given Besides, some students did not fully understand the working process in teams Some of them got tired and sleepy during the teaching learning process, and even made noise and disturbed other students It could be seen that they were not fully included in the teaching and learning process When students were given the post-reading tasks which are not included in the textbook, learners complained as they did not want to it right in the class and asked teacher if they could it at home XXIX In this lesson, students were also assigned a test which was to fill in the blanks with the correct answer However, some students had difficulty completing the challenge because they did not understand the lesson of questioning and offering orders, and much less so because they did not understand the task's purpose XXX APPENDIX E: TEST RESULT Note: The table below shows the number of correct answers of each student for each test No 10 11 12 13 14 15 16 Students Class A (Before) Students Class A (After) Students Class B (Before) Students Class B (After) 22 24 22 23 23 26 23 23 24 28 24 24 25 28 24 26 25 27 25 28 25 31 26 27 24 32 24 25 24 31 25 27 25 30 24 26 23 26 23 26 24 28 24 24 26 29 25 25 27 30 26 25 27 31 27 26 28 31 28 30 29 29 29 31 XXXI 17 18 19 20 21 22 23 24 25 26 27 28 29 30 30 30 32 31 32 31 30 30 30 31 31 30 30 30 30 30 27 28 28 28 27 29 27 26 23 23 22 25 24 24 21 23 25 26 25 25 26 28 26 26 26 27 25 26 26 26 26 28 25 25 25 27 24 25 24 24 XXXII ... SECONDARY SCHOOL IN HA NOI (Phương pháp đọc hiểu hợp tác chiến lược nhằm nâng cao lực đọc hiểu tiếng anh ngoại ngữ: Nghiên cứu thực nghiệm trường cấp Hà Nội) M.A MINOR PROGRAMME THESIS Major:... Publishing House in collaboration with Pearson Education – a leading textbook producer in the world, Tiếng Anh 11 (English 11) is written by Hoang Van Van et al (2020) Its design is in accordance with