INTRODUCTION
Background of the study
Reading is a vital receptive skill that involves decoding messages from writers and reconstructing them in one’s own understanding (Rashtchi & Keyvanfar, 2007) It plays an essential role in both daily and academic life, demanding readers to concentrate on connecting ideas while integrating prior knowledge and skills to fully grasp the content (Chastain, 1988).
The increasing need for knowledge and information exchange in foreign languages highlights the importance of improving reading comprehension skills As a result, there is a growing concern regarding the development of effective reading instruction methods.
Traditionally, instructors rarely taught students how to effectively use learning strategies to enhance reading comprehension, resulting in difficulties in mastering this essential language skill To improve reading abilities, it is now recognized that a combination of effective strategies, skills, and supportive tools is crucial Relying on just one or two strategies is insufficient for becoming an effective reader; instead, a comprehensive approach that integrates various strategies is necessary One such recommended approach is Collaborative Strategic Reading (CSR), as outlined by Klingner et al (2001).
CSR is a teaching approach found and developed by Klingner and Vaughn
Effective reading comprehension strategies involve a three-phase approach: before, during, and after reading These phases aim to activate students' background knowledge, identify the main idea of the text, and monitor comprehension while addressing any confusing vocabulary By implementing these strategies, educators can enhance students' understanding and retention of information (Klingner, Vaughn, Boardman, & Swanson, 2012).
The strategy outlined by Klingner et al (2012) aids students in improving their reading skills, particularly in large classroom environments It empowers learners to take greater ownership of their educational journey, fostering a more responsible approach to their learning process (Klingner, Vaughn, & Schumm, 1998).
Collaborative strategic reading approach is proved to have positive effects on learners’ reading process Klingner, Vaughn, Arguelles, Hughes, and Ahwee
Research indicates that students' reading comprehension significantly improves in the context of Collaborative Strategic Reading (CSR) compared to those in traditional classrooms (2004, p 291) Additionally, a study by Fitri (2010) highlights a substantial difference in mean scores between CSR and conventional reading activities, further demonstrating CSR's effectiveness in enhancing learners' reading comprehension.
Corporate Social Responsibility (CSR) is increasingly recognized as a novel educational strategy in Vietnam, despite its global adoption This research aims to explore the effectiveness of CSR techniques and their impact on students' learning attitudes within a high school setting in Hanoi, Vietnam.
Aims and objectives of the study
This research aims to evaluate the effectiveness of Corporate Social Responsibility (CSR) applications in enhancing reading skills among grade 11 students through the use of an English textbook To accomplish this goal, the study focuses on specific objectives that guide its investigation.
1 Exploring how Reading skills are taught in Reading lessons at a high school in Hanoi;
2 Determining the meaningful effects of CSR on the students’ improvement in Reading ability;
3 Suggesting the adaptations for English curriculum designers and instructors/ teachers to include useful tasks to students so as to improve their reading ability.
Research questions
Regarding the above overall aim and objectives, CSR is experimented and brought forward to answer the following questions:
1 How is Reading skill taught at a High school in Hanoi?
2 How do CSR course-instructional lessons contribute to the development of reading comprehension of grade-11 students at a High school in Hanoi?
3 What are students’ attitudes towards the use of Collaborative Strategic Reading approach?
Significance of the study
This study aims to evaluate the effectiveness of Collaborative Strategic Reading (CSR) as a teaching method for improving reading skills in second language learners The research focuses on how modifications in instructional strategies can enhance the current second language curriculum.
The goal is to enhance instructional methods by transitioning from traditional approaches to a CSR (Communicative Strategy Research) framework This study will employ experimental research to advance interlanguage pragmatic education for undergraduate language learners.
The findings of this study are expected to have a profound impact on society, as second language acquisition and reading competence play a pivotal role in shaping our social and cultural landscape in today's interconnected world.
The results of the study will be of great benefit to the following:
This research aims to enhance second language education within this faculty and across high schools nationwide It seeks to inspire faculty administration and educators to adopt the collaborative strategic reading approach as an effective teaching strategy, ultimately benefiting students' learning experiences.
The outcomes to be considered consist of the following: the improvement of teachers in featuring various and meaningful teaching approaches in the
The second language course focuses on enhancing students' reading competence in second language acquisition while promoting interaction and collaboration between students and teachers This approach aims to develop essential skills and foster a supportive learning environment.
Research method
This study focuses on sixty grade 11 students at FPT High School in Hanoi, all of whom are native Vietnamese speakers Each participant has studied English as a foreign language (EFL) for a minimum of ten years; however, their exposure to English outside the classroom has been quite limited The students are grouped into two classes, both of which have been assessed for their English proficiency through IELTS tests conducted at the end of each semester.
In this study, learners are categorized into two groups: an experimental group that receives instruction through the CSR (Collaborative Strategic Reading) approach, and a control group taught by a different teacher using traditional methods The experimental group is further divided into subgroups of 4 to 5 members, with each member assigned a specific role that rotates in subsequent classes In contrast, the control group experiences teacher-directed instruction Both groups engage actively in their respective learning processes.
The study consists of 12 reading classes, each lasting 45 minutes, conducted over a 13-week period It focuses on the "Getting Started, Reading & Culture" sections of the eleventh-grade English textbook, specifically Units 1 through 4.
Experimental research is employed in this study to measure participants’ reading achievement as well as the influence of reading tasks on their reading ability
To gather relevant data for this study, four research techniques are carried out:
- Using a pre-test and a post-test to assess the improvement of students’ reading skills through the application of CSR approach
This study involves conducting class observations to assess student attitudes towards the implementation of CSR (Collaborative Strategic Reading) during reading lessons The focus is on comparing the experimental group, which utilizes CSR, with a control group that does not.
- Designing a questionnaire to understand the students’ perception of using CSR approach and the effects of CSR on the students' improvements in reading skills
- Interviewing the students from the experimental group of their attitude toward using CSR approach
The study is conducted with the following steps:
Step 1: Distributing the pre-test to all the participants with the aim of checking their current reading level
Step 2: Applying CSR to the experimental group of students
Step 3: Making class observations to obtain whether CSR helps increase experimental students’ motivation and if CSR is applied effectively among the experimental group in comparison to those of the control group
Step 4: Administering the post-test to measure the accomplishment of the method
Step 5: Designing questionnaires to check students’ attitudes towards the teachers' use of CSR in Reading lessons
Step 6: Interviewing the students about the applications of CSR in Reading lessons
Step 7: Analyzing the gathered data and discussing the findings for the conclusion and pedagogical implications.
Structure of the thesis
Chapter 1: Introduction – provides background, rationale, aims and objectives, methods, significance, and design of the study
Chapter 2: Literature Review – presents theoretical background related to
Reading skills, CSR, theoretical frameworks of CSR, and the previous researches concerning CSR and Reading skills
Chapter 3: Methodology – presents research methods, participants, data collection instruments, data collection procedures, and data analysis
Chapter 4: Findings and Discussion – presents major findings and discussion, recommendations for teachers and students
Chapter 5: Conclusions – summarizes the issues addressed, recapitulates the research procedure, and further suggestions for future researchers
REVIEW OF THE LITERATURE
Reading comprehension
Reading is a crucial component of language acquisition and is one of the four essential skills—listening, speaking, writing, and reading—necessary for mastering a foreign language As a vital tool for obtaining diverse information, reading is essential for the development of an advanced society In the educational context, reading significantly impacts student learning, with research indicating that students with higher reading comprehension levels tend to acquire more knowledge.
According to Dallmann et al (1982), reading is a verbal process closely linked to thinking and other communication skills, including listening, speaking, and writing It involves reconstructing the author's intended ideas and information from printed text Additionally, the researchers emphasize that reading encompasses learning to read in one's native language and transitioning from auditory cues to visual symbols.
Reading is a multifaceted activity influenced by both internal and external factors It is not merely an instinctive skill but rather a product of an individual's ability to learn from their environment Consequently, the reading process in adults involves a dynamic exchange and creation, utilizing specific cognitive resources.
Reading comprehension involves processing text, grasping its meaning, and connecting it to the reader's prior knowledge Key skills include understanding word meanings, identifying main ideas, following the structure of a passage, recognizing antecedents and references, interpreting the mood conveyed in assertions, commands, or exclamations, and discerning the writer's perspective and intentions.
Reading involves the acquisition of language through the recognition and decoding of symbols This process culminates when the reader articulates their senses, experiences, and thoughts based on the interpreted written language.
Reading involves the gradual extraction of meaning from written texts, relying on various skills shaped by the reader's prior knowledge and experiences It is through language that individuals communicate ideas and interact meaningfully A student's social environment and experiences significantly impact their reading process, as reading occurs within social contexts Consequently, each reader, influenced by their background and personal traits, interprets texts differently, leading to multiple meanings for the same piece of writing.
The reading process encompasses various stages, including symbol recognition, prediction, confirmation, correction, and termination (Carrell et al., 1988) It is essential for teachers to understand these stages and support learners based on their perceptions to effectively enhance their reading skills.
Having a purpose for reading is crucial for enhancing reading skills Reading serves as a means of communication that enriches our knowledge and understanding Additionally, it provides entertainment and fosters cultural appreciation For native speakers, the process of learning to read in their language is often more accessible.
9 their acquisition of the language and the specific context of reading since birth that are of help to transfer their previous knowledge to the English reading process
1 Sensitizing : Its purpose is to provide the reader with unfamiliar words, new structures, complex or obscure sentences
2 Inferring : Using the clues about syntax, logic, and culture to find out the meaning of unknown elements
3 Prediction : It is shown in images, pictures, charts, etc accompanying the reading and implies an expectation confirmation
4 Skimming : Its purpose is to get the general idea of a text
5 Scanning : Its purpose is to focus on specific information
6 Extensive Reading : Without understanding every word, it aims at the reader’s pleasure
7 Intensive Reading : It is the act of reading short passages indicating specific information (Bowen and Marks, 1994, p.45)
Dallmann et all (1982:161) point out some levels of comprehension as follows:
2.1.2.1 Reading on the Factual Level
This level of reading targets understanding the information directly stated in written material
At this level, learners are required to acquire the below skills for reading: a Knowing the Meaning of Words
The presence of unfamiliar words significantly impacts reading comprehension, as a high number of unknown terms can hinder the understanding of written material This challenge is exacerbated when words possess multiple meanings, creating additional confusion for the reader.
The main idea serves as the central point that the author aims to communicate to the reader, making it essential for understanding the text Grasping the general idea is a primary objective when reading various materials, including novels and scientific texts Additionally, identifying significant details enhances comprehension and supports the main idea.
The skill of identifying key details is essential for grasping the central idea of a text To excel in this area, readers must go beyond simply differentiating between main points and supporting information Additionally, the ability to follow directions plays a crucial role in enhancing comprehension and retention of important concepts.
Following directions is a crucial skill that enhances the learning experience, making it more efficient and enjoyable Mastering this ability involves a blend of various reading skills, including taking detailed notes, organizing information, and recognizing the sequence of ideas Developing these essential skills can significantly improve one's capacity to follow instructions effectively.
2.1.2.2 Reading on the Interpretive or Inferential
Interpretive or inferential reading, often referred to as "reading between the lines," involves understanding implied meanings that are not explicitly stated This level of reading encompasses essential skills such as summarizing and organizing information effectively.
Both the ability to choose the main idea and to choose important details are fundamental to an otherwise often-expected goal of reading to be summarizing and organizing
Generalization is an abstraction process that involves forming general concepts or statements from specific cases In reading, this process is akin to summarizing, as it requires the reader to identify commonalities among various examples or facts To make valid generalizations, readers must evaluate whether the presented data is adequate to support significant conclusions Additionally, predicting outcomes is an essential aspect of this analytical approach.
An essential reading comprehension skill is predicting outcomes, which allows readers to enhance their understanding and engage more deeply with the text By utilizing textual clues and their own experiences, good readers make predictions about what will happen next in the story This ability not only aids in comprehension but also helps improve retention of the material read.
2.1.2.3 Reading on the Evaluative or Critical
Communicative strategic reading approach (CSR)
In 2001, Klingner, Vaughn, and Schumm introduced the concept of Collaborative Strategic Reading (CSR) to address three significant challenges in reading instruction First, CSR aims to meet the complex needs of schools Second, it provides strategic guidance to enhance students' text comprehension and retention of information Lastly, CSR fosters collaboration among students through peer mediation This method encompasses various interventions, such as word recognition, reciprocal reading, and cooperative learning, which have been associated with improved reading comprehension outcomes in research studies.
There are four decoding and comprehension tools included in the CSR approach, namely as follows: (1) preview the text, (2) clink and clunk, (3) get the gist, and (4) wrap up
Previewing the text is the first stage during the reading process in which students are given a glimpse of the whole passage This activity triggers students’
Previewing a text activates students' prior knowledge and enhances their interest in the subject, making predictions more accessible This process involves a quick examination of headings, key phrases, photographs, and charts Following this, students engage in a classroom discussion by responding to a series of questions that encourage participation and reflection on the knowledge they have activated.
2.2.2.1 CLICK AND CLUNK (I GET IT - I DO NOT GET IT)
While reading, students monitor their understanding and assess their comprehension of the text When they read smoothly, their comprehension is intact; however, encountering "clunks"—difficult phrases or concepts—can disrupt this flow and hinder overall understanding To overcome these challenges, students need to identify these clunks and employ fix-up strategies to clarify their meaning and enhance their reading comprehension.
Students actively assess their comprehension while reading, ensuring they grasp the material effectively When they encounter difficult words, concepts, or ideas—referred to as "clunks"—it disrupts their understanding and hinders overall reading comprehension To address these clunks, students should identify and document them on clunk cards, then employ fix-up strategies to clarify their meanings This collaborative process is conducted in teams, promoting collective problem-solving and enhancing comprehension skills.
Fix-up strategies may be various, including:
To enhance vocabulary skills, students can improve their understanding of unfamiliar words by rereading sentences and identifying contextual clues They may also dissect words into smaller components, such as prefixes, suffixes, and syllables, to uncover their meanings.
Read-Pause-Reflect: Teachers may encourage students to pause at any point while reading to remember the key concepts to help them track their comprehension
Partner Retell is an engaging educational practice where students collaborate in pairs, with one acting as the "re-teller" and the other as the "listener." The re-teller articulates the main ideas, definitions, and key points of the reading material while the listener observes, provides feedback, and poses questions To reinforce understanding, the instructor randomly selects a listener to summarize the information shared by the re-teller This interactive approach enhances comprehension and encourages active participation in the learning process.
Students develop the ability to identify the main ideas in a text, enhancing their reading comprehension This technique encourages them to articulate the key concepts of each paragraph concisely, using their own words for better understanding.
2.2.3.1 WRAPPING UP USING LEARNING LOG
Students classify the most interesting concepts from the entire section they have read once they have finished reading They ask and answer questions about
18 the material in the document Encourage students to write down the most relevant information in the text and to build high-order reasoning queries
Learning logs are used by students to keep track of their comprehension during the CSR period Before, after, and after reading, students complete learning records
CSR learning logs are used as a map, a research guide, and an assessment tool
Students use follow-up exercises to reinforce the key themes and vocabulary terms they learned from reading
Vocabulary visualization enhances learning by encouraging students to identify and annotate "clunks" on Post-it notes, which they attach to relevant sections of text for effective verbal and visual word association To deepen their understanding, students create a four-part rectangle for each word, where they define the term, illustrate it graphically, and make personal connections, fostering a more meaningful engagement with the vocabulary.
Graphic organizers are essential tools for students, enabling them to visually arrange and synthesize information acquired from reading For instance, a Venn diagram can effectively compare and contrast different theories, while semantic mapping illustrates the connections between various concepts These techniques enhance comprehension and retention of knowledge.
The above are just some recommended activities for post-reading Teachers should be flexible in choosing and adapting suitable activities for the targeted students and their class level
Students apply CSR techniques in small cooperative communities As a result, they will be given positions to play when implementing CSR strategies
Since the beginning of the year, educators have been actively modeling and involving students in classroom activities that teach the four comprehension techniques of CSR To aid retention, students are encouraged to use cue cards that outline these techniques and their respective applications.
In group projects, students are assigned various roles that correspond to the team's size, ensuring effective collaboration Common roles include leader, researcher, presenter, and note-taker, each contributing to the group's overall success By clearly defining these roles, teams can enhance their productivity and streamline communication.
Leader: Leads and guides the group through the execution of CSR, with the help of the instructor if necessary, and keeps the group on track
Clunk expert: When the team is trying to work out a clunk, he or she uses clunk cards to demonstrate the fix-up solutions
Gist Expert: Assists the group in identifying the most critical points in the passage
Encourager: Encourages members of the community to join in the dialogue and provides input
Announcer: During the operation, the announcer invites community members to read or exchange thoughts
Reporter: During a whole-class conversation, share the group's thoughts, responses, and concerns
Since the start of the year, the instructor has been teaching students the CSR technique and the importance of cooperative grouping By engaging in cooperative groups, students enhance their skills while the instructor circulates to facilitate learning, offer assistance, and clarify any misconceptions.
The follows are the basic steps in a CSR approach-based classroom:
Step 1: Pre-reading stage in which the teacher introduces the subject, teaches important vocabulary and gives instructions
Step 2: While-reading stage in which students participate in a cooperative community exercise (preview, click and clunk, get the gist and wrap up) During the exercise, each group member takes on a specific task and completes a CSR learning log
Step 3: Post-reading stage in which the teacher plans for the whole class to wrap up An instructor explains the reading passage for the day and goes through the clunk
Numerous studies have explored the impact of Collaborative Strategic Reading (CSR) on students' reading abilities, highlighting its significant role in enhancing the teaching and learning process.
METHODOLOGY
Research setting
FPT High School, a private boarding institution located in Hoa Lac Hi-Tech Park, prioritizes the development of students' English proficiency Students are placed in classes based on their English levels, determined by a diagnostic IELTS test at the end of each semester The unique opportunity to learn from both Vietnamese and foreign teachers enables students to master all four English skills, helping many achieve a 4.0 IELTS score, which allows them to bypass the English exam for university entrance As a result, FPT High School consistently boasts a higher percentage of students passing entrance tests or studying abroad compared to most high schools in Hanoi.
In addition to proficient English learners, many students struggle with reading practice due to a lack of confidence, which hinders their English studies Therefore, it is essential for educators to implement effective teaching strategies in their English lessons to foster students' motivation and enhance their reading skills.
This study includes 60 eleventh-grade students and 2 teachers (including the author and another EFL teacher)
60 eleventh-grade students participating in the study are taken from two classes of the same English proficiency level The English level is classified
Students who have studied English for over a decade typically achieve an IELTS band score of approximately 4.0 to 4.5, corresponding to the B1 level With many aiming to enter university or study abroad, they recognize the significance of enhancing their English skills, particularly in reading.
Both selected educators hold a Bachelor's degree in English Language Teacher Education from the University of Languages and International Studies and possess approximately four years of teaching experience The author oversees the experimental group implementing the Collaborative Strategic Reading (CSR) approach, while the other teacher manages the control class, which does not utilize CSR techniques.
"Tiếng Anh 11" (English 11), published by Vietnam National Publishing House in collaboration with Pearson Education, is authored by Hoang Van Van et al (2020) This textbook aligns with the Ministry of Education and Training's General English Education Curriculum (2018) and is widely adopted as an official resource in upper secondary schools across Vietnam.
The textbook consists of 10 units (each unit is a topic) and 4 review units divided into seven sections: (1) Getting started, (2) Language, (3) Reading, (4) Speaking, (5) Listening, (6) Communication and (7) Culture and Looking back
In a review unit, students have a chance to revise and practice more on the previous units
This book covers a diverse range of topics and grammar points that align with the psychological needs of students, taking into account their cultural backgrounds from Vietnam and around the globe.
In terms of reading lessons, they are designed with various activities, namely short-answer questions, True/False, discussion, multiple-choice,
To enhance student engagement and comprehension, adaptations should be made before, during, and after lessons to align with their proficiency levels During the pre-reading stage, incorporating visuals such as pictures and videos can effectively activate students' prior knowledge of the topic In the while-reading phase, instead of working individually on reading tasks, students can collaborate in pairs or groups to tackle challenging texts Finally, post-reading activities should be designed to consolidate students' understanding and encourage them to create products based on the information they have learned.
In summary, based on students’ characteristics and their reading competency, the teacher should make some adaptions to meet students’ needs.
RESEARCH DESIGN
This experimental research focused on quantitative data collected from reading pre-tests and post-tests conducted during the 2019-2020 academic year among grade 11 students at FPT High School The data was gathered in a standard English class setting, ensuring the reliability of the findings.
The working principles of research consist of five main stages, namely problem identification, planning, experiment, analysis, and reflection
A series of activities were implemented with the experimental group to assess the effectiveness of the CSR approach in improving reading competence Participants were randomly assigned to various treatment groups, and the class was systematically observed and evaluated after each lesson The outcomes were then analyzed through statistical comparisons between the controlled and experimental groups.
The 13-week treatment involves 12 reading classes, each lasting 45 minutes, focusing on the "Getting Started, Reading & Culture" sections of the eleventh-grade English textbook, specifically Units 1 through 4.
Some general guidelines are given to the students the experimental group in each lesson Students are also reminded of the learning strategies before the activity if necessary
The lessons begin with a preview where teachers use headings, keywords, images, and questions to activate students' prior knowledge Thirty students are organized into five groups of six, each assigned specific roles: leader, clunk expert, gist, encourager, announcer, and reporter In their teams, students read a text provided by the teacher and complete clink-clunk cards and learning logs Following group work, students summarize key ideas and facilitate a Q&A session Each lesson concludes with reviews and feedback to enhance learning.
DATA COLLECTION INSTRUMENTS
The data collection method includes the following instruments:
3.3.1 THE PRELIMINARY ENGLISH TEST (PET TEST)
While FPT High School utilizes the IELTS test for assessing English proficiency, this study focuses on the PET proficiency test, a standardized assessment developed by Cambridge ESOL in 2004 Specifically tailored for Intermediate level learners (B1 level), the PET test allows for more straightforward comparisons among students at the same proficiency level.
The PET exam evaluates four essential skills: reading, writing, speaking, and listening However, it primarily focuses on assessing reading proficiency Consequently, PET reading papers are specifically designed to measure students' English language skills both before and after the designated assessment period.
The selected reading PET tests for pre and post-assessment consist of 32 questions to be completed in 45 minutes, with a passing score of 23 points Each test is divided into six sections featuring a variety of exercise types, including Multiple Choice, Matching, Multiple Choice Cloze, Gapped Text, and Open Cloze.
Part 1: Read five real-world notices, messages, and other short texts for the main message
Part 2: Match five descriptions of people to eight short texts on a particular topic, showing detailed comprehension
Part 3: Read a longer text for detailed comprehension, gist, inference, and global meaning, as well as the writer’s attitude and opinion
Part 4: Read a longer text from which five sentences have been removed
Show understanding of how coherent and well-structured text is formed
Part 5: Read a shorter text and choose the correct vocabulary items to complete gaps An element of grammatical knowledge may be tested, e.g complementation
Part 6: Read a shorter text and complete six gaps using one word for each gap Show knowledge of grammatical structures, phrasal verbs, and fixed phrases
The tables of the specification were shown in Table 2 and 3 for pre-test and post-test respectively
Table 2 Specification of pre-test
2 Matching (Topic: Sport/Hobby - Cycling courses) 5
3 Four-option multiple choice (Topic: Sport/Hobby – Play to win)
4 Gapped text (Topic: Natural world - Planting trees) 5
5 Four-option multiple choice cloze (Topic: Transport - This car runs on chocolate)
6 Open cloze (Topic: Environment/Education - Our new skate park)
Table 3 Specification of post-test
2 Matching (Topic: Places and buildings - City market) 5
3 Four-option multiple choice (Topic: Hobbies and Leisure -
Artist Peter Fuller talks about his hobby)
4 Gapped text (Topic: Travel/ Hobbies - A new life) 5
5 Four-option multiple choice cloze (Topic: Natural world -
6 Open cloze (Topic: Places and buildings - The natural history museum)
To make sure that these tests can give a reliable answer to the study, the researcher based on qualities of a good test as validity, reliability, discrimination, practicality, and wash-back
The tests are mainly brought forward for comparing the differences between the score intervals of two groups of students after the experiment of CSR approach
At the conclusion of the study, students in the experimental group completed a questionnaire designed to gather their perceptions of the CSR approach in reading instruction This questionnaire featured 13 close-ended questions utilizing a Likert scale, categorized into three sections The first five questions assessed students' overall perceptions of CSR instruction, while the subsequent four questions focused on their views regarding the implementation procedures of the approach.
CSR, and the last category (the next 4 items) inquired about their perception on the impact of CSR on reading comprehension
Questionnaires are an effective tool for data collection, allowing researchers to easily summarize, analyze, and report findings once responses are gathered from participants Additionally, the anonymous and individual nature of questionnaires encourages students to express their answers more freely.
Observation is made during 13 weeks, including 12 reading sessions
Observation is recognized as a highly effective research method that facilitates a deep understanding of situations and participant behaviors within specific contexts It serves not only as a means of data collection but also as a method to validate information gathered through questionnaires and interviews.
Observations are shown through the observation sheets and field notes of every session of teaching reading using CSR approach which was taken during and after the classes
Observation sheets are utilized to assess student motivation before and after implementing Collaborative Strategic Reading (CSR) These sheets evaluate four key aspects of student engagement: attention, question-asking behavior, responsiveness to questions, and enthusiasm during tests Teachers assign points to each aspect based on student attitudes towards the lessons An example of the observation sheet is provided in the table below.
Instruction: a Observer gives a score according to the following instruction b Total Student: Score 1 if < 20%, score 2 if 20% to 40%, score 3 if 40% to
60%, score 4 if 60% to 80%, score 5 if 80% to 100% interest c Quality: 1 = Poor, 2 = Fair, 3 = Good, 4 = Very Good, and 5 = Excellent
No Kinds of Interest Total
1 Student feels easy to work in groups with different roles
2 Student feels interested in working in groups with different roles
3 Student feels easy to use Clink – Clunk card and
4 Student is more active to work in groups with different roles
5 Student has a great concentration on working with groups for reading
6 Student can share the vocabularies and main ideas of the reading
7 Student can remember the vocabularies and mains ideas of the previous reading
8 Student can make questions and give answers for the reading
Field notes and observation sheets are utilized to assess students' reactions and feelings towards readings, providing insight into their learning progress with CSR adaptation These notes capture both student perceptions and the researcher’s observations during and after class Additionally, to enhance the quality of class observations, the author employs video recordings from class sessions provided by the high school.
Interviews are a vital data collection method that facilitates verbal communication between researchers and subjects, offering valuable insights into specific topics They serve as an effective follow-up tool for questionnaire respondents, allowing for deeper exploration of their answers (McNamara, 1999).
Interviews may not be ideal for every scenario, as they can be influenced by the interviewee's beliefs, biases, or various external factors Nevertheless, this method of collecting data through verbal exchanges remains a valuable tool for research and investigation.
This study involved interviews with 15 students from the experimental group to enhance and validate the data gathered from the questionnaire, while also exploring the applications of the CSR approach in greater depth.
The data collection procedure is divided into three parts of the experimental study
Firstly, the pre-test was given to both groups Students are asked to finish a 45-minute reading PET test including 32 questions
The second phase of the procedure involves treatment through experimental teaching, conducted over 12 sessions with the experimental group utilizing the CSR approach The final phase includes a post-test designed to assess the students' achievement following the treatment This assessment features a 45-minute reading PET test, structured similarly to the instructional content.
The primary objective of the post-test is to assess the effectiveness of the CSR (Collaborative Strategic Reading) approach in enhancing students' comprehension skills, in comparison to those taught through traditional teacher-led reading methods.
A questionnaire was administered to students in the experimental group to assess their perceptions of the CSR approach in reading instruction This survey included 13 close-ended questions using a Likert scale, focusing on students' overall views on CSR instruction, their experiences with its implementation, and its effects on English learning, particularly in reading All questions were presented in English.
The obtained data were analyzed using the mean, standard deviation, and Z-score (see Sudijono, 2006).
Data analysis
The research utilizes SPSS, a widely recognized tool for manipulating and analyzing survey data, due to its user-friendly interface and ability to provide reliable, quick results Importing data from an Excel spreadsheet into SPSS is straightforward, requiring minimal preparation and basic steps These advantages make SPSS the preferred choice for data processing in this study.
Summary
This research aims to evaluate the effectiveness of the CSR approach on enhancing students' reading abilities at FPT High School Data collection employed various research tools, including pre-tests, post-tests, observations, questionnaires, and interviews, with analysis conducted using SPSS descriptive statistics and content analysis methods While the questionnaire and interview instruments may reflect students' subjective opinions, this limitation is mitigated by the detailed observations, which enhance the accuracy of the data.
32 and providing additional information needed for the study These combinations are utilized with the hope to enable the author to answer the research questions
FINDINGS AND DISCUSSION
Result from tests
The pre-test and post-test are conducted with both experimental and control groups to answer the second question of this study as the following:
Question 2: How do CSR course-instructional lessons contribute to the development of reading comprehension of grade-11 students at a High school in Hanoi?
Based on the pre-test scores obtained from the students in both groups, the statistical results are summarized in Table 1
Statistical summary of pre-tests on both experimental and control groups
Experimental group (pre-test) & Control group (pre-test)
95% Confidence Interval of the Difference
Experim ental group (pre- test) - Control group (pre-test)
The analysis aimed to identify statistically significant differences in pre-test scores between the experimental and control groups According to Table 5.1, the mean pre-test scores were 25.867 for the experimental group and 25.700 for the control group, suggesting minimal variation between the two groups.
The analysis indicated that the two groups were homogeneous, with a significance value of 0.334, which is greater than the 0.05 threshold This suggests that there was no significant difference in student achievement between the experimental and control groups prior to the experiment, indicating that their performance levels were nearly identical.
After conducting the experiment and administering the treatment to the experimental group, the post-test scores for both groups were collected, with the statistical results presented in Table 6.
Statistical summary of post-tests on both experimental and control groups
Experimental group (post-test) & Control group (post-test)
95% Confidence Interval of the Difference
The analysis of the post-test scores revealed statistically significant differences between the experimental and control groups The mean pre-test scores for the experimental group were 28.133, while the control group scored 26.500, indicating improvements in both groups; however, the experimental group showed a more notable enhancement Furthermore, the significance value of 0.001 (p < 0.05) indicates that students taught reading through the Collaborative Strategic Reading (CSR) approach outperformed those instructed with the conventional teacher-led method.
In summary, prior to the treatment, there was no significant difference in critical reading skills between the experimental and control groups (refer to Table 5) However, following the CSR intervention, the post-test results indicated a notable improvement in critical reading for the experimental group compared to the control group (see Table 6).
Observation sheets
The students’ involvement during the lesson can be seen on the table below:
Table 7 Sheet for students’ observation learning English lesson using “Collaborative Strategic Reading (CSR)”
Instruction: a Observer gives a score according to the following instruction b Total Student: Score 1 if < 20%, score 2 if 20% to 40%, score 3 if 40% to 60%, score 4 if 60% to 80%, score 5 if 80% to 100% interest
37 c Quality: 1 = Poor, 2 = Fair, 3 = Good, 4 = Very Good, and 5 = Excellent
No Kinds of Interest Total
1 Student feels easy to work in groups with different roles
2 Student feels interested in working in groups with different roles
3 Student feels easy to use Clink – Clunk card and
4 Student is more active to work in groups with different roles
5 Student has a great concentration on working with groups for reading
6 Student can share the vocabularies and main ideas of the reading
7 Student can remembers the vocabularies and mains ideas of the previous reading
8 Student can make questions and give answers for the reading
Instruction: a Observer gives a score according to the following instruction b Total Student: Score 1 if < 20%, score 2 if 20% to 40%, score 3 if 40% to
60%, score 4 if 60% to 80%, score 5 if 80% to 100% interest
38 c Quality: 1 = Poor, 2 = Fair, 3 = Good, 4 = Very Good, and 5 = Excellent
No Kinds of Interest Total
1 Student feels easy to work in groups with different roles
2 Student feels interested in working in groups with different roles
3 Student feels easy to use Clink – Clunk card and
4 Student is more active to work in groups with different roles
5 Student has a great concentration on working with groups for reading
6 Student can share the vocabularies and main ideas of the reading
7 Student can remembers the vocabularies and main ideas of the previous reading
8 Student can make questions and give answers for the reading
Instruction: a Observer gives a score according to the following instruction b Total Student: Score 1 if < 20%, score 2 if 20% to 40%, score 3 if 40% to
60%, score 4 if 60% to 80%, score 5 if 80% to 100% interest
39 c Quality: 1 = Poor, 2 = Fair, 3 = Good, 4 = Very Good, and 5 = Excellent
No Kinds of Interest Total
1 Student feels easy to work in groups with different roles
2 Student feels interested in working in groups with different roles
3 Student feels easy to use Clink – Clunk card and
4 Student is more active to work in groups with different roles
5 Student has a great concentration on working with groups for reading
6 Student can share the vocabularies and main ideas of the reading
7 Student can remembers the vocabularies and main ideas of the previous reading
8 Student can make questions and give answers for the reading
Recent observations indicate a growing student interest in the CSR (Collaborative Strategic Reading) approach However, many students encounter challenges during group work, particularly with tools like clink-clunk cards and learning logs This confusion hampers the effectiveness of lessons, as students struggle to share vocabulary, identify key ideas from readings, and formulate questions and answers related to the material.
Through lessons on Collaborative Strategic Reading (CSR), students engage in group work with assigned roles, which increases their focus and participation in reading activities This collaborative approach, utilizing tools like clink-clunk cards and learning logs, helps students identify challenging vocabulary and key concepts within the texts Additionally, it fosters an environment for sharing insights, asking questions, and providing answers related to the readings Consequently, the CSR method significantly enhances students' ability to retain information from their reading lessons.
In conclusion, the author can see some improvements in students’ interest and their understanding of the reading texts with the use of CSR approach.
Field notes
In the initial lesson, it became evident that students displayed a lack of interest in reading the provided text, resulting in a poor understanding of its content Additionally, some learners struggled with team collaboration, leading to fatigue and distractions during the session This behavior highlighted their disengagement from the overall teaching and learning process.
Students expressed dissatisfaction with post-reading tasks not found in the textbook, preferring to complete them at home rather than during class.
In this lesson, students faced a fill-in-the-blank test, but many struggled due to a lack of understanding of questioning and offering orders, as well as the task's purpose.
During the fifth meeting, students demonstrated increased familiarity with the learning method and actively engaged in discussions The teacher organized them into six groups of five, where they utilized key ideas and descriptions from the provided reading text to create synopses This collaborative approach allowed students to feel more comfortable assuming different roles within their groups Over 15 minutes, they asked questions, received answers, and documented their learning in a Learning Log However, some students struggled with understanding the reading text's purpose due to vocabulary context issues Consequently, the teacher offered guidance to help them navigate these vocabulary challenges.
In this lesson, students demonstrated familiarity with the CSR method, allowing teamwork to proceed smoothly While some students remained less engaged, the majority actively participated in answering questions, identifying key terms, and tackling challenging vocabulary and abstract concepts By the end of the lesson, students exhibited increased confidence through their presentations of the main ideas from the reading passage, indicating noticeable improvements in their learning process due to the CSR approach.
Results from students’ questionaire
The questionnaires are conducted with experimental groups to answer the third question of this study as the following:
Question 3: What are students’ attitudes towards the use of Collaborative Strategic Reading approach?
Table 8 shows the results of the questionnaire including questions in terms of students’ perception of CSR approach
Table 8 Students’ perceptions toward CSR
Table 8 displays the findings of the survey, which inquired about the students' views on CSR The 13 elements were separated into three groups Table
8 shows that the students were enthusiastic about using CSR to improve their reading comprehension The terms "agree" and "strongly agree" have the highest ratios, indicating this
Agree No comment Disagree Strongly disagree
The student’s general perception of CSR instruction
The student’s perception on the implementation procedure of CSR
Students’ perception of the impact of CSR on their reading comprehension
The students exhibited a positive response to the CSR methodology implemented in the experimental community, with 33.3% strongly agreeing and 56.7% agreeing that CSR teaching enhanced their understanding Only 3.3% expressed disagreement, indicating that most students believe CSR contributes to improving their reading skills Following the CSR approach, students demonstrated the ability to tackle questions related to key reading elements, including main concepts, descriptive knowledge, deduction, and vocabulary.
Students expressed positive perceptions of the CSR procedures implemented in reading instruction, with 40% strongly agreeing and 50% agreeing that CSR fosters positive relationships among employees Only 3.3% disagreed, indicating that most students view CSR as a valuable tool for promoting shared responsibility in maintaining a strong community.
The findings from the survey on students' perceptions of the impact of Collaborative Strategic Reading (CSR) on English learning, particularly reading skills, showed a positive response A significant 33.3 percent of students strongly agreed that CSR heightened their motivation to learn, while 60 percent agreed, and only 3.3 percent disagreed This suggests that the majority of students are engaged and enthusiastic about improving their reading abilities through CSR.
The interview conducted among 15 students from experimental group is created to discover further about the attitudes towards CSR
The interview highlights key characteristics of traditional reading lessons, where students indicate that these lessons primarily relied on textbook procedures and activities Many of the exercises were structured around the materials provided in the textbooks, shaping the overall learning experience.
The reading lessons incorporate activities like discussions, picture predictions, and online vocabulary quizzes to engage learners However, during the while-reading stage, students often struggle with individual tasks due to inadequate English proficiency Additionally, after completing book exercises, they are primarily given homework instead of participating in collaborative discussions or teamwork activities.
Students reported that the reading class employing the CSR (Collaborative Strategic Reading) approach significantly enhances their reading performance compared to traditional reading classes that do not utilize this method.
The approach promotes group collaboration, allowing members to exchange ideas and take on various roles in different lessons, which fosters active participation and responsibility during the reading process This teamwork enables quicker task completion as members work together to articulate their thoughts Additionally, participants experience improved comprehension of reading texts and find it easier to learn new vocabulary.
Some students express that the shifting roles during lessons can be confusing and challenging They also note that group learning often leads to a noisy classroom environment, which disrupts the overall learning process Additionally, cooperative learning is sometimes ineffective due to uncooperative group members who do not contribute Furthermore, the assigned roles may not align with the students' abilities, hindering their engagement and effectiveness in group activities.
The interview highlights the mixed effects of CSR adaptation, revealing that while many students successfully navigate challenges to achieve progress in reading, others struggle to fully engage in the reading process.
The results of student scores’ analysis of the pre and post-test from both experimental and control groups showed that CSR is an effective strategy to help
A study involving 45 students demonstrated significant improvements in critical reading skills, highlighting the effectiveness of the reading approach Feedback from questionnaires and interviews revealed that students felt more motivated and engaged during reading lessons, underscoring the positive impact of this instructional method.
In contrast to CSR reading classes, traditional reading lessons often limited learners' participation in motivational activities and problem-solving tasks, as they were not encouraged to explore solutions independently After the reading stage, students were typically assigned homework instead of engaging in further practice on the reading topic, leading to stress and boredom Consequently, this approach hindered students' reading development and overall capacity for improvement.
Looking at the shift in the students’ attitude towards reading skills, it is clear that CSR approach played an important role in enhancing their motivation in learning reading skills
Previous studies indicate that the Collaborative Strategic Reading (CSR) method significantly enhances reading comprehension among experimental groups Research conducted by Umar (2017) and Ziyaeemehr (2012) highlights the effectiveness of the CSR approach in positively influencing students' attitudes towards reading skills and fostering improvements in their reading comprehension abilities.
A positive mindset enhances inspiration, feedback, and proficiency, as noted by Brown (2007) Teamwork exercises can alleviate classroom anxiety and foster a positive attitude toward reading among students Survey results indicate that students generally maintain an optimistic outlook on their semester reading, feeling that community involvement is beneficial Participation in community work experiences has deepened their understanding of the author's purpose, making the text's intent clearer during group activities Consequently, learners reported increased attention to detail in their reading assignments.
46 CSR, as a new reading approach, drew the attention of students and was seen as an engaging practice.
Discussion
The results of student scores’ analysis of the pre and post-test from both experimental and control groups showed that CSR is an effective strategy to help
A study involving 45 students demonstrated significant improvements in their critical reading abilities The benefits of this reading approach were highlighted through questionnaires and interviews, revealing that students felt more motivated to participate in reading lessons.
In contrast to CSR reading classes, traditional reading lessons often left learners without the chance to engage in motivational activities or independently tackle tasks Instead, students were frequently assigned homework after the while-reading stage, which many found stressful and uninteresting This approach ultimately discouraged learners from enhancing their reading skills.
Looking at the shift in the students’ attitude towards reading skills, it is clear that CSR approach played an important role in enhancing their motivation in learning reading skills
Previous studies, including those by Umar (2017) and Ziyaeemehr (2012), have demonstrated that the Collaborative Strategic Reading (CSR) method significantly enhances reading comprehension in experimental groups These findings highlight the positive impact of the CSR approach on students' attitudes towards reading and their overall improvement in reading skills.
Brown (2007) emphasized that a positive mindset enhances inspiration, feedback, and proficiency Teamwork exercises can help students develop a positive attitude toward reading by alleviating classroom anxiety Survey results indicated that students generally maintained an optimistic outlook on their semester reading They recognized the benefits of being part of a community and found that engaging in community work experiences deepened their understanding of the author's purpose The group work activities clarified the text's intent for learners, leading them to pay closer attention to details in the class.
46 CSR, as a new reading approach, drew the attention of students and was seen as an engaging practice