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MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION NGUYEN THE HUNG DEVELOPING TEACHING READING COMPREHENSION MULTIMODAL TEXTS COMPETENCE FOR PHILOLOGY PEDAGOGICAL STUDENTS Major: Theory and Methodology of Linguistics and Literature Teaching Code: 9140111 SUMMARY OF DOCTORAL THESIS OF EDUCATION SCIENCE Hanoi - 2022 The work is completed at: HANOI NATIONAL UNIVERSITY OF EDUCATION Scientific instructor: Assoc Prof Dr Pham Thi Thu Huong Opponent 1: Assoc Prof Dr Bui Minh Duc Hanoi Pedagogical University Opponent 2: Assoc Prof Dr Nguyen Thi Hong Van The Vietnam National Institute of Educational Sciences Opponent 3: Dr Pham Thi Thu Hien VNU University of Education The thesis will be defended in front of the School-level Thesis Examination Committee at Hanoi National University of Education at … hour … day … month… year… The thesis can be referred to the following libraries: - National Library of Vietnam - Library of Hanoi National University of Education INTRODUCTION Rationale Developing qualities and competence for teachers is a key task of the education sector because the teachers are the subject of the “basic and comprehensive” innovation process The teaching team is one of the decisive factors to the quality of education, teachers in the context of educational innovation need to have enough competence to best meet those changes The teacher is not only responsible for training the young generation with basic knowledge and skills to adapt to society but also contributes to education and training this generation into the main force with qualified qualities to develop the country The educational innovation work together with the impact of the Industrial Revolution 4.0 requires higher quality human resources, leading to the training of teachers to also change to meet those requirements The teaching competence (TC) of the teacher is one of the determinants of the quality of students’ training as well as the effectiveness of teaching and learning in the high school Development of the TC of the teacher is a long process, in which the role of training at university houses puts basic elements, foundations Therefore, to have the teacher team meet the requirements in educational innovation, it must first be promoted to improve the quality of vocational training for pedagogical students Developing the teaching reading comprehension multimodal texts competence (TRCMTC) to pedagogical students who contribute to the new requirements of the general education program and the objectives and output standards of the university training program The General Education Curriculum (TGEC) is an important legal regulation in education, with an orientation function for educational institutions when performing educational tasks TGEC is one of the big steps in reform and educational innovation in our country For Literature, TGEC has changed in both objectives, content, educational methods as well as evaluating educational results TGEC in Literature was built in the direction of opening, reflected in the program that did not specify teaching content but only identifies the requirements of reading, writing, speaking and listening; Identify Vietnamese, Literature knowledge and texts orientation for each class Among them have the contents of multimodal texts It can be seen that the content of multimodal texts is initially interested in some aspects of TGEC in Literature (2018) Status of developing TC for Philology pedagogical students, including the competence to teach reading comprehension texts, although there are some positive changes, still need to continue researching to improve quality of training and adapt to the requirements of professional practice Multimodal texts appear as a consequence of the development of audiovisual social life as well as a digital revolution with outstanding changes The change from the texts system sets the requirements for the receiving person who needs to read that texts type Since then, education also needs corresponding changes, especially Literature education as a tool subject in helping learners capable of reading texts types In that context, teaching reading comprehension multimodal texts and developing TRCMTC is one of the issues that need to research and find out Although the study of reading comprehension, reading comprehension competence, the teaching reading comprehension texts competence has significant achievements, there are still gaps in multimodal texts reading, teaching reading comprehension multimodal texts and TRCMTC In this thesis, we focus on studying the issue of developing TRCMTC for Philology pedagogical students with the desire to contribute to the orientation of developing TC for students, improve the output quality of pedagogical students in teaching reading comprehension multimodal texts For the above reasons, we choose to study the topic: “Developing teaching reading comprehension multimodal texts competence for Philology pedagogical students” Research aims and tasks 2.1 Research aims: Developing the TRCMTC for Philology pedagogical students through the system of direct or indirect impact measures to pedagogical students, thereby contributing to improving quality, effective training of bachelor of Philology at universities, meeting the output requirements of the training program, contributing to the basic and comprehensive innovation of education-oriented education quality and learner competence 2.2 Research tasks: + Overview of the study of developing the TRCMTC for Philology pedagogical students + Building theoretical basis of the TRCMTC for Philology pedagogical students + Study the status of developing the TRCMTC of Philology pedagogical students + Proposing measures to develop the TRCMTC for Philology pedagogical students + Experimental pedagogy to verify the proposals for developing the TRCMTC of Philology pedagogical students Research subjects and scope 3.1 Research subjects: The TRCMTC and measures to develop the TRCMTC for Philology pedagogical students 3.2 Research scope - For surveying and experimental objects: Surveying subjects are Philology pedagogical students at domestic universities such as Hanoi National University of Education (HNUE), Quy Nhon University (QNU), Tay Nguyen University (TNU) Experimental Subjects are third-year Philology pedagogical students at HNUE - For teaching content to develop the TRCMTC for Philology pedagogical students: Measures to develop the TRCMTC are studied and proposed associated with the scope of learning contents of specialized professionally related professionals related to the content of developing TRCMTC in the patriarchal training curriculum in these universities Research methods - Group of theoretical research methods: Theory analysis and synthesis methods, classification methods - Group of practical research methods: Survey methods, pedagogical experimental methods Scientific hypothesis In actual education today, the introduction of multimodal texts becomes content in TGEC in Literature (2018) while bringing new points in teaching and creating challenges for educators Therefore, if the application is a way, flexible measures to develop the TRCMTC due to the thesis proposed following the structure of reading comprehension texts competence, with solid reception point of Philology pedagogical students and training context, the TRCMTC for students will be developed, thereby meeting the output standards of the university training program, TGEC in Literature (2018) and teacher career standards Scientific arguments are offered defended - The TRCMTC is one of the important competencies in the system of career competence required by the teacher, the training of the TRCMTC for Philology pedagogical students is one of the important requirements in university training - To promote the TRCMTC for Philology pedagogical students, respond to the new situation and improve the surveyed situation, the pedagogical forces need to apply effectively measures impact on pedagogical students according to the process from the evaluation standard design, university teaching process, internship process, pedagogical practice, scientific research of students to the test and evaluation process at the university - The use of flexible and substitution methods that the thesis proposes to contribute to the development of the TRCMTC for Philology pedagogical students, based on the first standard out of university training programs, TGEC in Literature (2018) and teacher career standards Thesis structure Besides the Introduction, Conclusion, References and Appendices, the thesis includes four specific chapters as follows: Chapter 1: Overview of the thesis Chapter 2: Theoretical and practical basis of developing the teaching reading comprehension multimodal texts competence for Philology pedagogical students Chapter 3: Conduct to develop the teaching reading comprehension multimodal texts competence for Philology pedagogical students Chapter 4: Pedagogical experiment CONTENT CHAPTER OVERVIEW OF THE THESIS 1.1 Studies on teaching competence and the development of teaching competence 1.1.1 Studies on teaching competence - TC is placed in close relationship with career competence and pedagogical competence Occupational competence (labor competence, work competence) is considered from the concept of common competence to refer to competence in a career activity, specific work in the form of social assignment We pay attention to the following issues of pedagogical competencies: general conception of pedagogical competence, the structure of pedagogical competence and TC in the teacher's pedagogical competencies TC is an important component of pedagogical competencies through studies of Gonobolin (1977), Pham Minh Hac (1988), Giertz (2003), Teelaar (2004), Ryegard (2008), Vu Xuan Hung (2011), Hakim (2015) - Researchers have been interested in the structure of TC in general, the TC of Literature teachers in particular like Chris Kyriacou (1998), Le Khanh Bang (2005), Dang Thanh Hung (2010), Nguyen Phuc Tuc (2017), Hartini Sri (2018), Nguyen Thi Quynh (2018), Nguyen Thi Ngoc Phuc (2018), Nguyen Thi Kim Dung (2018), 1.1.2 Studies on the development of teaching competence Recognizing the importance of TC, pedagogical forces are increasingly aware of the need to develop TC for improving the quality of education We review studies on this issue in the following four main directions: The development of teaching capacity in general; the development of TC for teachers; the development of TC for pedagogical students; International lessons learned in teachers' training and retraining Researchers mentioned these issues were Nguyen Huu Dung (1995), Ganster (2000), Guskey (2002), Dinh Quang News (2005), Lee Meng Foon (2007), Looney (2011), Do Ngoc Thong (2012), Nguyen Thi Thu Thuy (2015), Trinh Thi Lan (2015), Nguyen The Dan (2016), Nguyen Quy Thanh (2017), Hartini Sri (2018), Bui Minh Duc (2018), Dinh Thi Hong Van (2018) 1.2 Studies on multimodal texts and reading comprehension multimodal texts 1.2.1 Studies on multimodal texts Multimodal text is the text that has attracted the attention of many researchers like Serafini F., Kress G., Duncum P., Stockl, Bearne and many other authors General research on multimodal texts is divided into issues such as: determining the concept of multimodal text, factors that form multimodal texts; establishments with multimodal texts; the role of multimodal texts; features of some communication modes in multimodal text 1.2.2 Studies on reading comprehension multimodal texts The authors studied the issue of reading comprehension multimodal texts in some different aspects We review the issues such as reader factor in the process of reading multimodal texts, multimodal text reading processes, multimodal text reading tactics and the reading communication modes in multimodal texts 1.3 Studies on teaching reading comprehension texts competence and the teaching reading comprehension multimodal texts competence 1.3.1 Studies on teaching reading comprehension texts competence - Activities of teaching reading comprehension texts at high schools are the issue of discussing in many different aspects such as the target of teaching reading comprehension texts competence, how to organize teaching activities to read texts with certain research achievements Theory of teaching reading comprehension texts competence has the contribution of typical researchers such as Tran Dinh Su, Nguyen Thanh Hung, Nguyen Minh Thuyet, Do Ngoc Thong, Nguyen Thi Hanh, Hoang Hoa Binh, Nguyen Trong Hoan, Pham Thi Thu Huong, Nguyen Thi Hong Nam - The teaching reading comprehension texts competence is mentioned in studies in some directions: structure of teaching reading comprehension texts competence; measures to develop teachers and students’ teaching reading comprehension texts competence 1.3.2 Studies on the teaching reading comprehension multimodal texts competence The TRCMTC is studied from the changing practical needs of society as well as in high schools Although not directly referring to that, some authors in Vietnam and abroad have presented the required factors of teachers in teaching reading comprehension multimodal texts activities or proposed measures in teaching reading comprehension multimodal texts From which directions to the activities that teachers must in the process of teaching reading comprehension multimodal texts, contributing indicating that teachers need to develop elements in TC to well implement teaching reading comprehension multimodal texts CHAPTER THEORETICAL AND PRACTICAL BASIS OF THE THESIS 2.1 Teaching competence and the development of teaching competence 2.1.1 Teaching competence 2.1.1.1 Conception of teaching competence TC is a career competence that teachers should have in teaching activities to effectively conduct teaching tasks according to specific standards TC is the basis for assessing teachers’ competencies in the teaching process and the motivation for teachers to outline the direction of developing other professional values and qualities In a wide sense, TC is considered an important component in the system of teachers’ competencies, which is the competence necessary in the combination of the competencies that teachers must have while performing occupational activities In a narrow sense, TC is a component of pedagogical competencies TC can be defined as follows: TC is the efficient use of the system of elements such as knowledge, skills, attitudes, experiences, beliefs of teachers in teaching activities allows the teacher to perform well the teaching work according to the standards, bringing learning efficiency to learners under certain conditions 2.1.1.2 Characteristics of teaching competence TC has just shown the main purpose of the competence, teaching activities of the teachers and has several characteristics of the pedagogical competencies We determine the TC with the following basic characteristics: TC is associated with the characteristics of teachers and the development of pedagogy; TC is both scientific and artistic; TC is shown in the competence to handle the reasoning theoretical and practical teaching skills in occupation practices; TC is both synthesized individual, separate factors of teachers and must ensure compliance with the general principles of the education 2.1.2 The development of teaching competence 2.1.2.1 The concept of teachers career standards in the development of pedagogical students’ teaching competence Teacher career standards are the tool to contribute to considering the level of TC In Vietnam, the construction of professional teachers is promoted Teacher career standards are made in Circular No 20/2018/ TT-BGDDT dated 22/08/2018 of the Ministry of Education and Training with standards and 15 criteria Teacher career standards have a close relationship with the output standards of pedagogical students, shown in the criteria for TC It can be seen that the professional teacher and output standards of pedagogical students are coaxial, co-directional, uniformity with each other Students after graduation need to ensure the criteria at the obtained (lowest level) can perform professional work However, the achievement in the criteria of students after newly catering only ensured at the relative level after graduation, students also have time to practice and not have the context of teaching in the schools to carry out teaching activities 2.1.2.2 The system of some components of teaching competence is developed for pedagogical students Student’s TC is considered as efficient use of total factors in teaching including knowledge, skills, attitudes, experiences, beliefs, interests teaching students to perform well-teaching activities We identify the components of TC developed for pedagogical students including developing a teaching plan; Ensuring professional knowledge; Ensuring the course program; Applying teaching methods and use of teaching facilities; Managing teaching records; Checking and evaluating students’ learning results 2.1.2.3 Pedagogical students training activities to develop teaching competence In Vietnam, pedagogical students training activities to develop TC are considered one of the keys of teacher training We consider this issue in aspects such as pedagogical student training models, pedagogical student training stages and basic roads to develop TC for pedagogical students 2.2 Multimodal texts and reading comprehension multimodal texts 2.2.1 Multimodal texts 2.2.1.1 Conception of multimodal texts - Determining communication modes in multimodal texts + Communication modes (also known as expression modes, expression means, ) derived from the English term model, original is from mode When the terminology channel term is associated with the multi prefix will form the term multimodal communication The type of text using multiple modal communication modes is multimodal texts, placed correlation with the type of text using only a communication mode which is language (monomodal text) + Communication modes in the multimodal text is divided into various forms, basically divided into three groups as follows: static communication mode group: words, still images (painting, photo shooting, drawing), graphics (diagrams, graphs, schemas, maps), ; dynamic communication mode group: sound (noise, music, sound effects, silence), animations, videos (recording and voice from movie cameras), links, actual activities (gestures, spoken language, posture, acting of the character in practice) ; interactive communication mode group: the program requires feedback (interactive videos, interactive photos, seminars, forums, social networks, websites ) + The identification of communication modes in multimodal documents is relative There are two main concepts when identifying communication modes in the multimodal text as follows: 1- Communication modes in the multimodal text are complete factors including languages, images, sounds, videos, links, actions, interactions ; Communication channels in the multimodal text are sub-elements of images (such as colors, light, contrast, layouts, frames, ), sounds (such as music, exaggeration, language tone, high, venue, ), Action (such as gestures, postures, gestures, etc.) Since then, it confirms texts that exist in multi-legis Given the thesis, we are in the direction of the first concept to be more favorable in dividing and identifying communication modes 11 apprenticeship process - Philology pedagogical students have several characteristics associated with specialized training - Philology pedagogical students also have some limitations in academic activities, expressed in some difficulties encountered when learning, directly or indirectly affecting the development of TRCMTC It can be seen that the above characteristics have a close relationship with each other, showing the characteristics of the pedagogical student in general, the Philology pedagogical students in particular Study these features to help lecturers and other pedagogical forces orient the process of formation and development of students in a reasonable way 2.5 Status of developing teaching reading comprehension texts competence and the teaching reading comprehension multimodal texts competence for Philology pedagogical students 2.5.1 General overview of the survey - Purpose: The survey to understand the status of developing teaching reading comprehension texts competence, the TRCMTC for Philology pedagogical students currently, determine the practice facility for the research We survey key issues related to the awareness of lecturers and students as well as practical programs, learning materials, teaching, learning, examining and evaluation of teaching reading comprehension texts competence, the TRCMTC for Philology pedagogical students - Respondents: + TGEC in Literature (2018), The university training curriculum of some universities such as HNUE (2021), QNU (2020), TNU (2020) + 24 lecturers in several major universities such as Methodology of Linguistics and Literature teaching, Modern Vietnamese literature, Foreign literature, Literary Aristocracy, Language and 180 fourth year-fourth Philology pedagogical students at the above-mentioned universities - Survey content: The importance of developing teaching reading comprehension texts competence, the TRCMTC; content of teaching reading comprehension texts competence; Referral curriculum and references are introduced and used in university; Contents of TGEC in Literature (2018) and university training curriculum related to the development of TC, teaching reading comprehension texts competence, the TRCMTC - Survey method: Surveying by questionnaire, document analysis, product analysis, interview 2.5.2 Survey results 2.5.2.1 Awareness of lecturers and Philology pedagogical students with the issue of developing teaching reading comprehension texts competence 12 - Awareness of the importance of teaching reading comprehension texts competence: Surveying shows that all surveyed lecturers believe that the development of teaching reading comprehension texts competence is important for students, claiming it is a necessary competence for students to practice later - Awareness of teaching reading comprehension texts competence, the TRCMTC: Surveying shows that Most teachers are surveyed or know about competence, competence development; TC and development of TC With the content of multimodal texts, lecturers mainly assess their level of understanding at normal or basic levels; 12.5% of lecturers said they did not know about reading multimodal texts, teaching reading comprehension multimodal texts In addition, most students know about competence and competence development; TC; Reading comprehension texts and teaching reading comprehension texts competence The number of students with knowledge of multimodal texts, the TRCMTC is low 2.5.2.2 Practical curriculum and learning materials for teaching reading comprehension texts competence, the teaching reading comprehension multimodal texts competence development - TGEC in Literature (2018): According to statistical results, all surveyed lecturers use TGEC in Literature (2018) during the teaching process - University training curriculum: We choose and update the current training curriculum of some domestic universities with the following corresponding time: HNUE (2021), QNU (2020), TNU (2020) The process of surveying the training curriculum towards the following main contents: Training objectives and standards of pedagogical students, the amount of knowledge with the content of student TC - Learning materials: We study learning materials in an outline of some modules to develop TC for students in the level of richness and diversity of materials; the dissemination of materials; the level of updates of learning materials Besides, we explore practical introduction and use of materials in the teaching process of lecturers and students in schools within the survey We realize that the results relatively agree with the survey results of the faculty, both in the list of documents used a lot as well as regional division as seen in the use of teaching materials This suggests that students have a sense of using introduced teachers, but less self-studying other documents 2.5.2.3 Practical on development activities of the teaching reading comprehension multimodal texts competence for Philology pedagogical students We examine the content of teaching reading comprehension multimodal texts; activities to test and evaluate the content of teaching reading comprehension multimodal texts and practical TRCMTC of Philology pedagogical students shown in elements to build a teaching plan, organize teaching reading comprehension multimodal texts and assess reading multimodal texts competence of students Respondents are lecturers in 13 Methodology of Linguistics and Literature teaching major and 30 randomly fourth yearfourth Philology pedagogical students at HNUE, QNU, TNU From the examination of the content of teaching reading comprehension multimodal texts; activities to test and evaluate the content of teaching reading comprehension multimodal texts and practical TRCMTC of Philology pedagogical students shown in some elements, we found that teaching content teaching reading comprehension multimodal texts, assessment test activities have many inadequacies from which leads to the results of TRCMTC of Philology pedagogical students are relatively low This depends on many objective and subjective factors from the training curriculum to the teaching process CHAPTER CONDUCT TO DEVELOP THE TEACHING READING COMPREHENSION MULTIMODAL TEXTS COMPETENCE FOR PHILOLOGY PEDAGOGICAL STUDENTS 3.1 Requirement of developing the teaching reading comprehension multimodal texts competence for Philology pedagogical students - Assure to meet the objectives of the Bachelor of Philology degree training curriculum - Assure tight sticking between theory and practice - Assure the relationship between the “depth” and the “surface” in the iceberg model of the TRCMTC - Assure to pay attention to cognitive activities and practices of students - Assure teaching reading comprehension multimodal texts according to genre characteristics 3.2 Measures to develop the teaching reading comprehension multimodal texts competence for Philology pedagogical students 3.2.1 Build the standard assessment of the teaching reading comprehension multimodal texts competence for Philology pedagogical students 3.2.1.1 Scientific basis of building the standard assessment of the teaching reading comprehension multimodal texts competence From the process of developing the standard assessment of the competence in general, in combination with the scientific basis, the target of some modules with content related to teaching activities to read comprehension texts and develop teaching reading comprehension texts competence, standards of university training curriculum, we synthesize (with adjustment) and implementation process of developing the standard 14 assessment of the TRCMTC for Philology pedagogical students 3.2.1.2 Proceed to build the standard assessment of the teaching reading comprehension multimodal texts competence The standard assessment of the TRCMTC is built in the thesis with the desire to be the content of the student’s TC assessment, unit of the TRCMTC in some subjects such as Developing teaching plans of Vietnamese and Literature, Teaching Organizing in Vietnamese and Literature (HNUE, 2021), Theoretical and method of teaching Literature 1, Theoretical and method of teaching Literature (QNU, 2020), Theoretical of teaching literature, Method of teaching Literature (TNU, 2020) Step Determine the concept of teaching reading comprehension multimodal texts competence The concept of TRCMTC is unified in the view of the thesis Step Determine the structure of teaching reading comprehension multimodal texts competence We determine the structure of TRCMTC consisting of two parts corresponding to the iceberg model of the TRCMTC In the process of developing the standard assessment of the TRCMTC, we focus on the structure of the floating part of the iceberg because this is a possible observed and measured component, is also the “output” of the competence, which is the “implement competence” the TRCMTC, including the following sections: i) Develop a teaching plan to read comprehension multimodal texts; ii) Organize teaching reading comprehension multimodal texts according to the teaching plan; iii) Assessing the read comprehension multimodal texts competence of students; iv) Develop and use teaching documents to teach reading comprehension multimodal texts; v) Self-assessing TRCMTC; vi) Scientific research on teaching reading comprehension multimodal texts Step Describe the scope of each element in the structure of teaching reading comprehension multimodal texts competence Step Establish the lines to develop teaching reading comprehension multimodal texts competence After identifying the behavioral indicators of each component of TRCMTC, we develop a description of quality criteria for each behavioral indicator This step is to determine the levels of developing the TRCMTC for Philology pedagogical students to distinguish different levels of students Based on the description of quality criteria in each behavioral indicator of TRCMTC, we develop standards for assessing TRCMTC to establish the lines to develop TRCMTC The line to develop TRCMTC consists of the following levels: Level - Not obtained; Level - Obtained; Level - Good; Level Advanced 3.2.2 Equipped with background knowledge to develop the teaching reading 15 comprehension multimodal texts competence for Philology pedagogical students 3.2.2.1 Background knowledge need to equip Philology pedagogical students There are many knowledge units on multimodal texts supporting the process of developing the TRCMTC of the students Within the thesis limit, we focus on some background knowledge directly related to the development of the TRCMTC for Philology pedagogical students as follows: - Multimalological texts; - Multimodal text reading tactics; - The teaching reading comprehension multimodal texts 3.2.2.2 Proceed with background knowledge to develop the teaching reading comprehension multimodal texts competence for Philology pedagogical students The process of background knowledge to develop the TRCMTC for Philology pedagogical students is a long process, which can be conducted in many different ways Lecturers can equip students through diverse forms of classes, exercise systems for home learning or extracurricular activities We choose the flipped-classroom modal to equip background knowledge to develop the TRCMTC for Philology pedagogical students The process of applying flipped-classroom modal to equip background knowledge to develop the TRCMTC for Philology pedagogical students can take place as follows: Step 1: Selecting the background knowledge unit on multimodal texts that need to be equipped and determine the lesson target Step 2: Online self-study content designing Step 3: Deploying online self-study activities Step 4: Discuss classes 3.2.3 Building and using the system of competence development-oriented exercises to develop the teaching reading comprehension multimodal texts competence for Philology pedagogical students 3.2.3.1 Conception of competence development-oriented exercises Competence development-oriented exercises are built alternative to the content examination of knowledge content competence development-oriented exercises in general, competence development-oriented exercises in developing the TRCMTC for Philology pedagogical students in particular with the following characteristics: Exercises are built under real context; Exercises that require students to mobilize synthesizing knowledge, skills, attitudes and other personal attributes to perform the teaching reading comprehension multimodal texts effectively; Exercises ensure differentiation and strength with students Because competence is a “dynamic” factor, changes in different conditions so the competence development-oriented exercises need to pay attention to each student to promote strengths, limit the weaknesses of learners in the process of competence development 3.2.3.2 Building the exercises to develop teaching reading comprehension texts 16 competence for Philology pedagogical students To meet the requirements of formation and development of teaching capacity to read a multimodal document to pedagogical students, we divide exercises into activities of teaching reading comprehension multimodal texts Each group of this exercise is divided into forms of corresponding exercises classified according to the learner's cognitive levels: aware exercise, understanding exercises, using exercises, and assessment exercises When building competence development-oriented exercises, lecturers need to pay attention to the purpose of using exercises, selected exercises and how to use exercises in practical teaching Depending on the specific case, the lecturer can conduct the process of making exercises in many different ways The process of building exercises may include the following steps: Step 1: Selecting unit of the teaching reading comprehension multimodal texts competence need to develop for students Step 2: Selecting and building the appropriate exercise type Step 3: Building answers, guidelines and criteria for assessing exercises Step 4: Checking the exercise and planning to use exercises The making of exercises to develop the TRCMTC is conducted as the process has been developed We give an example of each type of exercise in the classification system The process of using the exercises can be flexible according to the purpose of using exercises and positions of exercises used in teaching progress The operation of the system of competence development-oriented exercises can be carried out according to the following steps: Step 1: Introducing teaching targets Step 2: Assigning exercises to students Step 3: Guiding students to perform exercises Step 4: Reviewing exercises and evaluating student performance Step 5: Concluding 3.2.4 Organize the teaching reading comprehension multimodal texts experience in the general education environment for Philology pedagogical students - Analysis of the teaching reading comprehension multimodal texts lessons in high school through videos: Videos use in teaching to enhance the experience of teaching reading comprehension multimodal texts in a general education environment for Philology pedagogical students needs to ensure certain requirements The process of using the videos in developing the TRCMTC for Philology pedagogical students is conducted according to the following three stages: Before classroom; During classroom; 17 After classroom When conducting the use of teaching videos, lecturers need to design specific activities into the teaching plan Video teaching activities can be conducted into a specific lesson or part of the lesson Analysis of the teaching reading comprehension multimodal texts lessons through observation of teaching: Observation of teaching is a person observed, monitoring the teaching activities of the other teacher to have appropriate reviews and feedback, contributing to the teacher's professional development Observation of teaching reading comprehension multimodal texts need to show the active observation process of students This helps students consider how teachers guide students to perform learning tasks, recognize problems in the actual classroom and improve student adaptability in the actual context of high school The process of observation of teaching be conducted according to the following three stages: Before observing; While observing; After observing - Practice teaching reading comprehension multimodal texts at schools through teaching practicum: Teaching practicum is learners to participate in the teaching experience in the actual career environment to develop their professional Teaching practicum plays an important role in developing TC in general, the TRCMTC in particular for Philology pedagogical students Teaching practicum usually takes place at the final stage at university of students entering, when they have met the requirements on knowledge and teaching skills Teaching reading comprehension multimodal texts at schools through teaching practicum is a small part of the teaching practicum process We determine the training process be conducted according to the following three stages: Prepare; Organizing; Evaluating and making feedback 3.2.5 Guidance on students to discover and solve problems about the teaching reading comprehension multimodal texts through scientific research activities Scientific research activities contribute an important part of the implementation of university training objectives, is one of the two key tasks of higher education, is an important stage in the learning and training process of students, shows the initiative, positive, creativity of students when detecting, solving problems, training critical thinking, thinking of research problems in depth Scientific research activities about the teaching reading comprehension multimodal texts contribute to helping students promote the ability to detect and solve problems In the content of Teaching methods or Scientific research methods at universities, lecturers can alternately actively train scientific research skills for students The training scientific research skills for students can follow the following procedures: Step 1: Determine the scientific research skills need to form Step 2: Perform sample operation for students Step 3: Students perform scientific research skills 18 Step 4: Apply 3.2.6 Combining process evaluation and summary evaluation in developing the teaching reading comprehension multimodal texts competence for Philology pedagogical students The combination of two types of evaluation in the development of the TRCMTC for students relies on the following facilities: Each evaluation form has its advantages; Ensuring the “dynamic” essence of competence; In line with the teaching objectives and regulations on the types of assessments of the form of teaching methods; Reducing pressure on scores; Express the center-oriented for learners Combining process evaluation and summary evaluation in developing the TRCMTC for Philology pedagogical students can be done according to the following orientations: The assessment content includes the TRCMTC components; Assessing through teaching the content of Teaching methods; Assessment through the application of methods, measures and techniques for teaching, using different evaluation tools; Evaluating at many times and in different contexts We build processes of combining process evaluation and summary evaluation in developing the TRCMTC for Philology pedagogical students as follows: Step 1: Determine the objective and content of evaluating the teaching reading comprehension multimodal texts competence Step 2: Develop a set of teaching tools for the teaching reading comprehension multimodal texts competence Step 3: Organize the evaluation of the teaching reading comprehension multimodal texts competence Step 4: Synthesis, handling evaluation results the teaching reading comprehension multimodal texts competence CHAPTER EXPERIMENTAL TEACHING 4.1 Aims, objects, content and experimental time 4.1.1 Experimental aims Experimental teaching is conducted to concretize measures to develop the TRCMTC for Philology pedagogical students Besides, pedagogical experimental also aims to assess the results of the TRCMTC for Philology pedagogical students through the analysis and compare qualitative and quantitative results in different evaluation times Since then, we testify the correctness of the scientific hypotheses given in Chapter as well as evaluating the feasibility of measures to develop the TRCMTC for Philology pedagogical students is given in Chapter The TRCMTC is constituted of various elements Due to the limited conditions of the thesis, we not conduct experiments to verify the effectiveness of all measures to 19 form and develop all compositions of the TRCMTC The experimental towards formation and development for learners a specific component is the competence to develop teaching reading comprehension multimodal texts plans The development of this competence element is carried out with the support of main measures as 1- Build standard assessment of the TRCMTC for Philology pedagogical students, 2- Equipped with background knowledge to develop the TRCMTC for Philology pedagogical students, 3- Making and using the system of competence development-oriented exercises to develop the TRCMTC for Philology pedagogical students and 4Combining process evaluation and summary evaluation in developing the TRCMTC for Philology pedagogical students Based on evaluating the effectiveness of the measures stated with the proposal to develop the competence to develop teaching reading comprehension multimodal texts plans, we expect these measures of the thesis will promote a positive effect on the remaining competence elements 4.1.2 Experimental objects Experimental objects of the thesis are 51 third-year Philology pedagogical students, st the period (the 5th period of the course), HNUE These students have studied several common professional modules (Learning education; Teaching theory; Practicing education skills; Pedagogical communication; Developing school relations), specialized (The methodology of teaching Literature; Theoretical teaching to develop Philology competence) These modules are studied in the 3rd, the 4th period of the course We choose to teach experimental content to the process of learning students who are learning to develop a Literature teaching plan, after the student has completed the basic contents of the development of teaching Literature plans such as Analysis of Literature curriculum, Developing a Literature teaching plan in the school year, Developing a topic teaching plan/lesson in Literature 4.1.3 Experimental content - Testing multimodal texts: In the process of selecting multimodal texts to conduct experiments, we limit multimodal texts under the scope of Literature 11 This is phase students have initially used to the high school program and have not under pressure on the end of the level We choose the following multimodal texts as threads for students conducting experiments, including 1- Multimodal information texts (Communal in Hanoi Old Quarter, Khuat Tan Hung; Place of thousands of islands, Nguyen Truong Quy; Living forever with the capital, Nguyen Truong Quy); 2- Multimedia literary texts (Hanoi Old Quarter - A realistic reality, Nguyen Manh Tuan; Boulevard - Nguyen Quang Thieu; October - Nguyen Quang Thieu; What is spring more fun, Nguyen Truong Quy; Heart measure, Nguyen Ngoc Tu), - Multimodal argument texts (Reading Culture in Vietnam in the context of integration and development, Vu Thi Thu Ha) - Content of experimental teaching: Overview of multimodal texts; Multimodal text 20 reading tactics; Developing teaching reading comprehension multimodal texts plans These contents are implemented into two modules 1- Generally on multimodal texts and Developing teaching reading comprehension multimodal texts plans (apply flipped-classroom model) and - Practice developing teaching reading comprehension multimodal texts plans (using competence development-oriented exercises) After each module, students are assessed according to the standard assessment of the TRCMTC through conducting the combined process evaluation and summary evaluation 4.1.4 Experimental time Experimental teaching was carried out from the 6th of September to the 6th of October, 2021 4.2 Experimental plan Step 1: Identify the target and expected experimental results Step 2: Assign the code for experimental objects Step 3: Organize the assessment of the input level of student Step Organize teaching according to the flipped-classroom model to equip with background knowledge for Philology pedagogical students Step 5: Assessment of the level of students after applying the flipped-classroom model (1st output evaluation) Step 6: Organize the teaching in class with the use of competence developmentoriented exercises Step 7: Assessment of the level of students after practicing exercises to develop the TRCMTC (2nd output evaluation) Step Handling experimental results Step Commenting and evaluating experimental results and concluding the feasibility of proposed measures 4.3 Developing experimental lessons Based on experimental content, we have developed an empirical plan of illustrating the content of the flipped-classroom model to equip with background knowledge about multimodal texts, Multimodal text reading tactics, developing teaching reading comprehension multimodal texts plans to see the orientation of use measures in teaching reality 4.4 Evaluate experimental results 4.4.1 Criteria for evaluating experimental results - Quantitative: The results of tests are evaluated according to the scale of with the division of levels corresponding to the evaluation of the student under the current university training regulations: Excellent, Good, Average, Fair, Poor Specifically: from 3.6 to 4.0: Excellent; From 3.2 to close to 3.6: Good; From 2.5 to 3,2: Average; From 2.0 to close to 2.5: Fair; Under 2.0: Poor Accordingly, in each assessment, students are 21 considering the level of achievement in both criteria for assessing the competence of teaching reading comprehension multimodal texts plans Each criterion is considered at levels 1, 2, and corresponding to the standard assessment of the TRCMTC built in Chapter is Level - Not obtained; Level - Obtained; Level - Good; Level Advanced - Qualitative: Qualitative assessment is done through data collected from information records from experimental teachings, the content of some students participating in experiments 4.4.2 Ways to evaluate experimental results To assess the competence of teaching reading comprehension multimodal texts plans after the experimental process, we designed tests: before the impact, after the 1st and the 2nd impact 4.5 Experimental results 4.5.1 Quantitative results - Results of the input test (before the impact): Experimental results show that the number of students in the 3,4 level of the standard assessment of the TRCMTC is low The rate of Weak and Average levels is still high - Results of the output test (after the 1st impact): The number of students who reach the Average, Good and Excellent levels increased compared to the input test The number of Fair and Poor levels decreases - Results of the output test (after the 2nd impact): The teaching reading comprehension multimodal texts plans competence improved, especially in criteria (identify methods, measures and techniques for teaching reading comprehension multimodal texts), (Identify and prepare teaching facilities and teaching materials for teaching reading comprehension multimodal texts) and (designing teaching reading comprehension multimodal texts activities) The number of students reaching Average, Good and Excellent levels increased compared to two pre-checked tests, the students at Fair levels decreased significantly 4.5.2 Qualitative results - In the experimental process, students are interested in content and activities to develop teaching reading comprehension multimodal texts plans through the application of the flipped-classroom model, as well as the process of implementing the competence development-oriented exercises in the classroom - In Module 1, some students were not boldly in the process of interacting and discussing when studying with the flipped-classroom model on the content of multimodal texts and developing teaching reading comprehension multimodal texts plans However, during Module 2, these students have made a lot of progress when participating in speaking opinions with lecturers, actively coordinating with other 22 students in the group to perform the tasks that the lecturer gave 4.6 Experimental conclusions The application of measures to develop teaching reading comprehension texts competence has achieved positive results To get the most effective from these measures, lecturers need to coordinate flexibly and synchronously, depending on the conditions, the actual teaching situation of the school as well as the characteristics of each student Students also need to be active in the process of studying in class and self-study, find new materials on the content of the TRCMTC after graduation CONCLUSION AND RECOMMENDATIONS CONCLUSION 1.1 Developing the qualities and competence of teachers is a lifelong process In particular, the role of training at pedagogical universities put basic foundation elements, for pedagogical students in general, Philology pedagogical students in particular Changes in TGEC in Literature (2018) in the direction of competence development are consistent with the general trend of many countries around the world with advanced education, requiring universities to grasp to forming and developing qualities and TC for students, becoming constructive teachers, meet the requirement after graduation Multimodal texts are one of the consequences of the development of the digital revolution as well as social life expanding different types of communications, setting the requirements for recipients needing the competence to understand this type of text However, the current research results are focused on general contents that have not yet been mentioned directly to the issue of the teaching reading comprehension multimodal texts, especially activities to develop TC Selecting this research direction is suitable to the trend of educational innovation in general, universal education innovation and higher education in particular, response teachers’ vocational training in the direction of qualities and competence development in the new situation 1.2 The TRCMTC is important in the teacher's proficient capacity system, the training of the TRCMTC is an important competence for Philology pedagogical students is an important requirement in university training Recognizing this problem, we have determined the concept and structure of the TRCMTC; studied the theory of multimodal texts and reading comprehension multimodal texts as well as multimodal texts in TGEC in Literature (2018) simultaneously research status of developing teaching reading comprehension texts competence and the TRCMTC for Philology pedagogical students The process of surveying and evaluating the status of developing teaching reading comprehension texts competence and the TRCMTC for Philology pedagogical students is conducted through TGEC in Literature (2018), the university training curriculum of some universities such as HNUE (2021), QNU (2020), TNU (2020) and reference to 24 23 lecturers, 180 students at these universities 1.3 To promote the TRCMTC for Philology pedagogical students, meet the new situation in general, improving the surveyed situation in particular, we propose measures to impact Philology pedagogical students according to the process from the build standard of evaluation, the process of teaching to the process of testing and evaluation at the university We build following measures: 1- Build the standard assessment of the TRCMTC for Philology pedagogical students; 2- Equipped with background knowledge to develop the TRCMTC for Philology pedagogical students; 3- Making and using the system of competence development-oriented exercises to develop the TRCMTC for Philology pedagogical students; 4- Organize the teaching reading comprehension multimodal texts experience in the general education environment for Philology pedagogical students; 5- Guidance on students to discover and solve problems about the teaching reading comprehension multimodal texts through scientific research activities; 6Combining process evaluation and summary evaluation in developing the TRCMTC for Philology pedagogical students Each measure has a scientific basis when applied and how to apply to teaching practices at the university according to the specific process The purpose of these measures is to direct impact on students in the process of studying at universities, helping Philology pedagogical students to increase the level of maturity on TC and supplements the possibilities that students are not available for capacity elements in the TRCMTC, meet the output standards of the university training curriculum 1.4 The use of measures that the proposed thesis has been shown can contribute to developing the TRCMTC for Philology pedagogical students We have conducted experiments teaching by applying measures as 1- Build standard assessment of the TRCMTC for Philology pedagogical students, 2- Equipped with background knowledge to develop the TRCMTC for Philology pedagogical students, 3- Making and using the system of competence development-oriented exercises to develop the TRCMTC for Philology pedagogical students and 4- Combining process evaluation and summary evaluation in developing the TRCMTC for Philology pedagogical students Experimental teaching was carried out on the subject of 51 third-year Philology pedagogical students, period (equivalent to the 5th period of the course) HNUE for month Students are assessed times (pre-impact, after the 1st impact with teaching activities to apply the flipped-classroom model, after the 2nd with the use of competence development-oriented exercises) Experimental processes obtained the results in both quantitative and qualitative show the ability to develop the competence of teaching reading comprehension multimodal texts plans of students improved and create better products RECOMMENDATIONS 2.1 For pedagogical universities: With the above research results, we look forward to the measures that will be applied in practical teaching and examination and evaluation 24 in universities to meet the requirements of educational innovation orientation and development of learners’ competence Specifically, for measures to build the standard assessment of the TRCMTC are effective and put into use and enforcement at universities, the school can review and promulgate this standard for pedagogical students in the output standard of the university training curriculum, completing and supplementing modules with content to develop the TRCMTC for Philology pedagogical students; to guidance on students to discover and solve problems about the teaching reading comprehension multimodal texts through scientific research activities are effective, the university also needs flexible coordination with departments of education and training, organizing pedagogical practice activities for students with the content of teaching reading comprehension multimodal texts 2.2 For schools: We recommend coordination of activities of pedagogical universities and schools For measures on an internship can be effectively implemented, the coordination and support of schools for universities need to be one of the requirements placed on first 2.3 For lecturers teaching modules to develop TC: lecturers need to raise awareness about the role of the activity forging a job for pedagogical pedagogy, especially the TRCMTC Lecturers also need to be positive, proactive in self-fostering, boldly experiencing new ways to develop the TRCMTC for Philology pedagogical students 2.4 For Philology pedagogical students: Philology pedagogical students should be aware of the importance of TRCMTC and activities to develop TRCMTC On that basis, students need to actively study, cultivate and train to develop TRCMTC in various forms The implementation of measures can be conducted synchronously and flexibly to promote the effectiveness of each measure but also need to be done depending on the context of university training and career practices later The process of self-developing TRCMTC of students is a long-term process, which is conducted in many different ways LIST OF PUBLISHED SCIENTIFIC WORKS RELATED TO THE THESIS Nguyen The Hung, 2018 Teaching multimodal texts to develop aesthetics competence of students at high schools, Scientific magazines (Hanoi National University of Education), ISSN 2354-1075 No 63, Issue 5B, p.161-169 Nguyen The Hung, 2018 Using Multimodal Texts in Teaching Literature in Schools, Proceedings of the Science Conference of young people of the National Nationwide pedagogical universities the 8th - 2018, Hanoi National University of Education, University of Education Publishing House, ISBN 978-604-54-4525-9, p.476-483 Nguyen The Hung, 2018 Multimodal texts - Potential texts in teaching Literature in our country, Proceedings of the National Science Conference Training and Fostering Literature teachers before the request of innovation education, Hai Phong University, Hanoi National University Publishing House, ISBN 978-60462-5993-0, p 68-83 Nguyen The Hung, 2018 Image elements in multimodal texts, Scientific magazines (Hanoi National University of Education), ISSN 2354-1075, No 63, Issue 12, p 84-91 Nguyen The Hung, 2019 Methods of teaching multimodal texts in high school through Surveying Literature textbook, USA, Education and Education Magazine, ISSN 2354-0753, No 446 (period 2, January), p 62-64, 61 Nguyen The Hung, 2020 Proposing the content of multimodal texts in Literature in the High School, Proceedings of the National Science Conference research and teaching literary works by category, ISBN: 978-604-54-6924-8, p 529-539 Luu Thi Diu, Pham Thi Thu Huong, Nguyen The Hung, 2021, Applying Flipped classroom to develop evaluation-competency of pre-service teachers in primary education in teaching about understanding Philology materials in Vietnam’s primary schools Proceeding of the 2nd International Conference on Innovation in Learning Instruction and Teacher education - ILITE 2, p.172-184 ... language, then the others - Multimodal texts are present throughout school levels from primary and secondary schools to high school - The main modes are combined with the language to create multimodal... For schools: We recommend coordination of activities of pedagogical universities and schools For measures on an internship can be effectively implemented, the coordination and support of schools... Literature 11 This is phase students have initially used to the high school program and have not under pressure on the end of the level We choose the following multimodal texts as threads for students