Rationale
The rise of globalization has established English as a vital lingua franca, essential for national development and prosperity In response, Vietnam is prioritizing English education as a mandatory component of its National Curriculum The National Foreign Languages 2020 Project mandates that English teachers enhance their skills and adopt innovative teaching methods Consequently, innovative approaches to English language instruction are highly valued The curriculum emphasizes not only grammar and pronunciation but also the four core skills: reading, speaking, listening, and writing This research specifically explores an innovative method for teaching reading skills through the use of online English language newspapers.
Reading is essential in our daily lives, providing both information and relaxation At Minh Khai High School in Vietnam, reading skills are taught through a text-based approach, with students engaging in sixteen reading sessions over three years Grade 12 students receive additional reading periods to enhance their English proficiency for graduation exams, where English is mandatory However, many students find reading challenging due to limited vocabulary and background knowledge Teachers also face difficulties in selecting appropriate materials and designing effective tasks Observations reveal that students often translate texts into Vietnamese to answer questions, and test results indicate weaknesses in key reading skills like skimming and scanning This situation highlights the urgent need for effective solutions to improve reading habits and skills among students.
English newspapers serve as a valuable resource for language teachers, offering current information that enhances reading instruction (Grundy, 1993; Sanderson, 1999) Compared to traditional print newspapers, online English newspapers provide greater accessibility, which can significantly improve students' reading skills and foster a positive attitude towards extensive reading (ER), essential for developing out-of-class reading habits To investigate this, I conducted action research at Minh Khai High School, where I administered pretests and posttests to assess reading skill improvements and distributed a questionnaire to gauge student attitudes Additionally, observations from two teachers were analyzed to provide an objective evaluation of the students' attitudes.
Aims of the study
Research on the use of online English newspapers to enhance reading skills among upper secondary students in Vietnam is limited This study aims to provide valuable insights for English language teachers and students, offering an engaging method to improve reading abilities By incorporating online newspapers into their teaching materials, educators can enrich their resources, while students can develop stronger reading skills and foster a greater interest in learning.
Research questions
The study aims to answer the following questions:
1 To what extent can online English newspapers help to improve students‘ reading skills?
2 What are students‘ attitudes towards the ER program with online English newspapers?
Scope of the study
A study involving 40 grade 12 students at Minh Khai High School, primarily at an intermediate reading level, explored the use of online English newspapers to enhance reading skills essential for their curriculum The research utilized eighteen articles to create sixteen reading tasks focused on skimming and scanning techniques, adapted from the academic reading tasks outlined by Cullen, French, and Jakeman (2014) in "The Official Cambridge Guide to IELTS for Academic and General Training." Recognizing the significance of socio-cultural background knowledge in comprehending newspaper content, the study leveraged the local online English newspaper, Vietnam News (vietnamnews.vn), which is published by the Vietnam News Agency and features native English sub-editors, ensuring high language standards.
Method of the study
In this study, the author followed Eileen Ferrance‘s model of action research
Step 1 Identification of the problem area
Step 2 Collection and organisation of the data
Step 4 Action based on data
Design of the study
Within the scope mentioned above, the study is structured as follows:
This part covers rationale, aims, scope and design of the study to introduce and appeal the reader
This part consists of three following chapters
Chapter 1: Literature Review offers essential theoretical insights into reading, reading skills, and the role of online English newspapers in extensive reading (ER) It also summarizes prior research on the implementation of English newspapers as an ER program and examines students' attitudes toward ER This chapter is designed to equip readers with foundational knowledge, enhancing their comprehension of the paper's content.
Chapter 2: Methodology - mentions the methods or approaches employed by the author to collect the data for the study The reasons why those methods were chosen are also provided
Chapter 3: Results and Discussion examines the data gathered during the research process, offering a critical analysis of the findings while linking them to the theoretical frameworks discussed in the literature review This section emphasizes the importance of analytic thinking in interpreting the results and highlights the relevance of existing theories to the research outcomes.
Part C – Conclusion- presents a summary of the findings, conclusions, limitations, and recommendations for further research Following this part are References and Appendices.
LITERATURE REVIEW
Definitions of key terms
Reading is an important skill in the language learning process and many researchers have defined it in different ways
Reading is defined as an exercise primarily involving the eyes and the brain, where the eyes receive messages and the brain interprets their significance (Harmer, 1989) This process classifies reading as a "receptive skill," aimed at extracting meaning from written texts (Harmer, 1930; Ur, 1996; Richard and Platt, 1992) However, the term "receptive skill" may imply a passive role for readers, who merely gather information from the page.
Other researchers tend to have a deeper look into reading They realize that reading is a complex process with the involvement of various elements Smith (2004: 73) points out that:
Accessing visual information is crucial for reading; however, it is not enough on its own A solid understanding of the relevant language is vital, yet this knowledge cannot be solely derived from the text itself Instead, it is information that must already exist within the reader's mind, referred to as non-visual information or prior knowledge.
Anderson (1999) emphasizes that reading involves more than just visual information; it requires the reader's background knowledge and experiences, making it an interactive process This dynamic interaction between the reader and the text fosters automaticity, as readers engage in both bottom-up processing, utilizing linguistic knowledge, and top-down processing, relying on schematic knowledge (Bernhardt, 1986; Carrell, Devine & Eskey, 1988; Rumelhart, 1977; Nuttall, 2000) MacLachlan and Reid (1994) further categorize these elements into interpretive framing, which consists of four distinct types.
- Extratextual framing - using information outside the text, your background knowledge and experience, to understand texts
- Intratextual framing - making use of cues from the text, such as headings and sub- headings and referential words such as "this" and "that" to understand texts
- Intertextual framing - making connections with other texts you are reading to help to understand your text
- Circumtextual framing - using information from the cover of the book, title, abstract, references etc to understand the text
The study emphasizes that reading is an interactive process between the reader and the text, where decoding written material is essential This process is enhanced by various forms of knowledge, particularly socio-cultural background knowledge, as highlighted by MacLachlan and Reid.
According to Woolley (2011: 33-34), reading skills involve extracting meaning from text by creating a text-based model, while skilled readers also utilize their background knowledge to form a comprehensive situation model that enhances their understanding of the passage.
Different researchers have proposed different types of reading skills Davis
Reading comprehension involves a variety of essential skills, including understanding word meanings, interpreting context, and recognizing the organization of passages Key abilities include identifying the main idea, answering specific text-based questions, paraphrasing, and drawing inferences Additionally, skills such as predicting, skimming, scanning, and critically evaluating texts are crucial for effective reading Various scholars, including Afflerbach, Person, Paris (2008), Harmer (1986), and Grellet (1981), emphasize these competencies, highlighting the importance of both literal and inferential understanding in reading.
This study, led by chief editor Hoàng Văn Vân in 2007, emphasizes the importance of reading skills in Tiếng Anh 12, specifically focusing on skimming and scanning These strategies are recognized as essential tools for both learners and native speakers, highlighting their value in effective reading practices (Brown, 1994:283).
Skimming an article involves strategies like reading the headline, first and last paragraphs, and focusing on key nouns to grasp the main idea or overall sense of the text (Maxwell, 1969; Allen, 1997) This technique is particularly useful for selecting newspaper items, as it trains students to quickly identify essential information and understand the writing style Skimming requires only a basic level of comprehension, making it suitable for intermediate learners Consequently, it is recognized as a key component of the top-down reading approach.
The concept-driven process, described by Goodman (1971) as a "psycholinguistic guessing game," involves a systematic approach to reading comprehension Maxwell (1973) outlines this process as "skapa," which consists of three essential steps: selecting clue words, labeling or classifying these words, and synthesizing the main idea from the collected labels These steps will be integrated into the extensive reading (ER) program utilizing an online English newspaper to enhance reading skills.
Readers often seek specific information, such as names, places, or numbers, without needing to read an entire text thoroughly Instead, they identify which paragraph may contain the relevant details and focus their attention there This approach helps train students to quickly locate specific information within a text Unlike skimming, which is a more general reading technique, scanning is a bottom-up, data-driven process that necessitates deeper reading for accurate comprehension (Goodman, 1971:135).
Also, scanning plays an important role in increasing students‘ reading comprehension because ―rapid scanning speeds are associated with higher accuracy‖ (Maxwell, 1972)
I disagree with Nunan's perspective that skimming and scanning involve only rapid, superficial reading aimed at searching rather than deep processing of the text (Nunan, 1999:251) Instead, I align with Nuttall's view (1996) that these skills complement careful reading, enabling readers to identify key sections of a text worth focusing on By mastering skimming and scanning, students can effectively grasp essential ideas from articles As Beale (2013) notes, "people who know how to skim and scan are flexible readers" who adapt their reading strategies to their purposes, allowing them to quickly obtain the information they need without unnecessary time expenditure.
1.1.2.3 How to use skimming and scanning
With regard to the strategies of reading, Richards (1989:145) proposes some as follows:
-Strategy A: Read the text, read the comprehension questions, then go back and skim for answers This is the most detailed way of reading the text
- Strategy B: Read the questions, read the text carefully to find the answers, then go back and check the answer against the questions
- Strategy C: Skim the text, read the questions then scan for the answers
- Strategy D: Read the questions and skim for the answers This is the fastest strategy
Nuttall (1996) highlights the importance of careful reading to identify various sections of a text, regardless of whether skimming or scanning is employed Additionally, Richards (1989) underscores that different reading materials necessitate distinct strategies for effective comprehension.
Reading newspapers primarily serves to keep readers updated on current events Typically, readers skim titles to grasp the main topics and then scan for key words or numbers to gather more details Research by Push (1978) suggests that scanning should be introduced before skimming, as it is less complex and requires less fluency To enhance these reading skills, Maxwell (1972) recommended including skimming and scanning training in rapid-reading courses Consequently, an extensive reading program utilizing an online English newspaper aims to significantly improve students' skimming and scanning abilities.
Attitude, as defined by Kerlinger (1984), is a multidimensional factor that influences an individual's behavior towards various subjects Ajzen (1987) and Mager (1986) further explain that attitudes shape a person's emotions and reactions towards others, objects, or activities, categorizing them as either positive (favorable) or negative (unfavorable) In the context of language education, attitudes are crucial, with Fakeye (2010) highlighting that a learner's attitude significantly impacts their language acquisition.
(1996) confirms that students with more favorable attitudes toward the second language and its speakers are likely to be more successful in the language learning than otherwise
According to Mathews (1994), attitude comprises three key elements: affective, cognitive, and behavioral, which represent emotion, thought, and response Visser et al (2004) further elaborate that when an individual is confident in their thoughts and beliefs about a subject, they are likely to exhibit positive behavior towards it.
Theoretical framework: Extensive reading (ER)
Extensive Reading (ER) is defined by various researchers, with Hafiz and Tudor (1989) describing it as the enjoyment of reading substantial amounts of material in a second language over time, without the inclusion of productive tasks or follow-up language activities Additionally, Davies (1995) offers a comprehensive overview of ER within the context of English Language Teaching (ELT) classrooms, highlighting its significance in language acquisition.
The Extensive Reading (ER) program in an English Language Teaching (ELT) course functions like an additional class-library, offering students access to a wide variety of books along with ample time and motivation to engage in reading This approach eliminates the stress of formal assessments and competition, allowing learners to focus on their personal reading journeys As Hedge (2000) notes, the emphasis on enjoyment rather than evaluation is a key aspect of effective extensive reading.
Extensive reading (ER) empowers students to achieve independence by allowing them to select reading materials based on their interests, difficulty levels, and lengths This approach not only enhances their reading speed but also helps them identify key information and grasp essential concepts Walter (2003) supports this perspective, defining ER as the enjoyment-driven reading of self-chosen texts that are accessible and engaging Additionally, Nuttall (2004) highlights that ER provides a vast array of reading options, primarily taking place outside the classroom.
Extensive Reading (ER) involves students selecting a large volume of reading materials based on their interests, allowing them to read without time pressure and with the aim of achieving general understanding, enjoyment, and fluency This approach contrasts sharply with Intensive Reading, which focuses on a smaller volume of challenging texts typically studied in a classroom setting According to Hedge (2000), incorporating ER into English as a Foreign Language (EFL) or English as a Second Language (ESL) programs is essential, as it significantly contributes to the development of reading skills, provided that the chosen texts are appropriate for learners.
"authentic - i.e." not written for language learners and published in original language"
The ER program in this project aligns well with the features of online English newspapers, and it is anticipated to yield positive outcomes due to the advantages of extensive reading, which will be discussed in the following section.
According to Ellis (2004), effective language learning necessitates extensive input in the second language, with extensive reading (ER) proven to enhance students' language competence through various studies These studies highlight two main benefits of ER: the acquisition of knowledge and skills, and the improvement of learner qualities Students gain comprehensible input, expand their vocabulary and grammar, improve reading fluency, and enhance overall language competence Additionally, ER fosters greater motivation and confidence in reading, while promoting learner autonomy and a passion for reading.
Extensive Reading (ER) offers learners significant exposure to language, aligning with Krashen's input hypothesis that emphasizes the importance of comprehensible input in maintaining student interest By following Krashen's i+1 formula, which focuses on slightly challenging material, and considering Day Richard's i-1 approach, this study highlights the advantages of using newspapers for language learning Students can engage with a wealth of enjoyable content, ensuring ample language exposure This method not only allows learners to encounter new vocabulary and reinforce their existing knowledge but also enhances their predictive skills Ultimately, these benefits create a more conducive learning environment, improving outcomes for both students and teachers while addressing time constraints in the classroom.
Secondly, vocabulary and grammar are developed by reading extensively
Reading a variety of topics enriches students' vocabulary and syntactic knowledge by providing diverse lexical resources Extensive reading (ER) fosters automatic word recognition through contextual meanings and phonological representations, thereby enhancing vocabulary acquisition Additionally, ER promotes grammatical awareness and the swift processing of sentence structures, enabling learners to grasp how language components interconnect, as noted by Bell (2001).
Extensive Reading (ER) enhances reading fluency, which is crucial for efficient reading Students focus on grasping the overall meaning, often overlooking challenging words and inferring key terms from context, leveraging their language skills and topic knowledge Consequently, this approach boosts reading speed and comprehension, highlighting the strong connection between fluency and understanding.
Extensive Reading (ER) significantly enhances students' overall language proficiency by improving their writing, listening, and speaking skills As students engage with more texts, they not only expand their vocabulary and grammar knowledge but also accumulate valuable background information According to Rob Waring (2006), ER provides students with a comfortable experience with the language, allowing them to integrate new knowledge into their comfort zone, thereby increasing their readiness to communicate effectively in speaking, writing, and listening.
Extensive Reading (ER) significantly enhances learners' positive attitudes toward reading, boosting their confidence and motivation By aligning reading materials with students' interests and needs, ER encourages them to engage with texts they find appealing As Bell (2001) notes, ER allows learners to access language at their own comfort level, enabling them to read at a pace that suits them Once students develop reading fluency, they approach new vocabulary with confidence, understanding that they can infer meanings from context rather than needing to know every word.
Extensive Reading (ER) fosters learner autonomy by providing a cost-effective and efficient means for students to enhance their reading skills With the flexibility to read anywhere and at their own pace, students develop a conscious awareness of reading's purpose and its practical application in language use By engaging with texts and evaluating their understanding through summaries or reports, learners cultivate a genuine appreciation for reading, ultimately taking responsibility for their own learning journey through diverse reading experiences.
Within the scope of this study, the author aims to exploit the two benefits of
Extensive reading (ER) is essential for enhancing students' reading skills while fostering positive attitudes towards reading, ultimately boosting their motivation and confidence The effectiveness of the ER program lies in its provision of comprehensible input and authentic materials, which contribute significantly to these benefits.
Extensive Reading (ER) offers numerous advantages for second language learners, as highlighted by Nuttall (1982), who advocated for ER as a "standard practice." She emphasized that immersing oneself in a language community is the most effective way to enhance foreign language skills, with extensive reading being the next best alternative To maximize the benefits of an ER program, it is essential to adhere to key principles outlined in the following section.
1.2.3 Principles of running an ER program
Various researchers, including Bell (1998), Schmitt (2000), Day (2002), and Lee and Hsu (2009), have suggested distinct principles for implementing an extensive reading (ER) program They highlight the importance of defining the scope of ER, selecting appropriate reading materials, and clarifying the roles of both teachers and students within the program.
Firstly, ER should offer an input of various topics and genres because students need to read widely to get a great deal of exposure to language
Previous studies
1.3.1 Research on using English newspapers for reading
Numerous studies have demonstrated the advantages of utilizing authentic materials, particularly English newspapers, in education Research has consistently shown that both printed and online English newspapers significantly enhance students' reading skills.
Tavakoli and Esmae‗li (2013) conducted a longitudinal study revealing significant improvements in the foreign language reading abilities of 30 Iranian children aged 7-8 through print media Similarly, Bhaskar and Soundiraraj's quasi-experimental research demonstrated that employing reading strategies with newspapers significantly enhanced the reading skills of 54 engineering students Elmadwi (2014) also highlighted the effectiveness of newspapers in developing reading and comprehension skills for English as a Second Language among Libyan and Indian educators and learners Notably, despite recognizing the benefits of newspapers, Libyan teachers and students faced challenges in utilizing them due to the limited availability of English newspapers in Libya.
Research indicates that online English newspapers can significantly aid students in learning outside the classroom Al-Segheyer (2001) highlights that recent advancements in second language acquisition have incorporated computer technology, known as Computer-Assisted Language Learning (CALL) Chun and Plass (1996) demonstrated that the software CyberBunch effectively enhanced reading comprehension and vocabulary among 160 German students Additionally, Krajka's (2000) study found that first-year Thai students improved their language skills and cognitive knowledge by translating online newspaper headlines using free translation tools Similarly, Awatif Abu-Al-Sha‘r (2009) advocated for the use of internet newspaper headlines, based on positive outcomes from his experimental study involving 47 students.
English Language Classroom Teacher major at Al-al-Bayt University enrolled in CALL course during the second semester 2007/2008 showed the significant progress of their reading skills
The rise of internet usage in Vietnam has made online English newspapers accessible to both teachers and learners, suggesting that this research can be effectively conducted This study aims to enhance students' reading skills through the utilization of these resources.
Numerous studies have explored students' attitudes towards learning English, particularly in reading, revealing a strong positive correlation between these attitudes and their overall achievement in the language.
Research indicates a strong connection between students' attitudes and their success in learning English A study by Shams (2008) revealed that 77 students exhibited positive attitudes and high enthusiasm for the English language, significantly impacting their language learning outcomes.
Similarly, Fakeye‘s (2010) research with the participation of 400 senior secondary students from 5 randomly chosen schools found the significant correlation between attitude and learning achievement
Also, Shahrzad Eshghinejad (2016) conducted a study among 30 randomly selected students of Kashan University and found that students had a positive attitude towards learning English
With regard to the relationship between students‘ attitudes and their reading skills, many studies have been carried out
In a study conducted by Penny Jo Nielsen in 1978, the attitudes of 260 fourth and sixth grade students from three elementary schools towards reading and related concepts were assessed The findings revealed a significant correlation between reading achievement and attitude, with students exhibiting a more positive attitude towards reading demonstrating higher levels of reading achievement.
Lindsey Seitz's 2010 research revealed that the active engagement of reading specialist candidates significantly contributes to students' success in reading Additionally, her case study highlighted the challenges in evaluating students' attitudes towards reading.
Lukhele's study (2013) involving 84 first- and third-year students pursuing a Primary Teacher's Diploma at a college in Manzini, Swaziland, revealed no correlation between reading attitude and reading ability.
Numerous studies indicate a positive correlation between students' attitudes and their language learning achievements, particularly in reading skills However, this raises an important question regarding the essential relationship between reading accomplishments and students' attitudes towards learning.
1.3.3 Studies on skimming and scanning skills
Among various reading skills, skimming and scanning have been studied by many researchers
Agudelo et al (2007) explored the effectiveness of the skimming technique in enhancing reading comprehension among sixth graders, finding that 44 participants reported increased familiarity with skimming, making reading easier and more engaging Similarly, Rahmawati's (2008) action research on six strategies for improving reading comprehension among seven senior high school students in Indonesia yielded positive outcomes, with notable improvements in skimming and other strategies, as well as activation of students' background knowledge However, the study did not provide detailed information about the reading materials used.
In a study conducted by Maxwell (1978), 20 high school students participated in an 80-trial scanning experiment, aimed at identifying target phrases within connected prose The results demonstrated a significant enhancement in the scanning rates for both slow and fast scanners, with faster scanners achieving greater accuracy in their responses Following the experiment, students reported an ability to read their textbooks more quickly Maxwell also highlighted the importance of attitude, noting that overcoming negative perceptions is essential for improving reading skills.
In their 2013 action research, Díaz and Laguado examined skimming and scanning techniques, revealing that participants experienced improved reading comprehension and developed positive perceptions of these methods However, similar to other studies, the research lacked specific details about the reading materials, focusing solely on the reading skills Consequently, when analyzing students' perceptions, the findings pertain only to the studied skills rather than the entire reading program, posing challenges for researchers aiming to replicate the study.
Research on skimming and scanning has yielded positive outcomes; however, there is a notable absence of detailed information regarding specific reading programs Additionally, there is a need to emphasize the importance of fostering good reading habits in students through extensive reading practices.
Chapter summary
The literature review has clearly outlined key terms and theoretical frameworks, highlighting the necessity and feasibility of the study through a review of previous research In the following section, we will provide detailed information about the study's context, including descriptions of the subjects, research methods, instruments used, and specific steps for conducting the study.
METHODOLOGY
Context
Minh Khai High School, located in Đức Thọ district of Hà Tĩnh province, is well-equipped with modern teaching facilities despite being in a developing rural area The school features a computer lab with 40 internet-connected computers and five classrooms equipped with projectors, enhancing the overall teaching and learning experience, particularly in English education.
Minh Khai High School, with over 1,500 students in grades 10 to 12, emphasizes English as a compulsory subject in the National Curriculum The school administration prioritizes the English proficiency of twelfth graders, as their performance in English and other subjects during the graduation examination is a key indicator of the school's teaching quality To enhance their learning, students in grade 12 receive an additional two periods (90 minutes) of English instruction each week.
At Minh Khai School, all English language teachers hold a Bachelor's degree in teaching English However, they face challenges in teaching reading skills, primarily due to inadequate reading materials and ineffective teaching methods that fail to engage students Consequently, there is a pressing need for action research focused on utilizing online English newspapers to enhance students' reading skills and foster a positive attitude towards extensive reading.
Participants
The study focuses on 40 students from class 12A1 at Minh Khai High School, selected through convenience sampling Detailed sample information was gathered via the first part of a questionnaire All participants have been learning English for 12 years, beginning in grade 2 with the "Let’s Go" series In terms of formal English instruction, they have three class periods per week, supplemented by two additional sessions, averaging three reading periods each month.
Besides, two colleagues who have more teaching experience were invited to observe to give critical evaluation about the new reading program This made evaluation more objective.
Research method
This study used action research A pre-test and a post-test were used to increase the validity of the results
2.3.1 Reasons to use action research
Action research, as defined by Schmuck (1997), is a method aimed at enhancing education through transformative practices It empowers teachers to critically assess and modify their own teaching methods, fostering a sense of participation and collaboration in the inquiry process This approach encourages educators to think critically and creatively, develop theoretical frameworks for their practices, and provide justifiable reasoning for their professional expertise.
This study employs action research as the chosen method for three key reasons First, action research is conducted by practitioners, specifically classroom teachers, making it ideal for the researcher, an experienced English language teacher Second, the practical and situational nature of action research aligns with the context of Minh Khai High School, where there is a pressing need to enhance students' reading skills Lastly, the aim of action research—to improve educational practices—directly corresponds with the study's goal of enhancing students' reading abilities Given the advanced technology and widespread internet access at Minh Khai High School, the researcher hypothesizes that utilizing online English language newspapers will not only improve reading skills but also foster a positive attitude towards extensive reading (ER) Thus, action research is deemed the most suitable method for testing these hypotheses.
According to Nunan (2002:18), there are three major steps in an action study:
- Find a problem and make a preliminary investigation
- Form a hypothesis and conduct a number of strategies for improvement action
- Review and evaluate the results and run a workshop for discussion
In this research, the author utilized Eileen Ferrance's model (2000), which outlines a clear and straightforward approach for conducting studies Ferrance's framework divides the main research process into five distinct and manageable steps, making it easier for researchers to follow and implement effectively.
Step 1 Identification of the problem area
The researcher identified a need to enhance students' reading skills through her experiences, discussions with learners, observations during reading lessons, and the outcomes of 45-minute assessments Consequently, this issue was chosen as the primary focus of the study.
Step 2 Collection and organisation of the data
To gain deeper insights into students' reading skills and the challenges they face in learning, the researcher conducted observations during reading lessons Additionally, a two-part questionnaire was distributed to students to gather their opinions on reading skills, facilitating a comprehensive understanding of their experiences and difficulties.
Part 2 of the questionnaire provided the researcher with specific problems students encountered in learning reading In addition to formal learning, the number of students practising reading outside class was small The results of this part are illustrated in the following charts:
Chart 1 Percentage of students practising reading outside class
Chart 2 Students‘ opinions of the difficulty of reading skills
Rather easy Easy Very easy Rather difficult Difficult Very difficult
Chart 3 Students‘ opinions of factors causing difficulty in reading
Chart 4 Students‘ opinions about the old ER program
According to the survey administered to students, over 70% students had never practised reading outside classroom and 100% had never read any online
Vocabulary Grammar Background knowledge Time
Rather good Good Very good Not good
English newspapers With regard to the level of difficulty of reading skills, students had different opinions and 95% of them agreed that reading was a difficult skill
Many students identify vocabulary and background knowledge as significant challenges in reading, with 70% citing these factors Additionally, 75% of students express that they require more time to finish reading tasks, which highlights the issue of reading speed Improving reading skills can help address these concerns and enhance overall comprehension.
Students responded to questions 6 to 10 indicating that their teachers utilized supplementary reading materials, yet none were aware of the sources of these materials This suggests a lack of attention from students towards the objectives of various reading resources, as well as insufficient instruction from teachers on how to differentiate them Additionally, reading texts were typically incorporated into lessons for other skills when time permitted, with no dedicated lessons solely focused on reading skills.
Students expressed diverse opinions regarding the supplementary reading materials used by their teachers, with a significant 80% indicating dissatisfaction with their reading instruction This feedback highlights the necessity for a revised Extensive Reading (ER) program to better meet their educational needs.
Step 4 Action based on data
To enhance students' reading skills, an action research project was implemented using online English newspapers over a ten-week period from January to March 2017 This initiative was part of the second term of the academic year 2016/2017, leading up to a national final examination in which English is a mandatory subject.
In the first week of the reading program, the teacher introduced students to online English newspapers, specifically Vietnam News She guided them in the computer lab on how to navigate the website and select articles for reading Following this demonstration, a pretest was administered to assess their initial reading skills.
From weeks 2 to 9, the teacher assigned various reading tasks to enhance students' skills Each week, students engaged with two different newspaper articles covering diverse topics, including Environment, Fashion, Sports, and Education, among others.
Reading tasks were adapted from "The Official Cambridge Guide to IELTS for Academic and General Training" by Pauline Cullen et al (2014) to enhance reading skills for IELTS exams This selection ensures high academic standards for the reading tasks and streamlines the task design process.
After considering the suitability of all suggested reading tasks, the author decided to choose nine types of reading tasks and classify them as follows:
Table 1: Types of reading tasks
Reading tasks What do students have to do?
-Matching headings and subheadings/ articles
Match given headings to the correct subheadings or articles Match the main ideas with paragraphs
Match a list of main ideas to the corresponding paragraphs
SKIMMING extracted from some articles Match features Match a list of statements to a list of possible answers (For example: events, dates, specific people, etc) Choose a suitable title for an article
Choose the best title for the given article from a list
Gap-filling Fill in the blanks with no more than 3 words and/or numbers in the blanks
The article covers various assessment methods, including sentence completion, where participants fill in blanks with appropriate words from the provided text while adhering to a specific word limit It also discusses multiple-choice questions, where respondents select the correct answer from options A to D Additionally, the article highlights the importance of identifying information, requiring individuals to determine the accuracy of given statements.
Complete the summary Complete a summary with words and/or numbers from the article
Eighteen articles were carefully selected to design reading tasks, considering their content and length for optimal comprehension Most of these articles align with the reading program in Tiếng Anh 12, edited by Hoàng Văn Vân (2007), while also incorporating additional topics not covered in the textbook, such as school violence and LGBTQ+ narratives, to broaden students' background knowledge Additionally, shorter articles of around 100 words were included to enhance engagement and understanding.
Chapter summary
In summary, this chapter thoroughly outlined the study's context, including descriptions of the subjects, research methods, instruments used, and the specific procedures followed The upcoming chapter will present the results and findings derived from the author's analysis.
RESULTS AND DISCUSSION
Results of the tests
(Research question 1: To what extent do online English newspapers help to improve students‟ reading skills?)
The quantitative method was utilized for the testing process, with results collected and analyzed using SPSS after administering both tests Detailed findings from the pre-test and post-test are presented in tables 3 and 4 below.
Table 3: Results of the pre-test
Frequency Percent Valid Percent Cumulative
Table 3 shows the results of the pre-test According to the table, the percentage of weak students was 27.5 % and that of good students was 10%
Table 4: Results of the post-test
Frequency Percent Valid percent Cumulative
Table 4 presents the post-test results, revealing that no students achieved a score of 4 Notably, 35% of the students performed well, indicating a significant change in overall performance.
Using SPSS, the results of the two tests are analyzed as follows:
Table 5: Results of two tests
Table 5 displays the statistical analysis of two tests, highlighting the mean, median, standard deviation, and score ranges The mean scores increased from 5.68 in the pre-test to 6.9 in the post-test, while the median score rose from 6.0 to 7.0 The standard deviation decreased from 1.328 in the pre-test to 1.215 in the post-test, indicating less variability in the latter Additionally, the lowest score improved from 4 in the pre-test to 5 in the post-test, and the highest score increased from 8 to 9 To validate these improvements, a T-test analysis is necessary.
The sample T-test of the pretest and posttest:
H0: there was no progress (mean scores of the two tests are the same)
H1: there was progress (mean scores of the two tests are different)
If sig