Aims of the study
The major purposes of this study are:
(1) to investigate the advantages and disadvantages of teaching English reading skills to the first year students in mixed ability classes at VFU
To effectively teach English reading skills to first-year students in mixed-ability classes at VFU, it is essential to leverage the strengths of diverse learning styles while addressing potential challenges Implementing differentiated instruction can cater to varying proficiency levels, ensuring that all students engage with the material meaningfully Additionally, incorporating collaborative learning activities encourages peer support and enhances comprehension Utilizing a variety of reading materials, including visual aids and interactive resources, can further motivate students and foster a love for reading Regular assessments and feedback will help identify individual progress and areas for improvement, ultimately creating a more inclusive and effective learning environment.
These objectives will be achieved by finding the answers to the three following questions:
(1) What are the advantages of teaching English reading skills to the first year students in mixed ability classes at VFU?
(2) What are the disadvantages of teaching English reading skills to the first year students in mixed ability classes at VFU?
To effectively teach English reading skills to first-year students in mixed ability classes at VFU, it is essential to leverage the diverse strengths of students while addressing their varying challenges Implementing differentiated instruction can cater to individual learning needs, ensuring that all students engage with the material meaningfully Additionally, incorporating collaborative learning activities fosters peer support and encourages interaction, enhancing comprehension skills Regular assessments and feedback will help identify areas for improvement, allowing for targeted interventions By creating an inclusive and supportive learning environment, educators can maximize the benefits of mixed ability classes while mitigating potential disadvantages.
The study investigates the current situation of the teaching of English reading skills to the
1 st year students in MAC at Vietnam Forestry University.
Method of the study
To meet the study's objectives, a quantitative approach utilizing survey questionnaires is implemented for data collection These questionnaires are distributed to both teachers and students, allowing for a comparative analysis of the results to enhance the reliability of the findings.
Significance of the study
This study aims to benefit teachers and students at VFU, as well as researchers interested in English reading skills Upon completion, it will provide insights into teaching reading to first-year students at VFU The findings will include suggestions to leverage strengths and address weaknesses, ultimately enhancing reading skills for these students Additionally, this research will serve as a valuable reference for future studies and may inspire further exploration by other researchers.
Organization of the study
The study consists of three main parts:
Part A is the introduction which states the rationale, aims, scope, method, significance and organization of the study
Part B is the development which consists of 4 chapters:
Chapter 1, which serves as a theoretical and methodological foundation of the study reviews the literature relevant to the topic
Chapter 2 presents the research methodology
Chapter 3 refers to the results and discussion of the survey in addition to the summary of the main findings
Chapter 5 is the implications which include some suggestions for better teaching and learning reading to the first year students in MAC in VFU
Part C is the conclusion that summarizes what has been done through the study, presents the limitations and gives some suggestions for further researches
LITERATURE REVIEW
Theory of reading in second language teaching and learning
Reading comprehension is crucial in foreign language education, as a teacher's understanding of its nature significantly impacts their instructional approach Various methodologists and researchers have offered diverse definitions of reading comprehension, highlighting its complexity and importance in effective teaching and learning.
Reading comprehension involves efficiently extracting necessary information from a written text, as defined by Grellet (1981) This process focuses on decoding the meaning of word combinations to enhance understanding and interpretation of the material.
Having a slightly different idea from Grellet, Eddie William (1984, p.2) defined reading as a process whereby one looks at and understand what has been written Carrell and Esday
Reading is an active language process, beginning with the writer's encoded linguistic representation and culminating in the meaning constructed by the reader (1988, p.12) Both authors emphasize that comprehension does not require a foreign reader to grasp every detail of a text; rather, the reader engages with the material, actively extracting conveyed messages without fixating on each letter or word.
Richard and Thomas (1987, p.9) added more detail in his definition:
Reading comprehension involves a mutual understanding between the author and the reader, highlighting the importance of the reader's unique background and experiences It transcends merely pronouncing words or grasping the author's intended message; instead, it is a dynamic process where printed text evokes individual ideas, experiences, and responses.
Reading comprehension is the ability of students to understand a text by integrating their own ideas, experiences, and responses This process involves utilizing personal knowledge to derive meaning from written material, encompassing not just factual information and details, but also emotions, beliefs, and critical analysis.
Reading comprehension is a crucial process that involves efficiently acquiring essential information from a text In this process, the reader actively engages with the material, relying heavily on their language skills and world knowledge to achieve successful understanding.
Over the past four decades, numerous researchers have created models to explain the reading process, with the bottom-up, top-down, and interactive models being the three most significant frameworks.
In Christine Nuttall (19820)’s opinion, “In bottom-up processing, the reading builds up a meaning from the back marks on the page: recognizing letters and words, working out sentence structure” (p.17)
David Nunan (1991, p.64) shared the same opinion that “the bottom-up approach is basically a matter of decoding a series of written symbols into their aural equivalent”
In the bottom-up reading process, readers concentrate on individual words and phrases, gradually building understanding by synthesizing these detailed components This approach enhances comprehension of vocabulary and grammatical structures within the text However, it also has notable limitations.
Christine Nuttall (1982) argues that relying solely on a bottom-up model for reading can lead to misunderstandings of the writer's intended message, as it places the reader in a passive role and reduces the text to mere grammatical units rather than a cohesive whole This approach fails to adequately consider the importance of contextual clues and the reader's prior knowledge in the comprehension process.
The top-down model of reading posits that readers approach texts with substantial prior knowledge, expectations, and assumptions, which guide their understanding According to Goodman (1967), readers maintain their engagement with a text as long as it aligns with their preconceived notions and satisfies their inquiries.
Cambourne (1979, p.78-90) had a clearer definition that
Top-down reading is an engaging process that involves predicting, selecting, and confirming information It requires the reader to utilize not only their language skills but also their internal understanding of language processing, which is influenced by visual symbols, prior experiences, and overall conceptual knowledge.
The top-down process highlights the importance of reconstructing meaning through reader interaction, as individuals contribute their existing knowledge, expectations regarding language, and personal interests and attitudes toward the text's content.
Similar to the bottom-up model, this approach has notable limitations It can be seen as implausible due to the flexible nature of information processing and tends to underestimate the importance of lower-order information Additionally, readers with limited knowledge of a subject struggle to make predictions, and the model is time-consuming while failing to accurately depict the behaviors of skilled readers (Samuel & Kamil, 1988).
The bottom-up and top-down approaches to reading each offer unique perspectives on the reading process, highlighting their respective strengths and weaknesses By integrating elements from both approaches, we can develop a more comprehensive understanding of reading through the interactive model.
The interactive reading model, as defined by Eskey (1988, p.94), emphasizes the continuous interplay between bottom-up and top-down processing during reading This model suggests that both sources of information work together to enhance the overall understanding and interpretation of the text.
Theory of mixed-ability classes
1.2.1 Definition of mixed ability classes (MAC)
Ireson and Hallam (2001) emphasized the importance of teachers acknowledging the mixed-ability nature of their classrooms, as students possess varying strengths, weaknesses, and developmental rates Additionally, they highlighted that learners have diverse preferences for how they learn and showcase their work.
According to Rrodromou (1995), mixed ability or heterogeneous classes consist of individuals with diverse characteristics, particularly in language proficiency and English learning capabilities.
Penny Ur (2005, p.304) identifies various factors that differentiate learners in a Multicultural Classroom (MAC), including language learning ability, existing language knowledge, cultural background, and individual learning styles Additional distinctions encompass attitudes towards language, mother tongue, intelligence, world knowledge, past learning experiences, proficiency in other languages, as well as demographic factors such as age, gender, personality, confidence, motivation, interests, and educational level.
In a MAC learning environment, learners exhibit varying abilities in receptive and productive skills, fluency, accuracy, grammatical knowledge, vocabulary size, and pronunciation While some students excel in language acquisition and quickly retain information, others may struggle due to slower learning paces, insufficient study skills, and overall challenges in the learning process.
1.2.2 Benefits of mixed ability classes
Apparently, to some extend, learning in a MAC still displays some strengths
Corley (2005) discovered that learners with limited proficiency can engage with more advanced peers, allowing skilled students to assist those at lower levels in navigating their learning In MAC, students are encouraged to collaborate across varying skill levels, fostering learning communities where members benefit from each other's strengths.
Ur (2005) showed a positive attitude toward MAC by listing a lot of its advantages as follows:
- Students’ knowledge, varied opinion, interests and ideas can be used in classroom interaction;
- Students increase their knowledge and awareness of the others;
- There is much more peer learning and collaboration among students since teachers are less able to attend every individual student;
- Classes are more challenging and interesting for teachers and students
These strengths of MAC should be taken into account to weaken a number of its shortcomings which will be discussed in the following part
1.2.3 Challenges of mixed ability classes
Variations in MAC can differ significantly across various classes, making it essential for teachers to recognize and address these issues To help all students reach their full potential, educators must identify these challenges and implement appropriate solutions.
Penny Ur (2005) identifies several significant teaching challenges associated with mixed-ability classes (MAC), including issues with maintaining discipline, ensuring effective learning for all students, sourcing suitable materials, tracking individual progress, and engaging every learner Similarly, Şalli-Çopur (2005) concurs with Ur, offering a clearer depiction of these difficulties.
Every student has a unique learning style and pace, leading to varying levels of understanding and progress in the classroom While some may grasp concepts easily, others may struggle due to their individual backgrounds The diverse cultural and environmental influences that each student brings can create challenges for teachers, ultimately hindering effective learning outcomes.
Differences in student attitudes towards the subject matter and teacher, along with varying language proficiency and personality traits, can lead to disengagement in the classroom For example, some students may perceive lessons as uninteresting due to a lack of familiarity with the topic, while others may feel overlooked if the teacher dominates the discussion or if their peers take too many turns to speak.
At MAC, students experience varying levels of comfort when speaking the language, influenced by factors such as interest, confidence, age, and knowledge While some students eagerly express their thoughts and feelings in the new language, others may remain silent, focusing on their own work or participating minimally in discussions.
Teachers face the challenge of addressing diverse student reactions to textbooks, as individual differences significantly impact engagement and comprehension While some students may perceive the material as boring and difficult, others might find it engaging and easy to understand.
Quicker students often complete tasks ahead of their peers, leading to potential misbehavior while waiting for others Conversely, slower students may struggle to finish, which can diminish their confidence and result in disruptive behavior This disparity in abilities can create significant classroom management challenges.
Multi-level ESL classes often present more challenges than benefits, as lower-level students may feel threatened and frustrated, while higher-level students can become bored and discouraged This dynamic places a significant burden on teachers, who must invest extra time in class management and preparing diverse teaching materials Consequently, lesson planning becomes time-consuming, and managing the classroom effectively can be exhausting, leaving less time to cater to the needs of each student group.
1.2.4 Strategies for teaching mixed ability classes
Many methodologists and researchers propose solutions to problems in MAC, highlighting the effectiveness of pair and group work activities Şalli-Çopur (2005) emphasizes that these activities not only allow teachers to observe students but also foster cooperation and peer learning When stronger students collaborate with weaker ones, they can serve as valuable resources for language and knowledge within the group Additionally, teachers can strategically form groups by separating stronger and weaker students, assigning differentiated tasks that cater to their varying skill levels This approach enables stronger students to tackle more complex tasks while weaker students engage with simpler assignments or receive direct support from the teacher.
Successful large group teaching involves several key elements, as outlined by Harmer (2008) It is essential to understand students and maintain organization while establishing consistent routines Adapting the pace of activities to suit different tasks, maximizing individual work, and effectively utilizing pair and group work are crucial Additionally, considering the classroom's vision and acoustics can significantly enhance the learning experience.
Penny Ur (2005) also recommended a variety of procedures teachers could adopt to overcome the problems which emerge in MAC
- To deal with discipline problems, teachers can vary tasks and materials to make the lesson more interesting since discipline problems can associated with boredom and lack of challenges;
RESEARCH METHODOLOGY
The teaching context
The researcher has spent four years teaching English at VFU, a non-English major university located approximately 30 kilometers from central Hanoi This section explores the unique aspects of the author's teaching environment, highlighting both the advantages and challenges faced in enhancing students' English language skills at the university.
VFU, a non-language major university known for its unique forestry programs such as Silviculture, Forest Management and Protection, and Wood Processing, primarily attracts students from remote areas However, with the recent introduction of new majors like Accounting, Business Management, Informatics Technology, and Construction, VFU is increasingly drawing students from urban centers and nearby provinces The disparity in English language education between remote and urban areas leads to noticeable differences in English proficiency, with students from remote regions generally performing worse than their city counterparts.
Many university students come from the same region, yet their backgrounds in language learning vary significantly; some have studied English for six years, while others have only three years or have focused on different languages like Russian or French, and some have never learned a foreign language at all Consequently, their proficiency in English differs greatly Additionally, since English is just one of the general courses offered, students tend to prioritize their major subjects over practicing English, despite its importance for their future careers.
There are totally 9 teachers (including the researcher) of English in this university They all graduated from Vietnam National University, College of Foreign Languages
Among the nine teachers, three transitioned from teaching Russian or French to English, bringing 15 to 17 years of experience, while the remaining six, graduates from the English Department of the College of Foreign Languages, have 3 to 7 years of teaching experience All teachers are dedicated and work diligently, managing approximately 25 general English classes and 10 English for Specific Purposes (ESP) classes each semester, with each teacher responsible for 4 to 5 classes, totaling around 25 periods weekly This workload does not account for grading exams and other school responsibilities Additionally, teachers face the challenge of accommodating over 50 students per class, each with varying levels of English proficiency, highlighting the demanding nature of their roles.
VFU implements a uniform English syllabus across all faculties, requiring students to complete 150 periods of general English in their first two years This curriculum is structured into three phases and primarily utilizes the New Headway Elementary and Pre-Intermediate textbooks by Liz and John Soars, published by Oxford University Press in 2000.
First-year students are required to complete two phases of their course within a single academic year In the first semester, they will study 14 units from New Headway Elementary over 12 weeks, totaling 60 periods The second semester focuses on the initial 7 units of New Headway Pre-Intermediate, with the remaining 7 units covered in the second year Both the second and third phases are condensed into 45 periods, culminating in a total of 105 periods to master 21 units from the New Headway series.
During each phase of the program, all students are given identical paper tests that primarily assess their grammar and reading skills However, there is a noticeable absence of evaluations for speaking, listening, and writing abilities.
2.1.4 The teaching and learning conditions
Despite being a non-English major university, VFU offers a favorable environment for teaching and learning English English classrooms are equipped with cassettes, computers, and projectors; however, these resources are underutilized due to some teachers' unfamiliarity with the technology Additionally, since the devices are not permanently installed in the classrooms, teachers must register and request them for each lesson, which can be inconvenient and leads to hesitation in their use Furthermore, the library lacks supplementary references for students, aside from the English textbooks.
A survey on the teaching of English reading skills to the first year students in
Basing on the teaching condition, a survey was conducted to find out the strengths and the drawbacks that the teacher in VFU encounter when teaching English reading skills here
The survey was carried out with the help of 300 first year students and 9 English teachers of VFU
First-year students from various English classes at VFU were randomly selected for this study Due to the university's training credit system, students from all six faculties can enroll in any English class, resulting in a diverse group These students are not English majors and hail from different provinces, contributing to a wide range of English proficiency levels among them.
The foreign language department of this university comprises experienced teachers, each with 3 to 17 years of English teaching expertise Some instructors previously taught Russian or French, while others received comprehensive training specifically for teaching English.
The survey questionnaire was selected as the data collection tool for this study due to its efficiency, standardization, and ease of quantification It requires less time to administer compared to other methods, ensuring that all participants receive the same set of questions simultaneously, which enhances the accuracy of the data In this study focused on the reading skills of VFU teachers, both teachers and students were surveyed with questions relevant to classroom experiences The comparison of responses from teachers and students aims to provide more reliable data, targeting key areas of interest in the teaching process.
- Students’ and teachers’ attitudes toward learning and teaching English reading skills (Question 1, 2, 3, 4- Appendix 1.A; and question 1, 2, 3, 4 - Appendix 1.B)
- Teachers’ difficulties in teaching reading (Question 5- Appendix 1.A; and question 5, 6 – Appendix 1.B)
- Techniques in teaching reading (Question 6, 7, 8, 9, 10 – Appendix 1.A; and question 7, 8,
- Ways of classroom management (Question 11, 12, 13 – Appendix 1.A; and question 12,
There were four phases in the procedure of collecting data:
Firstly, all the questions for the teachers and students were designed concerning some of the important issues in English reading classes (c.f 3.2.2)
The author conducted a pilot study by having teachers and students complete questionnaires to assess their effectiveness in gathering the desired data Based on the feedback received, the author revised any inappropriate or ambiguous questions, thereby enhancing the quality of the data collected.
At the conclusion of the first year, questionnaires were distributed to both students and teachers who participated in the study, following the completion of the initial two phases of the compulsory basic English course This timing is crucial, as teachers gain insights into their students' proficiency levels, challenges, and learning styles, while students become acquainted with their teachers' instructional methods Consequently, this familiarity enables both parties to provide more accurate responses to the questionnaires.
Finally, the collected data was analyzed quantitatively The results were presented in the form of charts and tables for clear analysis and comparison
This chapter provides an overview of a survey conducted on the teaching of English reading skills to first-year students at MAC in VFU It outlines the teaching context, participant demographics, data collection instruments, and the procedures followed for data collection The findings and discussion of the survey will be detailed in the subsequent chapter.
RESULTS AND DISCUSSION
Results and discussion
3.1.1 Students’ and teachers’ attitudes toward learning and teaching English reading skills
Questions 1, 2, 3 (Appendix 1.A & 1.B) are delivered to investigate students’ and teachers’ attitudes to the importance of reading in English and teaching reading skills to the first year students in VFU
A more important than any language skills
B as important as other language skills
C not as important as other language skills
According to Chart 1, approximately one-third of both teachers and students believe reading is the most essential skill A significant majority of teachers (66.7%) view reading comprehension as equally important as speaking, listening, and writing, while only 46% of students share this perspective Notably, 22% of students regard reading as less important than other language skills, which could hinder their focus on developing this crucial ability.
The findings from Chart 2 align closely with those from Chart 1, as all teachers emphasized the significance of teaching reading skills to first-year students.
Chart 1: The importance of reading in comparison with other language skills
Chart 2: The importance of developing reading skills to the 1st year students in VFU
A survey revealed that while 44.4% of teachers and 55.6% of students viewed reading skills as important, only 68% of students shared this perspective, with 22% considering it very important and 46% deeming it important Notably, 32% of students felt that learning reading skills during their freshman year was not very important, suggesting that they prioritize other language skills However, it is encouraging that no participants dismissed the significance of reading comprehension or the importance of learning to read in the first year of university Additionally, the responses indicate alignment between students' views and teachers' objectives in teaching reading.
A To reinforce vocabulary and grammatical structures
B To develop reading skills and improve other language skills,
D To take the school exam well
E To prepare for learning ESP in the next term
A survey revealed that both first-year students and teachers share similar primary goals for learning and teaching reading skills, with a significant focus on performing well in school exams—44.4% of teachers and 47% of students identified this as their main objective The second most common purpose was to enhance vocabulary and grammatical understanding, noted by 25% of students and 22.2% of teachers A minority of respondents acknowledged the importance of improving other language skills or preparing for English for Specific Purposes (ESP), while none recognized the role of reading in enhancing background knowledge This indicates that reading lessons predominantly emphasize exam preparation over the development of reading skills, suggesting a need for teachers to prioritize skill enhancement in their instruction.
Chart 3: The main purpose of teaching reading skills the first year students at
A interesting and suitable to your level
B boring and not suitable to your level
C interesting but not suitable to your level
D boring but suitable to your level
The survey results reveal a significant disparity between teachers' and students' perceptions of textbook reading materials While 66.7% of teachers found the texts interesting and suitable, only 51% of students shared this sentiment Additionally, 37% of students, compared to 33.3% of teachers, described the reading materials as interesting but unsuitable A portion of students expressed that the texts were boring and unsuitable, a viewpoint not echoed by any teachers This notable difference in opinions could have a considerable impact on the reading instruction methods employed in the classroom.
3.1.2 Difficulties in teaching reading texts
The next question, question 5 is to find out the frequency of difficulties faced by the teachers when teaching reading texts The results are shown on table 1 below
Table 1: The frequency of difficulties in teaching reading texts Frequency
A There are many new words in the text 64 66,7 26 22,2 10 11,1
Chart 4: Opinion about reading texts in the text book
Students Teachers have strange topics
D The comprehension exercises are difficult to complete
Table 1 reveals a significant disconnect between students' and teachers' perceptions of reading difficulties While 64% of students frequently struggle with new vocabulary, only 66.7% of teachers recognize this challenge Additionally, 57% of students report occasional difficulties with grammatical structures, yet only 55.6% of teachers share this view Notably, only 23% of students feel confident about understanding the text topic, contrasting with 55.6% of teachers who believe students are struggling Furthermore, 48% of students find comprehension exercises often challenging, compared to just 22.2% of teachers who acknowledge this issue This gap in awareness hinders teachers' ability to support students effectively, ultimately impacting their reading success.
Question 6 (Appendix 1.B) was designed only for the teachers to ask them about the frequency of other difficulties they have when teaching reading in MAC
A Only some advanced students can complete the required tasks
B Weak students often sit silently or do other things instead of taking part in classroom activities
C Materials is quite difficult to some weaker students
D Teachers have to waste more time to help weaker students so stronger ones seem to be bored 0
Chart 5:The frequency of other difficulties faced by the teachers when teaching reading in mixed ability classes
Chart 5 highlights that, aside from material issues, most participants frequently faced challenges in MAC Specifically, 77.8% reported that only a few advanced students could complete the required tasks, leading to increased time spent assisting weaker students, which in turn caused boredom among stronger learners Additionally, 66.6% noted that weaker students often remained disengaged, either sitting silently or distracting themselves instead of participating in activities Notably, none of the participants indicated that they never encountered these issues These findings underscore significant challenges for teachers instructing mixed-ability students in reading, ultimately impacting the effectiveness of their lessons.
3.1.3 Techniques in teaching reading texts
To investigate the current techniques in teaching reading skills in MAC, some questions concerning the activities before, while and after reading are administered to both students and teachers
Firstly, question 6 (Appendix 1.A) and question 7 (Appendix 1.B) are used for the sake of finding out the frequency of pre-reading activities The result is presented in table 2 below:
Table 2: The frequency of pre-reading activities Frequency
B Set up a clear goal to read 57 55,6 28 33,3 15 11,1
C Answer some pre- reading questions 12 11,1 42 44,5 46 44,4
D Using the title, subtitles to predict content 8 11,1 35 33,3 57 55,6
E Look at pictures to guest the topic 19 22,2 47 44,5 34 33,3
F Playing games (to know about the topic) 0 0 8 11,1 82 88,9
G Brain storm words, structures or ideas related to the topic
Chart 7: Way of reading to find specific information of the text
The table indicates that teachers frequently employ pre-reading activities, with 66.7% focusing on pre-teaching new vocabulary and 55.6% on establishing clear reading goals Students are sometimes encouraged to answer pre-reading questions, predict content using titles and subtitles, or analyze pictures to infer the topic However, both students and teachers noted a lack of engaging activities such as games or brainstorming sessions related to the topic While it is beneficial for students to receive new vocabulary and grammatical structures before reading, and to have clear reading purposes highlighted, a significant number of students (36%) expressed dissatisfaction with the unfamiliar topics presented.
To enhance comprehension and engagement, it is essential to incorporate various strategies such as answering pre-reading questions, brainstorming related ideas, utilizing images for topic prediction, playing interactive games, and leveraging titles and subtitles to anticipate the text's content.
In the while-reading stage, teaching techniques were examined through questions 7, 8, and 9 from Appendix 1.A, as well as questions 8, 9, and 10 from Appendix 1.B The results of these questions were compared between the teachers' and students' responses.
A Read slowly from the beginning to the end, try to understand the meaning of every word
B Read quickly through the text, pay attention to the title, subtitles or topic sentences ignore the new words
A Read slowly from the beginning to the end, try to understand the meaning of every word
B Read quickly through the text, ignore the new words and look for the information they want
Chart 6: Ways of reading to find the main idea of the text
When being questioned about the way of exploiting reading texts to get general idea or specific information, the response is illustrated in chart 6 and 7 above
According to Chart 6, a significant 61% of students prioritize learning new words while reading for general understanding, while only 39% focus on skimming for main ideas This trend is largely influenced by teachers, with 55.6% encouraging a detailed approach to vocabulary, compared to 44.4% promoting quick reading for main ideas Similarly, Chart 8 reveals that 44.4% of teachers still advocate for slow reading to grasp new vocabulary for specific information These statistics indicate that current reading strategies in classrooms may not be fully effective Stronger students can often grasp new vocabulary easily, but this method can be time-consuming compared to skimming or scanning Conversely, weaker students struggle with new words, leading them to frequently consult dictionaries or peers, which can hinder their ability to identify main ideas, even if they understand the text.
Another question is design to investigate the frequency of using various types of while- reading tasks
Table 3: The frequency of while-reading exercises Frequency
Teachers and students share similar views on the frequency of exercise usage in reading lessons, with common types including Questions and Answers, True/False questions, and Multiple-choice questions These exercises are prevalent in textbooks; however, they often fall short in effectively engaging with the text Relying solely on these traditional exercises can lead to student boredom To enhance learning, it is recommended to incorporate a variety of exercises, such as identifying topic sentences, finding synonyms and antonyms, or discovering equivalents.
Finally, both students and teachers are questioned to give information about the frequency of post reading activities Their response is presented in table 5
Table 4: The frequency of post-reading activities
B Discussing the main point of the text 0 0 9 11,1 81 88,9
C Writing on topics relevant to the reading text 0 0 0 0 100 100
D Practice new vocabulary in the text by doing extra exercises
The collected data reveals a concerning trend, as most students reported not engaging in post-reading activities, a sentiment echoed by a significant number of teachers Summarizing texts can enhance students' comprehension, while discussing key points provides an opportunity for speaking practice and relaxation However, only a small fraction of teachers (22.2% and 11.1%) incorporate these techniques regularly Additionally, teachers rarely assign writing tasks related to the reading material, which may pose challenges for students This suggests that students often leave the text unexploited due to time constraints in class To foster more effective lessons, it is essential to negotiate class time for all three stages of reading activities.
Effective classroom management often involves strategic student grouping, as collaborative work in pairs or small groups is a widely used approach, particularly in MAC settings (Şalli-Çopur, 2005).
In classroom activities, a significant 77.8% of teachers reported frequently forming pairs or groups, with the remainder indicating they did so occasionally, and notably, none of the teachers stated they never allowed collaborative work among students This trend is echoed by student feedback, as 82% affirmed that their teachers often organized them into pairs or groups, while 18% mentioned that this occurred sometimes Overall, collaborative work in pairs or groups is a common practice during reading lessons.
And how do the teachers divide their students whenever they ask them to work in pairs/groups?
Chart 8: Frequency of pair/group working
Table 5: The frequency of grouping students with same or mixed ability Frequency
Summary of main findings
The answers for the first two research questions will be given by summarizing the results from the current teaching context and mainly from the above data analysis
3.2.1 Advantages of teaching reading skills to the first year students in MAC at VFU
The data analysis reveals that nearly all teachers and most students hold positive attitudes toward teaching and enhancing reading skills They unanimously recognize the importance of developing this skill during the first year of university, as they all have clear objectives for its acquisition.
Effective reading lessons consist of three key stages: pre-reading, while-reading, and post-reading Educators implement various strategies, including pre-teaching vocabulary and employing skimming and scanning techniques, along with diverse comprehension exercises These methods are designed to enhance students' ability to engage with and understand the text more effectively.
Effective classroom management strategies, such as pair and group work, are widely utilized by teachers due to their numerous benefits Educators recognize that collaborative learning enhances student engagement and fosters a positive learning environment Importantly, students also understand the advantages of working in pairs or groups, which promotes teamwork and peer support Additionally, thoughtfully grouping students of mixed abilities not only saves time but also encourages cooperative learning, making it a practical approach in the classroom.
Teaching reading skills to first-year students at VFU is positively influenced by various university conditions Despite the challenges posed by MAC, they foster collaboration among students and encourage teachers to enhance their professionalism through diverse teaching methods (Corley, 2005; Ur, 2005) Additionally, the implementation of paper tests on grammar and reading at the end of each phase serves as a strong motivator for students to improve their reading skills Furthermore, the availability of modern teaching aids, such as cassettes, computers, and projectors in all classrooms, significantly enhances the English language learning experience.
3.2.2 Disadvantages of teaching reading skills to the first year students in MAC at VFU
While most teachers and first-year students recognize the significance of reading skills in the freshman year, approximately 25% of students undervalue reading as an important subject For many, the primary goal of English reading instruction is to pass final exams, with secondary objectives focused on enhancing vocabulary and grammar Consequently, current reading lessons are often perceived more as exam preparation than as skill development Additionally, some teachers lack a comprehensive understanding of their students' perceptions of textbook reading materials, with fewer students finding the texts engaging or appropriate for their level compared to teachers' assessments Alarmingly, some students describe the reading texts as boring and unsuitable, a concern that remains unrecognized by their teachers.
Many students encounter significant challenges during reading lessons, including limited vocabulary, complex grammatical structures, and difficulties with comprehension tasks While most teachers recognize the struggles related to new vocabulary and grammar, over half are unaware that the topics and reading exercises themselves also pose challenges for students This disconnect between teachers' and students' perceptions of reading difficulties hinders effective instruction, as teachers who lack a clear understanding of their students' challenges are unable to provide the necessary support for improvement.
At VFU, English classes consist of students with varying language learning abilities, primarily following a MAC model However, classroom participation tends to be dominated by faster learners, posing a challenge for teachers to engage and motivate all students effectively.
Effective reading lessons typically involve three stages, yet many educators fail to adequately enhance students' reading skills The pre-reading phase poses particular challenges, as teachers often neglect to engage students with enjoyable activities like visual aids or games to introduce the reading topic A significant number of teachers still rely on traditional methods, prioritizing the explanation of new vocabulary and grammar over teaching essential techniques such as skimming and scanning Furthermore, students receive limited additional reading tasks beyond the textbook, and due to time constraints, post-reading activities are frequently absent.
Effective classroom management is essential, especially during reading lessons where pair and group work is common However, a significant challenge arises when students take advantage of these collaborative opportunities to engage in off-topic conversations, distracting themselves and their peers from the lesson.
Teaching English, particularly reading skills, to first-year students at VFU presents several challenges As a non-English major university located far from the city, students often have low English proficiency and limited opportunities for communication outside the classroom, leading to increased anxiety during lessons Additionally, the limited class time allocated for each unit—which encompasses grammar, reading, speaking, listening, vocabulary, and pronunciation—restricts the variety of activities and practice The underutilization of essential teaching tools like computers and projectors further hampers the learning experience Furthermore, students rely solely on the textbook for reading materials, as the university library lacks sufficient English references for additional study at home.
Chapter 4 presents the survey results along with discussions and insights derived from the data analysis The author concludes that there are notable advantages and disadvantages in teaching English reading skills to first-year students at MAC in VFU These findings will serve as a foundation for implications regarding the teaching of reading skills, which will be explored in the following chapter.
IMPLICATIONS
Improving students’ participation in classroom activities
Student participation significantly enhances lesson success, so teachers at VFU should focus on motivating students to engage in classroom activities By doing so, they can address issues related to students' negative attitudes toward reading skills and other challenges stemming from MAC Implementing effective strategies can lead to improved student involvement and learning outcomes.
4.1.1 Having a good understanding of individual students
A strong understanding of each student at MAC is essential for effective teaching, as students are more likely to develop interest and passion for learning when they feel cared for by their teacher (Harmer, 2008) When students believe their teacher genuinely understands them, they are more likely to respond positively To enhance this understanding, teachers can employ various strategies.
To effectively remember each student's name, utilize a combination of techniques: make associations by observing students and identifying any striking features; focus on visual cues by paying attention to their faces and body posture; and engage your aural senses by listening closely to their voices.
- Try to know more about the students' personalities
- Get to know as much as possible about the students' learning experience and ability.,
- Get to know something about the students' hobbies, and their special talents
(Adapted from: Ur, 2005, Harmer, 2008, Ashok, 2010)
4.1.2 Clarifying learning goals to the students
It is necessary for the teachers to clarify learning goals to their students since they play a very important role in their ways of learning (Marianne, 2001)
The primary teaching goal at VFU, as indicated by the survey, is to enhance students' vocabulary and prepare them for final exams, particularly in grammar and reading, which is essential given that English is a compulsory subject However, these objectives should not overshadow the importance of reading as a means to improve background knowledge and other language skills For first-year students, developing reading skills is crucial for future English for Specific Purposes (ESP) studies Therefore, teachers must be clear about their teaching purposes, communicate these objectives to students at the start of the term, and consistently refer back to them Each reading lesson should clearly outline what students will learn, the importance of the lesson, and the methods of learning involved.
4.1.3 Making use of pair/ group work
Utilizing pair and group work significantly enhances student participation, particularly encouraging shy individuals to engage in discussions This collaborative approach allows students to think independently and experiment with new ideas in a more intimate setting Additionally, group activities foster positive relationships among peers and strengthen the bond between students and teachers.
The survey results reveal that a majority of teachers possess a positive attitude towards the use of pair and group work in reading lessons, frequently implementing this effective classroom management strategy Given the numerous advantages associated with collaborative learning, it is essential for educators to increase the frequency of pair and group activities to address the issue of low participation rates in classroom activities.
There are some tips that the teachers should follow when applying pair/group work to guarantee the effectiveness and prevent students from abusing this to do personal things:
- Divide the students in most possible convenient way, avoiding chaos and noise
To ensure students understand their assignments, provide clear instructions both verbally and in writing Start by explaining the tasks orally, then reinforce the information by writing specific tasks on the board This dual approach helps clarify expectations and enhances student comprehension.
- Allot a time limit for each activity, so that students can engage in the work productively
- Make sure that the activities are simple, so that a large number of students who can get it right for the first time
- Control noise level when necessary through signals (Raising hands, clapping thrice, etc)
- Monitor the activities by moving from pair to pair, group to group without disturbing the students
- Circulate to answer questions and encourage weaker students or slower groups
- Provide feedback immediately to tell the students how well/ badly they perform Alternatively make a note of mistakes and help the students to avoid them in the next lessons
(Adapted from Şalli-Çopur, 2005, Byrne, 1987, Hong, 2007) For example, to the reading text “A tale of two millionaires” (Unit 6, New Headway Pre- intermediate, p.50-51)-(Appendix 2):
Students will be divided into two groups, with Table 1 focusing on Milton Petrie and Table 2 on Hetty Green Within ten minutes, each group must read their assigned material and answer key questions, including their subject's birth date, parental background, health journey, and notable acts of kindness or meanness The teacher will provide guidance by displaying instructions and questions on slides or writing them on the board.
+ While the students perform their task, the teacher goes around preventing the students from doing the things off the tasks
+ After 10 minutes, students at table number 1 and those at the table number 2 have to tell each other about the person they have read basing on the questions
The teacher evaluates the group's work by prompting members to provide answers, offering immediate feedback when necessary, or inviting input from students in other groups.
4.1.4 Changing the roles while teaching
Active student involvement is crucial for motivation in learning, as traditional lecturing methods are less effective Instead, teachers should take on roles such as organizers, prompters, observers, and friendly evaluators to enhance engagement and provide constructive feedback.
An organizer plays a crucial role in coordinating student activities by providing essential information and instructions This involves grouping students into pairs or teams, guiding them through the tasks, and effectively concluding the session when time is up.
When students engage with a text, it is essential for teachers to highlight its language features Educators should guide students to specific aspects of text construction, clarify any ambiguities, and raise awareness of structural elements they may not have encountered before This approach enhances comprehension and deepens students' understanding of the material.
During reading sessions, the teacher actively monitors students' progress to assess their understanding and performance This observation helps determine whether students require additional time to grasp the material effectively.
A feedback organizer is essential for assessing student task completion After students finish their assignments, the teacher facilitates a feedback session by encouraging them to compare their answers in pairs or groups This collaborative approach fosters discussion and allows the teacher to gather responses effectively When prompting students to share their answers, it is beneficial to ask them to reference specific parts of the text where they found their information This strategy not only promotes critical thinking but also helps the teacher identify any misunderstandings or issues in the students' responses.
A supportive evaluator plays a crucial role in student achievement by providing praise and encouragement during assessments Recognizing students' capabilities through positive feedback can significantly enhance their performance When students struggle to answer questions correctly, it is important for teachers to offer constructive incentives and helpful hints to guide them toward improvement Avoiding sarcastic remarks is essential, as such comments can harm students' self-esteem and hinder their learning experience.
4.1.5 Making use of modern technology in teaching
Improving teaching techniques
Survey results highlight the need to enhance teachers' techniques in reading instruction to boost students' reading skills This article will propose strategies for optimizing teaching time and efforts, along with diverse activities tailored to the three stages of reading: before, during, and after reading.
5.2.1 Adjusting teaching time and efforts
A recent survey indicates that teachers at VFU predominantly focus on the while-reading stage during reading lessons, often neglecting the equally important pre-reading and post-reading activities To enhance reading success, it is essential to balance class time among all three stages of the reading lesson Implementing strategies to negotiate teaching time can lead to more effective and successful reading instruction.
- Give students clear directions so the need for repetition is minimized: Write the directions, assignments, sequences of activities, etc on the chalk/white board or PowerPoint screen
- Identify what difficulties their students often cope with in each stage of reading for more emphasis on these difficulties
- Depend on reading material to choose suitable activities in each stage
- Limit the time for all reading activities
- Control the class to minimize the noise
4.2.2 Varying strategies in three stages of reading lessons
The New Headway international textbook includes reading texts accompanied by activities for three stages of reading; however, many teachers often overlook the pre and post-reading activities Utilizing these activities is crucial for enhancing comprehension, and educators should also consider incorporating additional activities beyond those provided in the textbook to further deepen students' understanding of the text.
Pre-reading activities play a crucial role in preparing students for reading lessons, making the subsequent stages more manageable At VFU, many teachers recognize the significance of this phase and implement effective techniques, including pre-teaching vocabulary and grammatical structures, as well as setting clear objectives before reading To enhance comprehension, educators should also consider additional strategies such as activating background knowledge and previewing the text to create expectations Engaging students in various activities can further facilitate these processes, ensuring a more effective reading experience.
- Answer some pre-reading questions
- Looking at pictures, maps, diagrams, or graphs to guess the topic
- Using the title, subtitles, and divisions within the text to predict content and organization or sequence of information
- Brain storming words, structures or ideas related to the topic
- Playing games (to know about the topic)
- Talking about the author's background and writing style
(Adapted from: William, 1984, Marianne, 2001, Drucker, 2003) For example, to the text “Three musical cities” (Unit 10, New Headway Elementary, p 78-
79) (Appendix 2), the students may be asked to look at the three subtitles of the text: (New
Orleans, Vienna and Liverpool) to predict about what they are going to read about these cities
Or with the title “How to live to be 100” (Unit 14- New Headway Elementary, p.110-11)
Before reading Appendix 2, students can brainstorm ideas for living to 100 years old Key suggestions include engaging in regular physical exercise, consuming a diet rich in fruits and vegetables, and avoiding smoking and excessive alcohol consumption.
The while-reading stage is crucial in a reading lesson as it enables students to gain a deep understanding of the text while enhancing their reading skills Teachers must act as guides, providing clear instructions for diverse activities tailored to specific reading purposes Those accustomed to traditional teaching methods, which emphasize vocabulary comprehension, should adopt various strategies to meet different reading objectives This article outlines essential purposes and corresponding reading exercises that should be integrated into reading lessons.
Skimming is an effective reading strategy that allows students to grasp the general meaning of a text without focusing on every word By quickly scanning the content, they can identify key sentences and recognize important words that signal the main message To enhance comprehension, students should pay special attention to the title, introductory and concluding sections, as well as the topic sentences of each paragraph, which typically convey the core ideas of the text.
To enhance efficiency and assess students' comprehension of the text, teachers should provide various reading exercises during skimming activities These exercises may include answering information questions, multiple-choice questions, true/false questions, identifying topic sentences, matching headings, determining paragraph topics, and completing summaries.
In the exercise from "People, the Great Communicator" in Unit 1 of New Headway Pre-Intermediate, students efficiently match headings to the four paragraphs by focusing on the topic sentences rather than reading the entire text This strategy allows for a quicker and easier completion of the task.
+ Paragraph 1 (Para.1): How we communicate (We can communicate with people in many different ways.)
+ Para 2: Differences between people and animals (Animals have ways of exchanging information, too)
+ Para 3: A history of communication (Communication technologies were vey important in the development of all the great ancient societies.)
+ Para 4: Communication today (Modern Media is changing our world every minute of every day
When searching for specific information in a text, students should focus on relevant paragraphs rather than reading the entire text thoroughly Limiting scanning time can enhance efficiency and help develop scanning skills To practice, students can engage in various exercises that target specific details, such as answering information questions, multiple-choice questions, true/false questions, filling in blanks, and completing tables.
For example, to the text “Two famous first” (Unit 7, New Headway Elementary, p56-57)-
(Appendix 2), the students may be asked to read and complete the table below:
The first President of/ in Europe
Date and place of birth 1732 in Virginia
To enhance vocabulary comprehension in texts, teachers can employ various strategies instead of providing direct Vietnamese translations By guiding students to focus on contextual clues, word formation, and derivation, educators can implement exercises such as recognizing synonyms and antonyms, cloze exercises, and completing tables For instance, to help students grasp the meanings of job-related terms in "The Man with Thirteen Jobs" (Unit 3, New Headway Elementary, p 24-25), these techniques can be effectively utilized.
(Appendix 2), the teachers may ask his students to do a matching exercise:
4 undertaker 5……… a server petrol b deliver the letters c arrange funerals d put out the fire e ………
In the text "Living in the USA," students can be directed to identify words that correspond in meaning to the given phrases This exercise enhances vocabulary comprehension and encourages engagement with the material By focusing on synonyms within the context of the text, learners will improve their language skills and deepen their understanding of the content.
+ be slow to speak because of uncertain feelings (hesitate)
+ people who study Mathematics ( mathematician)
+ a place where sell footballs (a soccer store)…
To assess students' understanding and retention of previously studied material, the final reading stage is essential Implementing various post-reading activities allows teachers to select appropriate options tailored to the text's characteristics, facilitating meaningful engagement with the content.
- Discussing the main point of the text
- Discussing something of the same topic of the text
- Writing on topics relevant to the reading text
- Practice new vocabulary in the text by doing extra exercises
- Reading texts of contrasting topics
For example, after the students read the text “Super Kids” (Unit 6, New Headway Elementary, p.48-49)-)-(Appendix 2) and complete the comprehension exercises (answer that questions about
Alexandra and Lukas), the teacher can check their understanding by asking them to discuss the same and differences between the two characters
After exploring the text "The Best Shopping Street in the World," students can engage in a guided discussion led by the teacher This conversation can revolve around related questions that encourage them to express their thoughts and ideas inspired by the reading By utilizing the expressions and concepts from the text, students will enhance their understanding and communication skills while discussing various aspects of shopping streets globally.
“What is the main shopping street in your town/ city/ country? What can you buy there that special? ”
Implementing the outlined stages encourages students to rely on themselves and various resources instead of solely depending on the teacher for information This approach allows students to develop their skills through interaction with reading texts, fostering independence in their learning process While several activities for the reading stages have been suggested, teaching remains a creative endeavor, requiring teachers to adapt activities based on the specific teaching and learning environment, the reading material, and the students' proficiency levels Moreover, the success of a reading lesson is not only contingent on designing diverse activities but also on effectively organizing and managing classroom dynamics, highlighting the teacher's pivotal role in the instructional process.
Summary of the study
The research aimed to enhance reading skills instruction for first-year students at MAC in VFU by proposing practical and theoretical solutions.
The theoretical basis or the literature review of the study mentioned a number of issues relating to English reading comprehension, teaching English reading comprehension and teaching English in MAC
The article discusses a survey conducted on the teaching of reading skills to first-year students at MAC in VFU, revealing both advantages and disadvantages faced by teachers Key issues identified include attitudes, difficulties, teaching techniques, and classroom management strategies Notably, the disadvantages outnumbered the advantages, highlighting the need for improvement in English reading instruction To address these challenges, the author proposes solutions aimed at increasing student participation, such as understanding individual needs, clarifying learning goals, utilizing group work, and incorporating modern technology Additionally, recommendations for enhancing teachers' reading techniques include optimizing teaching time and employing effective activities during the pre-reading, while-reading, and post-reading stages The author believes that implementing these flexible solutions will significantly improve the effectiveness of reading instruction for first-year students at MAC in VFU.
Limitations of the study
The author recognizes the significance of the study in enhancing reading skills for first-year students in MAC at VFU, while also acknowledging the inherent limitations faced as a new researcher.
Due to time constraints, a survey questionnaire was selected as the data collection instrument, and the limited number of participants may affect the accuracy of the results.
The proposed solutions for enhancing reading instruction for first-year students in MAC at VFU remain untested, leading to questions about their effectiveness and suggesting that they may be subjective or incomplete.
This study focused exclusively on first-year students at VFU, which may limit the applicability of the proposed solutions to other student populations, including those at non-English major universities in Vietnam, due to variations in English proficiency and teaching competencies Additionally, the research was restricted to the teaching of reading skills, highlighting the need for further investigation into other language skills such as listening, speaking, and writing to enhance overall English language instruction.
Suggestions for further study
Due to certain limitations, the author recommends future research to utilize a broader range of data collection methods, including interviews and class observations, with a larger participant pool to enhance the reliability of the findings.
To validate the proposed solutions, experimental research will be conducted to demonstrate the effectiveness and significance of the study's findings, eliminating any subjective evaluations from the researcher.
Future research should explore additional language skills such as speaking, listening, and writing to gain a comprehensive understanding of English instruction at VFU, ultimately enhancing teaching and learning outcomes.
In summary, this study conducted a survey on reading skill instruction for first-year students at MAC in VFU, offering practical recommendations to leverage strengths and address weaknesses The author encourages other English lecturers at VFU to use this research as a valuable reference for their teaching practices.
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