INTRODUCTION
Background
Vocational education is increasingly popular worldwide, including in Vietnam, as a viable alternative to traditional higher education This practical approach focuses on preparing individuals for specific careers, such as engineering, trading, or crafting Unlike conventional colleges, vocational colleges emphasize job-specific training over academic studies, ensuring that students acquire the essential skills needed for their chosen professions.
Viglacera Vocational College (VVC), established in 1998, is the premier institution for vocational training in construction materials production in Vietnam As part of Viglacera Corporation, VVC has partnered with Proskill UK to enhance its training programs and elevate its status as a leading vocational college The college is dedicated to developing international-standard vocational training tailored for the workers of its forty subsidiaries These students juggle their studies with demanding work schedules, often facing significant challenges due to exhaustion, which impacts their ability to learn effectively Consequently, they express a desire for more engaging and manageable lessons, presenting a challenge for instructors to adapt their teaching methods.
At Viglacera Vocational College (VVC), English is recognized as a vital international language, increasingly adopted in Vietnam's educational system, particularly in higher education due to globalization It serves as a crucial medium for accessing essential knowledge predominantly available in English, significantly impacting various sectors and enhancing international communication This growing trend has led to the development of English for Specific Purposes (ESP) Acknowledging the importance of ESP, VVC educators prioritize its instruction over General English (GE), focusing on equipping students with relevant terminology and background knowledge in building materials.
Students at VVC face significant challenges with vocabulary and grammar during reading activities, often struggling with specialized terms and complex grammatical structures Even after becoming familiar with specific vocabulary, they still have difficulties grasping general concepts and specific details These obstacles may stem from various factors, including their study methods, attitudes toward learning, the curriculum, and teaching approaches It is believed that by modifying their study techniques, particularly their reading strategies, students can effectively address and overcome these vocabulary and grammar-related issues.
Effective reading strategies are essential for language acquisition, especially for students learning English as a second language, as highlighted by Carrell (1984) At VVC, enhancing reading skills is vital for students to effectively engage with academic resources in English and to broaden their professional expertise in their respective fields.
Problem statement and research contribution
Reading English academic materials is a crucial skill for university students, particularly those learning English as a Second Language (ESL) or English as a Foreign Language (EFL) (Levine et al 2000) Effective reading comprehension is vital not only for academic success but also for professional achievement (Durkin, 1993) However, many students are unprepared for the reading demands placed upon them When faced with the pressure to engage with academic texts in English, these students often resort to ineffective reading strategies, resulting in subpar outcomes (Wood et al 1998).
Despite the critical role of English reading skills, there has been limited research on reading strategies among vocational college students in Vietnam, particularly at Viglacera Vocational College Many students face challenges when engaging with academic texts written entirely in English The college's program is designed to meet global standards, necessitating that students effectively acquire knowledge to achieve certification This highlights the need for a study focused on their in-class reading behaviors, aiming to uncover how they approach English for Specific Purposes (ESP) texts and the strategies they employ to comprehend English materials.
This study significantly enhances existing literature by exploring the reading behaviors and strategies of vocational students It identifies essential techniques to improve their reading comprehension and suggests effective methods for developing their reading skills, ultimately leading to better academic performance.
Research questions
The study aims to find answers for the following questions:
● Which strategies do students majoring in building materials at Viglacera Vocational College use to read ESP texts?
● Are there any differences between good and poor readers, male and female readers in terms of their reading strategy use?
Research objectives
● Objective 1: to investigate and analyse reading behaviors as well as reading strategies of the students at Viglacera Vocational College
● Objective 2: to recommend appropriate strategies for students to improve their reading skills
● Objective 3: to identify differences in the use of reading strategies between good and poor readers, male and female ones.
Research scope
This study examines the reading strategies employed by 120 students enrolled in three English for Specific Purposes (ESP) classes focused on building materials at Viglacera Vocational College It aims to analyze the current reading techniques utilized by these students and to identify effective strategies that can enhance their reading skills in the context of their specialized field.
Research methodology
In this study, the author surveys vocational college students to gather insights into their reading strategies The collected data is analyzed using SPSS software to examine their reading behaviors.
Thesis structure
Chapter 1 introduces the research background, identifies the practical and theoretical problems, clarifies the research questions, research objectives, research scope and methodology, as well as describes the research structure Chapter 2 presents the literature review which is relevant to the research topic in order to have the basic knowledge including theories and empirical studies, then illustrates the theoretical framework to support the research Chapter 3 demonstrates the research design, the method of data collection and data analysis, and research limitations
Chapter 4 shows the result of measurement and regression models, conducts comprehensive analyses and discusses important findings
Chapter 5 draws some conclusions and suggests some recommendations related to reading strategies for students at vocational colleges.
LITERATURE REVIEW
This chapter begins by defining key concepts related to reading and reading comprehension It then explores the reading process along with various effective reading strategies Furthermore, it emphasizes the unique characteristics of English for specific purposes and concludes with a review of the current literature on reading strategies.
Reading is one of the four skills that students should learn and care of
In college, students encounter a variety of reading materials, including textbooks, articles, and stories Engaging in reading is crucial for their academic success, as it enhances their language skills and deepens their understanding of diverse subjects Scholars have varying perspectives on the definition of reading, highlighting its complexity and significance in education.
Reading is a complex process where readers reorganize and interpret messages encoded by authors through visual cues Harmer (1989) characterizes it as a mechanical activity where the eyes gather information and the brain deciphers its meaning Similarly, Smith emphasizes that reading involves comprehending the author's thoughts Across various perspectives, researchers highlight key elements of reading, focusing on the roles of readers, the reading process, and the messages conveyed.
Reading comprehension is crucial in language education, as it involves the accurate and effective extraction of information from texts Researchers identify three key factors that influence reading comprehension: the quality of the texts, the foundational knowledge of the readers, and the relevant context surrounding the material.
According to Swan (1975), individuals with strong reading skills can extract significant information from texts despite their limited prior knowledge Grellet (1981) emphasizes that reading comprehension involves effectively deciphering essential information from a text Despite differing perspectives among researchers, there is a consensus that reading comprehension is the process through which readers visualize text and grasp its underlying meanings.
Psychologists identify two key reading processes for comprehension: the bottom-up and top-down approaches The bottom-up process involves students starting from the smallest units of language—letters, words, phrases, and sentences—to build understanding before integrating these into larger texts This method enhances detail-oriented comprehension, enabling readers to clarify ideas and locate specific information Conversely, the top-down process focuses on the interaction between readers and texts, relying on readers' background knowledge, predictions, and expectations In this approach, motivation and engagement with the content are essential for grasping overarching themes and critical information.
Many experts emphasize the significance of the top-down process in reading comprehension, often viewing it as more influential than the bottom-up approach However, this does not diminish the importance of bottom-up processing In reality, effective reading comprehension requires a harmonious integration of both processes to guarantee the accuracy and timeliness of the information obtained.
Effective reading strategies are essential for learners to achieve comprehension in reading Utilizing techniques such as prediction, skimming, scanning, inferring, and self-monitoring can significantly enhance the ability to understand texts Recent research in second language reading highlights the importance of these strategies, revealing how they aid readers in interacting with written material and improving text comprehension Learners employ diverse strategies to facilitate the acquisition, storage, and retrieval of information, ultimately leading to more successful reading experiences.
Learning strategies are techniques and behaviors that enhance the effectiveness and efficiency of the learning process (Oxford and Crookall, 1989) In the context of reading, these strategies include evaluating content, connecting new information to prior knowledge, engaging with questions related to the text, identifying key terms, analyzing grammar to understand sentence structure, and employing methods such as skipping, rereading, paraphrasing, and summarizing (Almasi, 2012).
Reading strategies are essential for understanding how readers approach tasks, recognize textual signals, and address comprehension challenges (Block, 1986) These strategies range from simple techniques, like reviewing challenging sections and inferring unknown vocabulary, to more comprehensive methods such as summarizing and connecting new information to existing knowledge (Janzen, 1996) Research has shown that teaching reading strategies significantly enhances students' reading skills (Carrell, 1985; Pearson and Fielding, 1991; Brown and Palincsar, 1989) Brown and Palincsar (1984) identified four key strategies in the reading process: summarizing, questioning, clarifying, and predicting.
Reading strategies are primarily categorized into cognitive and metacognitive strategies Cognitive strategies assist readers in constructing and comprehending the meaning of texts, while metacognitive strategies focus on monitoring and regulating these cognitive processes For example, skimming a text for essential information exemplifies a cognitive strategy, whereas assessing the effectiveness of the information gathered represents a metacognitive strategy In second language learning, it's important to differentiate between strategies that enhance learning effectiveness and those that improve comprehension The former are often termed learning strategies, with Oxford (1989) providing a valuable classification of the various strategies employed by second language learners.
Cognitive strategies are essential tools that learners utilize to effectively manipulate language This category includes techniques such as note-taking, formal study of specific language aspects, summarizing, paraphrasing, predicting, analyzing, and leveraging context clues to enhance understanding and proficiency in the target language.
(2) Memory strategies: these help the reader remember information through creating mental pictures, grouping and associating
(3) Compensation strategies: involve activities such as guessing while reading, or using dictionaries
(4) Meta-cognitive strategies: these involve activities done by the learner to plan, arrange, and assess their own learning
(5) Affective strategies: these include self-encouraging behavior to reduce anxiety
(6) Social strategies: which cover cooperation with peers and asking for correction and feedback
English for Special Purposes (ESP) is characterized by its focus on specific disciplines and is often constrained by limited timeframes, as noted by Pauline Robinson (1991) ESP aims to achieve defined objectives quickly, ensuring learners attain the necessary linguistic competence Typically taught to adults in homogeneous classes aligned with their professional or academic fields, ESP is particularly relevant in contexts such as English for Occupational Purposes Hutchinson and Walters (1987) emphasize that ESP's content and teaching methods are tailored to meet the specific needs of learners, a perspective echoed by Strevens (1988), who highlights ESP's role in studying English for particular majors as a foreign language Ultimately, the primary goal of ESP is to enhance reading skills pertinent to learners' areas of interest.
Robinson (1991) also divides ESP into two main areas: English for Academic Purposes (EPA) and English for Occupational Purposes (EOP) by a tree diagram as follow:
The diagram illustrates a valuable categorization of courses based on their timing, highlighting the significance of these distinctions in determining the appropriate level of specificity for each course Ultimately, exploring different classifications of English for Specific Purposes (ESP) equips teachers with a comprehensive understanding of the learner demographics they will be engaging with.
2.5 Existing literature of reading strategies
Since the late 1970s, numerous empirical studies have explored reading strategies, revealing distinct connections between specific strategies and the success or failure of second language reading Research has also examined individual differences in how second language learners employ these strategies across various reading tasks Recently, a significant focus has been placed on reading strategy training, grounded in the belief that effective reading relies heavily on the appropriate application of effective strategies.
METHODOLOGY
This chapter outlines the research design employed to address the research questions and fulfill the objectives, highlighting the research philosophy, approach, and methodology It further details the methods used for data collection and analysis, while also considering the limitations of the research.
Research philosophy is conceptualized as the improvement of the research background, research understanding and its essence (Saunders et al
In 2012, it was established that research philosophy is defined by the chosen research model, making it essential to select the appropriate philosophy for effective research development This study employs a positivist philosophy, focusing on the practical reading behaviors of vocational college students in Vietnam The collected data is analyzed to determine the percentage and frequency of students' reading strategies, providing a comprehensive overview of the reading styles prevalent among vocational students.
The research approach serves as a guiding framework for conducting a study and can be categorized into three main types: deduction, induction, and abduction The selection of an approach is determined by the specific research questions and objectives This particular study primarily employs a deductive approach, wherein the author reviews theoretical and empirical literature to identify key reading strategies These strategies inform the design of the survey and help in identifying suitable methods for vocational students.
This study utilizes a quantitative approach to investigate the reading strategies of students at Viglacera Vocational College Data collected from questionnaires will be analyzed using SPSS software to provide accurate answers to the research questions.
The study sample consists of 120 learners enrolled in various construction materials classes at VVC, all of whom are participating in compulsory English for Specific Purposes (ESP) courses designed to enhance their professional knowledge These students have a background in English education, having studied the language for four to seven years during secondary and high school, along with an additional term of General English in their first year of college They are aged between eighteen and thirty years and all speak Vietnamese as their native language.
The primary data for this study is collected using a questionnaire, which is divided into two main sections The first section gathers background information about participants, including their gender, age, and years of English study The second section focuses on identifying the reading strategies that participants report using while reading English for Specific Purposes (ESP) texts, categorized into three phases: Pre-reading, While-reading, and Post-reading This questionnaire is administered at the start of the experiment, with responses ranging from "always" to "usually."
In the reading process, three key phases—Pre-reading, While-reading, and Post-reading—employ various strategies to enhance comprehension During Pre-reading, strategies include relating the title and illustrations to the text, skimming, reading topic sentences, and recalling prior knowledge While-reading incorporates eleven strategies such as looking up important words, contextual guessing, using grammatical clues, skipping unknown words, rereading for clarity, translating, thinking aloud, taking notes, predicting upcoming content, and connecting the text to personal experiences Finally, Post-reading strategies focus on classifying words by meaning and grammar, summarizing main points, and revisiting the text to address comprehension gaps and reinforce retention of critical information.
Data collected through this method is quantitatively analyzed using SPSS (Statistical Package for the Social Sciences), where frequencies and percentages are immediately calculated for all questionnaire items The results are presented as frequencies and percentages, facilitating a comparison between the self-reported data from the questionnaire and the actual reading process, specifically regarding the use of reading strategies.
The analysis of the data reveals three key strategies derived from the questionnaire: Pre-reading strategies, While-reading strategies, and Post-reading strategies These strategies are detailed with their corresponding frequencies and percentages, providing a clear understanding of their effectiveness and application.
ANALYSES AND FINDINGS
This chapter presents a comprehensive analysis of the data, leading to a discussion of the research findings that directly address the study's guiding questions The analysis focuses on identifying, describing, and exploring key features, percentages, and frequencies of student responses.
4.1 Descriptive statistics of the respondents
Table 4.1: Descriptive statistics of the respondents
The survey results reveal that 62.5% of respondents are male, indicating that male students significantly influence the perceptions of reading Additionally, students aged 18 to 22 represent a larger demographic at 59.2%, compared to 40.8% for those aged 23 to 30 Notably, a substantial 67.5% of participants exhibit weak interest in reading, highlighting a concerning trend in student engagement with literature.
Out of 120 students, 39, representing 32.5%, exhibit a strong interest in reading Approximately 50% of the students demonstrate an average level of reading comprehension, while 31% possess good reading proficiency and 37% struggle with poor reading skills.
This study categorizes 43.3% of students with normal reading proficiency as having low proficiency, allowing for a focused examination of the differences between high and low-performing readers.
Gender Age Reading interest Reading proficiency
Descriptive statistics of the respondents
Male Female 18-22 23-30 Strong Weak Good Normal Poor
4.2.1 Reading strategy use of vocational students
Table 4.2: Frequency of using reading strategies
Relating the title and illustration to the text 4.78 0.54
Looking up every unknown word in the dictionary 2.02 0.92 Checking the dictionary only for important words 3.83 0.99
Using grammatical clues to guess the meaning 2.21 1.07
Rereading a sentence if not understood 3.96 0.87
Translating the text word-for-word 2.57 1.28
Taking notes on important points 3.53 1.07
Making guesses about what will come next based on information already given
Relating the text to background knowledge 3.22 0.99
In the process of understanding text, classifying words by meaning and grammatical categories plays a crucial role, with average ratings of 2.59 and 2.17, respectively Summarizing key points is essential for comprehension, achieving an average score of 3.83 To address comprehension failures, rereading the text is highly effective, with a notable average rating of 3.99 Additionally, rereading to reinforce memory of important points garnered an impressive average of 4.24, highlighting its significance in effective learning and retention.
The strategies are evaluated using a five-point Likert scale, where 1 signifies "never use" and 5 signifies "always use." Students indicate their frequency of strategy usage by rating from 1 to 5, with a higher mean value reflecting more frequent use According to Sheory and Mokhtari (2011), strategies with mean scores above 3.5 are categorized as high use, those with scores between 2.5 and 3.49 are considered medium use, and strategies with scores below 2.5 fall into the low use category.
A study of reading strategies reveals ten commonly used techniques, each with mean values ranging from 3.5 to 4.78 The most effective strategy is relating the title and illustration to the text (M=4.78), followed closely by reading the first sentence (M=4.70) and skimming (M=4.64) Additional valuable strategies include rereading the text to remember key points (M=4.24) and to address comprehension failures (M=3.99) Readers also benefit from rereading unclear sentences (M=3.96) and checking the dictionary for important words only (M=3.83) Summarizing main points (M=3.83), skipping unknown words (M=3.55), and taking notes on important information (M=3.53) further enhance reading comprehension.
Various reading strategies are employed by students, with average usage scores ranging from 2.57 to 3.41 The most utilized strategies include Thinking about previous knowledge (M=3.41), Thinking-aloud when reading (M=3.23), and Relating the text to background knowledge (M=3.22) Other moderately used strategies are Contextual guessing (M=2.78), Making predictions based on prior information (M=2.75), Classifying words by meaning (M=2.59), and Translating text word-for-word (M=2.57) Conversely, three strategies are used less frequently: Using grammatical clues to infer meaning (M=2.21), Classifying words by grammatical categories (M=2.17), and Looking up every unfamiliar word in the dictionary (M=2.02).
4.2.2 Differences in reading strategies use by gender
Table 4.3: Reading strategies of female and male students
Relating the title and illustration to the text
Reading the first sentence 4.68 0.57 4.73 0.45 0.594 Thinking about previous knowledge
Looking up every unknown word in the dictionary
Checking the dictionary only for important words
Using grammatical clues to guess the meaning
Skipping unknown words 3.56 0.68 3.53 0.73 0.840 Rereading a sentence if not understood
Translating the text word-for- word
Thinking-aloud when reading 3.19 0.93 3.29 1.04 0.577 Taking notes on important points 3.65 1.01 3.33 1.15 0.112 Making guesses about what will 2.57 1.10 3.04 1.09 0.025 come next based on information already given
Relating the text to background knowledge
Classifying words according to meaning
Classifying words according to grammatical categories
Summarizing the main points in the text
Rereading the text to make up for comprehension failure
Rereading the text to remember the important points
In a study of strategy usage among students, male participants employed 11 out of 20 strategies with high frequency, 6 strategies at a medium level, and 3 strategies with low usage In contrast, female students demonstrated a slightly different pattern, utilizing 9 strategies frequently, 7 at a medium level, and 4 with low frequency.
Table 4.3 presents the p-values that assess the differences between male and female students Most p-values exceed 0.05, indicating no statistically significant differences in strategy usage between genders, suggesting that both male and female students employ similar strategies However, three strategies show significant differences: looking up unknown words in the dictionary (p-value=0.000), contextual guessing (p-value=0.014), and classifying words by grammatical categories (p-value=0.049) Female students more frequently look up unknown words and classify words according to grammatical categories, with means of 2.40 and 2.3, respectively Conversely, male students tend to use the contextual guessing strategy more often, with means of 2.97 compared to 2.44 for female students.
Table 4.4 highlights the preferred and least preferred reading strategies among male students The top five favored strategies include relating the title and illustration to the text (M=4.72), reading the first sentence (M=4.68), skimming (M=4.60), rereading the text for key points (M=4.36), and rereading sentences for clarification (M=4.05) Conversely, the least favored strategies involve making predictions based on prior information (M=2.57), classifying words by meaning (M=2.45), using grammatical clues for meaning (M=2.29), classifying words by grammatical categories (M=2.03), and looking up every unknown word in the dictionary (M=1.63).
Female students favor strategies such as relating titles and illustrations to the text (M=4.89), reading the first sentence (M=4.73), skimming (M=4.71), rereading for important points (M=4.04), and rereading to address comprehension failures (M=3.93) In contrast, male students show a preference for less effective strategies, including looking up every unknown word in the dictionary (M=2.67), translating text word-for-word (M=2.49), contextual guessing (M=2.44), classifying words by grammatical categories (M=2.40), and using grammatical clues for meaning (M=2.07).
Research indicates that both male and female students utilize similar reading strategies, but female students employ these strategies more frequently Notably, there is a significant divergence in the use of the Contextual Guessing strategy, which male students favor while female students rank it as their least preferred strategy This study reinforces previous findings that female students demonstrate greater awareness and usage of reading strategies compared to their male counterparts.
Table 4.4: Reading strategies of female and male students ranked by frequency
Male students (nu) Female students (nE)
Relating the title and illustration to the text
4.72 Relating the title and illustration to the text
Reading the first sentence 4.68 Reading the first sentence 4.73
Rereading the text to remember the important points
4.36 Rereading the text to remember the important points
Rereading a sentence if not understood
4.05 Rereading the text to make up for comprehension failure
Rereading the text to make up for comprehension failure
4.03 Summarizing the main points in the text
Checking the dictionary only for important words
3.84 Checking the dictionary only for important words
Summarizing the main points in the text
3.77 Rereading a sentence if not understood
Taking notes on important points
Skipping unknown words 3.56 Taking notes on important points
Relating the text to background knowledge
3.19 Relating the text to background knowledge
Contextual guessing 2.97 Making guesses about what will come next based on information already given
Translating the text word- for-word
2.61 Classifying words according to meaning
Making guesses about what will come next based on information already given
2.57 Looking up every unknown word in the dictionary
Classifying words according to meaning
2.45 Translating the text word-for- word
Using grammatical clues to guess the meaning
Classifying words according to grammatical categories
2.03 Classifying words according to grammatical categories
Looking up every unknown word in the dictionary
1.63 Using grammatical clues to guess the meaning
4.2.3 Differences in reading strategies use by reading proficiency level Table 4.5: Reading strategies of students with different reading proficiency levels
Relating the title and illustration to the text
Reading the first sentence 4.74 0.51 4.69 0.54 0.26 0.610 Thinking about previous knowledge
Looking up every unknown word in the dictionary
Checking the dictionary only for important words
Contextual guessing 2.94 1.15 2.72 1.15 0.82 0.368 Using grammatical clues to guess the meaning
Skipping unknown words 3.45 0.68 3.58 0.70 0.83 0.363 Rereading a sentence if not understood
Translating the text word-for- word
Thinking-aloud when reading 3.35 0.84 3.18 1.01 0.75 0.387 Taking notes on important points 3.58 1.12 3.52 1.06 0.08 0.776 Making guesses about what will come next based on information already given
Relating the text to background knowledge
Classifying words according to meaning
Classifying words according to grammatical categories
Summarizing the main points in the text
Rereading the text to make up for comprehension failure
Rereading the text to remember the important points
Students with high proficiency levels utilize 10 out of 20 strategies frequently, with 7 strategies categorized as medium usage and only 3 as low usage In contrast, students with low proficiency levels also employ 10 strategies at a high frequency, while 6 strategies fall into the medium usage category and 4 strategies are used less frequently.
Table 4.4 presents F-statistics and p-values indicating no significant differences between male and female students, as all p-values exceed 0.05, supporting the null hypothesis that strategy usage is similar across proficiency levels Consequently, reading proficiency does not significantly impact strategy utilization among students Meanwhile, Table 4.6 highlights the preferred and least favored strategies for high proficiency students, with the top five strategies being: relating the title and illustration to the text (M=4.81), reading the first sentence (M=4.74), skimming (M=4.58), rereading the text for key points (M=4.16), and rereading to address comprehension failures (M=4.10) Conversely, the least favored strategies include making guesses about forthcoming content (M=2.84), classifying words by meaning (M=2.58), classifying by grammatical categories (M=2.29), looking up every unknown word (M=2.23), and using grammatical clues for meaning (M=2.06).
CONCLUSION & RECOMMENDATION
The study is launched with the objective of identifying the reading strategies commonly used by a sample of ESP students in VVC It draws three important conclusions:
Students at VVC primarily employ effective strategies for reading ESP texts, including relating titles and illustrations to the content, skimming, and rereading for comprehension and retention They focus on summarizing main points, taking notes, and selectively checking the dictionary for key terms, while often skipping unknown words In contrast, less frequently used strategies include relying on grammatical clues, classifying words by grammatical categories, and looking up every unfamiliar word These findings highlight the students' preference for practical reading techniques that enhance understanding and efficiency.
The study aligns with previous research indicating that vocational female students exhibit a greater awareness and more frequent use of reading strategies compared to their male counterparts While most strategies are employed similarly by both genders, gender does not significantly impact the usage of many strategies Notably, a significant difference arises in the Contextual guessing strategy, which male students favor highly, whereas female students regard it as their least preferred strategy.
A study conducted at a vocational college revealed that there is no statistically significant difference in reading strategies between high and low proficiency students However, it was observed that high proficiency students tend to utilize reading strategies slightly more frequently than their low proficiency counterparts.
In conclusion, it has become clear that these ESP students need to improve more appropriate reading strategies to help them cope with the increasing demands of their academic study
Based on the study‟s findings, several recommendations are suggested to improve reading skill and comprehension of students:
Developing effective while-reading strategies is crucial for enhancing students' reading comprehension at VVC, where a significant deficiency in these strategies has been observed Students should avoid ineffective habits such as translating text word by word or constantly consulting a dictionary Instead, they should focus on strengthening beneficial practices, including reading aloud when faced with difficult material, reading slowly and attentively for important texts, predicting meanings, evaluating content, inferring the meanings of unfamiliar words, taking notes, underlining key information, asking self-reflective questions, and addressing any conflicting information encountered in the text.
Effective reading comprehension relies on a balanced integration of strategies across all three stages of reading: before-reading, while-reading, and after-reading However, students at this vocational college predominantly utilize only before-reading strategies, such as relating the title and illustrations to the text, skimming, and reading the first sentence, along with after-reading techniques like rereading to reinforce key points or address comprehension gaps This limited approach results in an imbalanced reading method that may hinder their overall understanding of academic materials.
Choosing the right reading strategies is crucial for students, as individual characteristics greatly influence their effectiveness A strategy that works well for one student may not yield the same results for another Therefore, it is essential for students to identify which strategies from a recommended list align with their reading habits By selecting and consistently applying suitable reading strategies, students can significantly improve their reading proficiency and comprehension over time.
The author diligently strives to conduct the research with formal accuracy, yet acknowledges inherent limitations One significant challenge is the inability to include all vocational college students, resulting in a selective sample Additionally, time constraints further complicate the study's completion Despite these obstacles, the author implements optimal solutions to enhance the accuracy, reliability, and overall contributions of the research.
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APPENDICES APPENDIX 1: Official questionnaire (English version)
A SURVEY ON CURRENT READING STRATEGIES OF ENGLISH
As a student at the Faculty of Post-graduate Studies at the University of Languages and International Studies, Vietnam National University Hanoi, I am conducting my thesis on "A survey of current reading strategies among English for Specific Purposes students at a vocational college." I kindly request a few minutes of your time to answer questions from your personal perspective Rest assured, all information collected will be kept confidential and used solely for research purposes related to this topic.
1 You are a student at Viglacera Vocational
2 You study with English for specific purposes
If you are a student at Viglacera Vocational College and study English for specific purposes, please continue to do this questionnaire
2 What is your age group?
3 Do you have interests in reading?
4 How is your reading proficiency?
When reading English-for-special-purposes texts, assess the level of strategies you typically employ during the pre-reading, while-reading, and post-reading stages by circling the appropriate number.
Never Rarely Sometimes Usually Always
No Strategy LEVEL OF AGREEMENT
1 Relating the title and illustration to the text 1 2 3 4 5
5 Looking up every unknown word in the dictionary
6 Checking the dictionary only for important words
8 Using grammatical clues to guess the meaning
10 Rereading a sentence if not understood 1 2 3 4 5
11 Translating the text word-for-word 1 2 3 4 5
13 Taking notes on important points 1 2 3 4 5
14 Making guesses about what will come next based on information already given
15 Relating the text to background knowledge 1 2 3 4 5
16 Classifying words according to meaning 1 2 3 4 5
17 Classifying words according to grammatical categories
18 Summarizing the main points in the text 1 2 3 4 5
19 Rereading the text to make up for comprehension failure
20 Rereading the text to remember the important points
Thank you for your help!
APPENDIX 2: Official questionnaire (Vietnamese version)
CÂU HỎI KHẢO SÁT VỀ CÁC CHIẾN THUẬT ĐỌC CỦA CÁC HỌC VIÊN
Tôi là học viên của Khoa Sau đại học tại Trường Đại học Ngoại ngữ, Đại học Quốc gia Hà Nội, hiện đang thực hiện luận văn tốt nghiệp với đề tài "Khảo sát các chiến thuật đọc tiếng Anh chuyên ngành hiện nay của học viên tại một trường Cao đẳng nghề." Tôi mong bạn dành ít phút để trả lời các câu hỏi theo quan điểm cá nhân Tất cả thông tin bạn cung cấp sẽ được bảo mật và chỉ sử dụng cho mục đích nghiên cứu của đề tài này.
PHẦN 1: CÂU HỎI SÀNG LỌC
1 Bạn là một sinh viên trường Cao đẳng nghề Viglacera
2 Bạn học môn Tiếng Anh chuyên ngành □ Có □ Không
Nếu bạn là một sinh viên trường Cao đẳng nghề Viglacera và có học môn Tiếng Anh chuyên ngành, hãy tiếp tục trả lời các câu hỏi dưới đây
PHẦN 2: CÁC CÂU HỎI THÔNG TIN CÁ NHÂN
2 Bạn thuộc nhóm tuổi nào?
3 Bạn có đam mê với việc đọc không?
4 Khả năng đọc của bạn như thế nào?
PHẦN 3: CÁC CÂU HỎI CHÍNH
Khi đọc tài liệu Tiếng Anh chuyên ngành, hãy xác định mức độ phù hợp cho từng chiến lược bạn sử dụng trước, trong và sau khi đọc Để làm điều này, hãy khoanh tròn số thích hợp theo quy tắc đã đề ra.
Chưa từng Ít khi Thỉnh thoảng Thường xuyên
Chiến lược MỨC ĐỘ ĐỒNG TÌNH
CÁC CHIẾN LƯỢC TRƯỚC KHI ĐỌC
1 Liên hệ tiêu đề và hình minh họa với nội dung bài đọc
4 Nghĩ đến các kiến thức đã có 1 2 3 4 5
CÁC CHIẾN LƯỢC TRONG KHI ĐỌC
5 Tra từ điển tất cả các từ không biết 1 2 3 4 5
6 Chỉ tra từ điển những từ quan trọng 1 2 3 4 5
7 Đoán nghĩa theo ngữ cảnh bài đọc 1 2 3 4 5
8 Sử dụng các đầu mối ngữ pháp để đoán nghĩa
9 Bỏ qua những từ không biết 1 2 3 4 5
10 Đọc lại một câu nếu chưa hiểu 1 2 3 4 5
