INTRODUCTION 1 Rationale for the study
Research aims and research question
This study aims to explore the reading strategies employed by test-takers during the TOEIC Reading comprehension section By examining the cognitive processes involved in reading tasks, the findings will serve as a valuable resource for TOEIC candidates preparing for the test and for trainers seeking to enhance their instruction methods The research will address key questions to better understand how test-takers perform in real testing scenarios.
1) Which test-taking techniques became more effective for TOEIC Reading Comprehension test to the students at Vietnam Maritime University?
2) What are differences in reading strategies among high proficiency and low proficiency students at Vietnam Maritime University?
This study focused on the test-taking strategies employed by 100 students enrolled in a TOEIC preparation course at Vietnam Maritime University in Haiphong The participants comprised 50 students at the Elementary level and 50 students at the Intermediate level.
This study aims to explore effective test-taking techniques for the TOEIC Reading Comprehension test among students at Vietnam Maritime University The findings are anticipated to benefit various stakeholders, including TOEIC test-takers, educators, and researchers in the field.
First of all, through the problems pointed out and the suggestions made, the students may improve their performance in reading TOEIC test
This study aims to assist TOEIC teachers in identifying challenges they face while preparing students for the test, ultimately leading to improved outcomes By recognizing students' reading difficulties, educators can make timely adjustments to their teaching strategies, enhancing the effectiveness of reading instruction.
This study not only provides valuable insights for the two subjects discussed but also lays the groundwork for future research in the field By addressing the study's limitations, subsequent investigations can be significantly enhanced, leading to more robust findings and advancements in related areas.
In this study, the researcher utilized an immediate retrospective verbal report approach to investigate the test-taking strategies of 100 students and the cognitive processes involved in their performance on TOEIC reading comprehension This method involves participants reflecting on and reporting their mental processes after completing a task, providing valuable insights into their test-taking strategies.
Out of 100 surveyed students, 15 were selected for semi-structured interviews immediately after completing the TOEIC Test To ensure that students felt confident in their responses, the interview questions were designed to be simple and easily understandable.
Secondly, questionnaires are delivered to the students after they take the TOEIC test They were offered to tick or circle the answer that best reflects their viewpoints
The rest of the study includes two parts as follow:
Chapter 1, Literature Review, presents related theoretical background of the study in which concepts of reading and test-taking strategies for TOEIC Reading Comprehension test would be discussed
Chapter 2, Methodology, covers four major parts, namely, participants, instruments, data collection, data collection procedures, and data analysis
Chapter 3, Results and Discussions, presents, analyzes and discusses the findings in order to answer the research questions of the study
Part 3, Conclusion, provides summaries of the main findings, suggestions for better results, limitations of the study, and lastly, recommendations for further related researches.
Method of the study
In this study, the researcher utilized an immediate retrospective verbal report approach to investigate the test-taking strategies and cognitive processes of 100 students during their reading comprehension performance on the TOEIC exam This method involves participants reflecting on and reporting their mental processes after completing a task, providing valuable insights into their thought patterns and strategies.
Out of a total of 100 surveyed students, 15 were selected for semi-structured interviews immediately after completing the TOEIC Test To ensure that participants felt confident in their responses, all interview questions were designed to be straightforward and easy for the students to understand.
Secondly, questionnaires are delivered to the students after they take the TOEIC test They were offered to tick or circle the answer that best reflects their viewpoints.
Organization of the study
The rest of the study includes two parts as follow:
Chapter 1, Literature Review, presents related theoretical background of the study in which concepts of reading and test-taking strategies for TOEIC Reading Comprehension test would be discussed
Chapter 2, Methodology, covers four major parts, namely, participants, instruments, data collection, data collection procedures, and data analysis
Chapter 3, Results and Discussions, presents, analyzes and discusses the findings in order to answer the research questions of the study
Part 3, Conclusion, provides summaries of the main findings, suggestions for better results, limitations of the study, and lastly, recommendations for further related researches.
DEVELOPMENT
METHODOLOGY 2.1 Settings
This chapter outlines the research methodology, following the theoretical framework established earlier It encompasses four key components: the participants involved in the study, the instruments used for data collection, the procedures for gathering data, and the methods employed for data analysis.
The study was conducted at the Center of Foreign Languages (CFL) at VMU, where students must take a TOEIC test, assessing their Reading and Listening comprehension as part of their final examination Each English class typically consists of 25 to 30 students from various departments and proficiency levels, with students from the Maritime Economics Department generally exhibiting higher English skills compared to those from the Navigation Department To address this disparity, CFL implemented a placement test to categorize students into different proficiency levels Low proficiency students participated in TOEIC Level 1, scoring between 200 and 300, while high proficiency students engaged in TOEIC Level 2, scoring between 350 and 450 After completing 50 classes, all students are required to take a full TOEIC-based test.
To graduate, students must achieve a score of 450 on the TOEIC exam, which requires them to possess an intermediate level of English proficiency to successfully engage with the advanced curriculum Given the varying English abilities among students, employing effective strategies is essential for reaching this score The course is primarily delivered in formal educational settings, adhering to the nationwide curriculum distribution.
The study involved 100 participants selected from four TOEIC preparation classes at CFL, primarily consisting of second-year students from various departments at VMU during the 2013-2014 academic year Most participants were aged between 19 and 20 Among them, 50 students were at the elementary level with TOEIC band scores ranging from 200 to 300, enrolled in TOEIC Level 1, while the other 50 students were at the intermediate level with scores between 350 and 450, attending TOEIC Level 2 A band score of 450 was designated as the borderline level.
2.3.1.1 Immediate retrospective account of strategy use
Immediate retrospective interviews will be conducted and audio recorded using semi-structured guiding questions to encourage participants to articulate their thoughts during reading tasks The questions will be adaptable yet flexible, primarily focusing on "what" inquiries to facilitate discussions about their thinking processes.
“why” to enable the participants recall more information relevant to their test-taking processes (Xiangdong & Chunyan, 2012) and to collect a direct report rather than just interpretation (Someren, Barnard & Sandberg, 1994)
A questionnaire designed for students who have completed TOEIC courses will assess their strategies, current English proficiency, and learning experiences This tool aims to give the researcher a thorough understanding of the participants' English learning journey and their familiarity with various reading strategies To ensure clarity, the questionnaire will be administered in Vietnamese.
The reading assessment consists of a complete TOEIC Reading Test conducted by the center, allowing the researcher to evaluate the subjects' current English reading proficiency based on the TOEIC marking scale, along with two additional partial tests.
These two tests are carefully chosen from TOEIC Preparation materials so that they include three parts: Incomplete Sentences, Text Completion, Reading comprehension
The test paper, marked by subjects during the reading process, provides valuable data for further analysis Each note or mark made on the paper aids researchers in tracing the cognitive processes of subjects as they complete reading tasks.
The procedures of data collection went through three main phases in chronological order: delivering questionnaires, holding semi-structured interviews and carrying out the observations
A total of 120 questionnaires were randomly distributed among four classes at the VMU foreign language center, comprising students from various proficiency levels This approach aimed to ensure the collection of valid responses, ultimately yielding 100 clear and comprehensible questionnaires while minimizing the risk of losing any submissions from students.
On the day of distributing the questionnaires, the researcher enlisted the assistance of teachers to hand out the papers to students The teachers introduced the purpose of the questionnaires and provided essential information to address any potential issues This approach was taken to ensure that students would complete the questionnaires seriously, as they were more likely to engage under the authority of their teachers.
2.3.2.2 Holding the semi-structured interviews
The interviews with students were conducted in their dormitory rooms to foster a close rapport between the interviewer and interviewees Initially, the researcher introduced themselves and sought permission to tape-record the sessions, ensuring confidentiality was maintained This friendly and open environment encouraged respondents to freely share their views and opinions Alongside asking for their perspectives, the researcher provided opportunities for participants to elaborate on the strategies they employed In addition to tape-recording, the researcher also took notes on key information for later transcription.
The data collection process will consist of three key phases Initially, participants will be briefed on the study's purpose and procedures, followed by completing reading tasks and engaging in immediate retrospection In the second phase, participants will read and their immediate retrospection protocols will be gathered Lastly, the data transcription phase will be carried out to finalize the collected information.
As the data collected from immediate retrospection is transcribed, it will be categorized and analyzed to reveal the answers to the focused research questions concerning
1) Which test-taking techniques became more effective for TOEIC Reading Comprehension test to the students at Vietnam Maritime University?
2) What are differences between the reading strategies employed by high proficiency and low proficiency students at Vietnam Maritime University?
For the first category, the descriptive statistics of frequency method was employed to illustrate the most strategically-planned strategies and the most popularly- exploited practical experience among the students
For the second category, the researcher also exploited the descriptive statistics between the reading strategies by high proficiency and low proficiency students
The second chapter outlines the research methodology, detailing the participants, data collection instruments, procedures, and analysis methods To achieve the study's objectives, a triangulation approach utilizing questionnaires, observations, and semi-structured interviews was employed, ensuring the collection of comprehensive and reliable data from respondents The subsequent chapter will present the findings derived from this rigorous methodology.
RESULTS AND DISCUSSION 3.1 Research question 1
The data, after being collected from the questionnaires, the observations, and the semi-structured interviews, would be analyzed and interpreted to answer the two research questions
Which test-taking techniques became more effective for TOEIC Reading Comprehension test to the students at Vietnam Maritime University?
The results collected from 100 students towards the first research question are conveyed into figures and tables as follows:
3.1.1 Types of Reading Passages and Topic texts often exploited a Priority in Reading Passages
The data presented indicates a clear preference among students for completing single passages before double passages, with 87% opting for the former This trend highlights the significant attention given to single passages, as illustrated in the accompanying figure The rationale behind this strategy is further elaborated in the third figure, emphasizing the importance of prioritizing single passages in academic assessments.
Figure 2: Priority in Reading Passages
Only 13% of students prefer double passages due to the increased time required for completion A survey revealed that among 100 students who chose double passages, many expressed that while these passages demand more time, they can be answered effectively with strong interest and careful attention Conversely, most students favored single passages, citing their shorter length and ease One student emphasized that to achieve high scores and a sense of fulfillment on tests, it is crucial for test-takers to adhere to the completion order and time constraints based on their prior experiences.
Reasons for Reading Single Passages First
The data presented in Figure 3 highlights that 64% of students prefer reading single passages because they are short and easy to comprehend Additionally, 15% of students value single passages for their familiarity, while 13% appreciate that they contain fewer questions Lastly, only 8% of students feel that single passages allow them to utilize reading strategies more effectively.
Figure 3: Reasons for Reading Single Passages First
SP are short and easy
Sts can use reading strategies better
Students tend to focus more on single passages when it comes to comprehension exercises, as their ability to understand complex texts is often limited to this format As a result, they devote more attention and effort to single passages compared to double passages This is particularly evident in topic texts, which are frequently used to assess students' reading comprehension skills, and can be categorized into various types that are commonly exploited in educational settings.
TYPES OF TOPIC TEXTS PERCENTAGES
Table 1: Types of Topic Texts often exploited
Based on the data from survey questionnaire collected in Table 1, it shows the
The analysis of topic text types reveals that Letters constitute the highest percentage at 43%, followed closely by Advertisements at 41% This indicates that these formats are frequently utilized in TOEIC reading comprehension Students often find Letters and Advertisements to be more accessible, as noted by one student who stated, “Letter and Advertisement look easier and clearer to do than the other types.” The student emphasized their familiarity with various letter formats taught in class, which boosted their confidence in tackling these reading types Other topic texts include Notices at 28%, Reports at 15%, Forms at 12%, and Manuals at 10% Memorandums represent the lowest percentage at 4%, while News and Articles account for 14%.
Students find Memorandum and Manual tasks challenging due to the complex and often misunderstood information they contain This difficulty contributes to these types receiving the lowest performance percentages among students.
The "Reading Approach" diagram illustrates the various methods utilized in reading comprehension, with the Bottom-up Approach being the most prevalent at 43% This method is favored by students as it allows them to analyze a text incrementally, focusing on individual parts before grasping the overall narrative Following closely is the Interactive Approach, which accounts for 39% of reading strategies; this approach emphasizes the integration of both Top-down and Bottom-up techniques, particularly when the text demands a multifaceted understanding In contrast, the Top-down Approach ranks lowest at 18%, indicating that some students struggle to comprehend a text when relying solely on this method.
Top-down approachBottom -up approachInteractive approach the teacher started to discuss the story from whole to part of a particular story or text
In this case teacher must be aware of the reading approach that they are going to use in dealing with a certain texts or stories
3.1.3 Strategies to Deal with Reading Text
Students’ strategies to deal with reading text N S O A
A Read questions before looking at the texts 10% 17% 43% 30%
B Read instruction to know reading passage types and question numbers
C Adjust structures/patterns to know the organization of reading texts
D Watch out synonyms or paraphrases and implied answers
E Classify question types to arrange in order of priority
F Watch out too general, too vague or too specific answers
G Choose B/C if I can’t find the answer 23% 56% 11% 10%
Note: N= never (0%), S= sometimes (30%), O= Often (70%), A= always (100%)
Table 2: Strategies to Deal with Reading Text
The survey results presented in the table illustrate students' strategies for handling reading texts, categorized by frequency of use: N (Never, 0%), S (Sometimes, 30%), O (Often, 70%), and A (Always, 100%).
In a study of reading strategies among students, it was found that many prefer to read questions before the text to enhance focus and efficiency Only 6% consistently read instructions regarding passage types and question numbers, with 39% never doing so, as some believe it to be a waste of time Approximately 45% sometimes refer to instructions, citing the consistency of TOEIC test formats Additionally, half of the students do not adjust text structures for organizational understanding, claiming it to be ineffective In contrast, nearly three-quarters of students prioritize classifying question types, emphasizing its significance in answering correctly However, more than 75% often overlook the specificity of answers due to time constraints during tests Lastly, over half of the students occasionally select B or C when unsure of an answer, following their teacher's advice, while one-fourth never resorts to this strategy.
3.1.4 Reading strategies in taking TOEIC reading comprehension
A Skimming the text for general information 34%
B Scanning the text for specific information 31%
C Guessing new words in the context 4%
D Predicting the content of the texts 11%
E Reading quickly to answer quickly 19%
F Summarizing the content of the texts 4%
Table 3: Reading strategies in taking TOEIC reading comprehension
Table 3 highlights that skimming for general information is the most commonly employed reading strategy among students Three interviewees noted that their teachers recommend using various reading strategies, with skimming and scanning deemed essential for all reading passages While TOEIC classes cover a range of strategies, students find techniques like guessing new words from context and summarizing content challenging, leading to their infrequent use.
Are there any differences in reading strategies among high proficiency and low proficiency students at Vietnam Maritime University?
3.2.1 A Comparison about the Priority of Reading Passage
Figure 5: Comparison about the Priority of Reading Passage
The comparison of reading passage priorities reveals that single passages are prioritized significantly, with 94% of low-proficiency students and 80% of high-proficiency students favoring them This indicates a common apprehension among students regarding more complex texts.
Low proficiencyHigh Proficiency passages However, students who chose double passages are very good at English and they didn’t mind any types of exercises
Reasons for Reading Single Passages First
Figure 6: Reasons for Reading Single Passages First
The analysis of the data reveals minimal differences between the two groups of students The primary reason for their preference is that study materials (SP) are perceived as short and easy, with 60% of low-proficiency students and 68% of high-proficiency students citing this as a key factor Conversely, the least favored reason is that students feel they can utilize reading strategies more effectively, which garnered only 10% among low-proficiency students and 6% among high-proficiency students.
3.2.2 Types of Topic Texts often exploited by Low Proficiency and High Proficiency Students
Types of topic texts Low Proficiency High proficiency
SP are short and easy
Sts can use reading strategies better
Table 4: Types of Topic Texts often exploited by Low Proficiency and High
The data presented in the table reveals the distribution of topic text types, with letters accounting for the highest percentage at 46% in the Low Proficiency category In contrast, High Proficiency letters represent 40%, making them the second highest in this category Advertisements have the highest percentage in High Proficiency at 42%, while their Low Proficiency percentage stands at 30% Memorandums show a Low Proficiency percentage of 6% and a mere 2% in High Proficiency, marking them as the lowest in the High Proficiency category.
The comparison of reading approaches reveals significant differences, particularly in the interactive approach According to the data, 32% of low proficiency readers and 46% of high proficiency readers utilize this method, highlighting its effectiveness among more skilled individuals.
Top-down approach Bottom-up apprach Interactive approach
Students at TOEIC Level 2 often employ an interactive approach to enhance their reading comprehension, citing its complexity and usefulness Both low and high proficiency learners utilize the Bottom-up Approach, highlighting a shared strategy in their language development.
Reading strategies Low Proficiency High Proficiency
A Skimming the text for general information
B Scanning the text for specific information
C Guessing new words in the context 4% 4%
D Predicting the content of the texts 12% 10%
E Reading quickly to answer quickly 18% 20%
F Summarizing the content of the texts 2% 6%
Table 5: Comparison about reading strategies
CONCLUSION 1 Summaries of the major findings
Pedagogical Implications
This section outlines key implications for enhancing the reading strategies of VMU students in TOEIC tests, categorized into three main areas: recommendations for teachers, strategies for students, and guidance for test designers.
A recent study revealed that many students experience anxiety regarding the TOEIC reading test and often lack effective strategies for success To address this, English teachers should provide clear guidance on the test format and effective tactics for test-taking In addition to familiarizing students with the test structure, it is essential for educators to allocate ample time for practice, ensuring students feel more confident and prepared.
In addition to format and strategies introduction, it is suggested to help students overcome the linguistic matters happened while they reading
To enhance students' vocabulary and language structures, it is crucial for teachers to introduce topic-based words and expressions alongside new vocabulary before or after reading sessions This approach addresses students' ongoing desire to expand their language skills effectively.
To address the challenge of reading speed, it is essential for students to engage in extensive reading practice Enhancing language skills, including grammar and vocabulary, enables students to improve their reading speed, a point supported by Buck (2001).
Teachers play a crucial role in assisting students to improve their TOEIC reading scores, but student effort is equally essential for achieving optimal results To maximize their success, students must actively engage in practicing the strategies and materials provided by their teachers.
Reading comprehension is crucial in the TOEIC reading section, as it constitutes 50% of the test Consequently, students must employ effective reading strategies to excel in this portion of the exam.
Moreover, for the purpose of familiarizing the students with a rich of variety of reading text such as manual, memorandum, notice which were not popular to students
To enhance their skills, learners should engage in effective self-study by utilizing reliable resources Fortunately, there is a wide range of authoritative TOEIC materials available that can significantly aid in their preparation.
The TOEIC-based reading test requires adjustments to better accommodate students' needs Many students have expressed that the current difficulty level is too high, prompting the necessity for teachers to simplify the test Gradually increasing the difficulty in a structured manner will help students build their reading skills effectively.
Limitations
After completing the study, there still exist a number of limitations regardless of the contribution of time and effort
The limited sample size of just 100 students may not adequately represent the entire second-year student population at VMU, potentially compromising the reliability and validity of the overall conclusions drawn from the study.
Numerous factors influence the TOEIC reading process and its final results, making it challenging to identify all contributing elements within limited time constraints.
4 Recommendations for further related study
Limitations are unavoidable when conducting the study However, through highlighting the shortcomings of the study, the recommendations for further related studies could be offered
Under the light of limitations exposed, some recommendations for further related research could be made
Future studies should include a larger participant pool to enhance the validity and reliability of findings Additionally, research should target specific student levels to identify their challenges and needs for improving reading outcomes Expanding the focus beyond second-year students to include third-year students could provide valuable insights Furthermore, investigating strategies for TOEIC Listening would be beneficial.
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APPENDIX 1: PHIẾU ĐIỀU TRA DÀNH CHO HỌC VIÊN
Nguyễn Thị Thi, giáo viên tại Trung tâm Ngoại ngữ Hàng hải thuộc Trường Đại học Hàng hải Việt Nam, hiện đang tiến hành nghiên cứu về chiến lược đọc hiểu TOEIC (Full-Test) dưới sự hướng dẫn của TS Nguyễn Thị Ngọc Quỳnh Rất mong các em dành thời gian để trả lời các câu hỏi trong phiếu điều tra này.
Hiện tại em đang học lớp nào: TOEIC Level 1 TOEIC Level 2
Chiến lược làm bài thi đọc hiểu TOEIC đóng vai trò quan trọng trong việc nâng cao điểm số của thí sinh Sinh viên trình độ Elementary thường tập trung vào việc hiểu nghĩa của từ vựng cơ bản và cấu trúc câu, trong khi sinh viên trình độ Intermediate có thể áp dụng các kỹ thuật phân tích ngữ nghĩa và suy luận để giải quyết các câu hỏi phức tạp hơn Sự khác biệt này cho thấy tầm quan trọng của việc lựa chọn chiến lược phù hợp với trình độ của từng sinh viên nhằm tối ưu hóa khả năng làm bài thi.
1 Em thường đọc những dạng bài đọc nào dưới đây?
A Báo cáo E Hướng dẫn sử dụng sản phẩm
C Mẫu đơn G Bản ghi nhớ, giao dịch
D Thông báo, nhắc nhở H Bài báo
2 Em đã sử dụng cách thức đọc nào sau đây?
A Top-down approach (đọc từ trên xuống dưới, sử dụng kinh nghiệm để đoán nội dung, đoán cấu trúc bài đọc trước khi đọc câu hỏi)
B Bottom-up approach (đọc câu hỏi sau đó mới quay lại đọc bài đọc)
C Interactive approach (kết hợp cả 2 phương pháp trên)
3 Khi làm bài, em thường đọc phần nào trước
Nếu em chọn “những đoạn văn đơn”, trả lời tiếp câu hỏi 5
Nếu em chọn “những đoạn văn đôi”, trả lời tiếp câu hỏi 6
4 Tại sao em lại chọn làm những đoạn văn đơn trước?
B Số câu hỏi ít nên trả lời nhanh
C Có thể dùng kĩ năng đọc tốt hơn
5 Tại sao em lại chọn làm những đoạn văn đôi trước?
B Nhiều câu hỏi nên được nhiều điểm
C Có thể dùng kĩ năng đọc tốt hơn
6 Khi làm bài đọc hiểu, em:
Học viên vào 1 trong 4 cột bên cạnh tương ứng N S O A
A Đọc câu hỏi trước khi đọc bài đọc
B Phân loại câu hỏi từ dễ đến khó để đọc
C Đánh giá cấu trúc, bố cục bài đọc trước khi đọc
D Khoanh vùng từ đồng nghĩa với từ chính trong câu để sàng lọc đáp án
E Sử dụng phương pháp loại trừ
F Cảnh giác với câu trả lời “quá chung chung”, “quá cụ thể” đối với câu hỏi nội dung chung của đoạn đọc hiểu
G Sẽ chọn đáp án B hoặc C nếu không biết chọn đáp án nào Ghi chú: N= chưa bao giờ (0%), S= đôi khi (30%), O= thường (70%), A= liên tục (100%)
7 Các em thường sử dụng kĩ năng đọc nào dưới đây?
A Đọc lướt để lấy thông tin chung, hiểu chủ đề
B Đọc quét để lấy thông tin chi tiết
C Đoán từ mới trong văn cảnh
D Đoán nội dung của bài đọc
E Đọc nhanh để trả lời nhanh
F Tóm tắt nội dung bài đọc
APPENDIX 1: SURVEY QUESTIONAIRE FOR STUDENTS
I am Nguyễn Thị Thi, an English teacher at Vietnam Maritime University, currently conducting research on TOEIC Reading Comprehension Strategies under the guidance of Dr Nguyễn Thị Ngọc Quỳnh I kindly request your participation in an interview to support this research.
You are in class: TOEIC Level 1 TOEIC Level 2
Regarding strategies in taking TOEIC reading comprehension and differences between the reading strategies employed by high proficiency and low proficiency students
1 Which types of reading text below do you often read to practice TOEIC reading comprehension?
2 Which reading approach do you use in TOEIC reading comprehension?
3 Which do you read first?
If you read single passages first, answer question 5
If you read double passages first, answer question 6
4 What are your reasons of reading single passages first?
A Single passages are short and simple
B There are fewer questions in single passages
C I can use reading skills better
D Single passages are familiar with me
5 What are your reasons of reading double passages?
A Double passages’ questions are easier
B Double passages have more questions, it means more points
C I can use reading skills better
D Double passages are familiar with me
Students mark in one of four columns N S O A
A Read questions before looking at the texts
B Read instruction to know reading passage types and question numbers
C Adjust structures/patterns to know the organization of reading texts
D Watch out synonyms or paraphrases and implied answers
E Classify question types to arrange in order of priority
F Watch out too general, too vague or too specific answers
G Choose B/C if I can’t find the answer
Note: N= never (0%), S= sometimes (30%), O= Often (70%), A= always (100%)
7 What reading strategies do you use in taking test?
A Skimming the text for general information
B Scanning the text for specific information
C Guessing new words in the context
D Predicting the content of the texts
E Reading quickly to answer quickly
F Summarizing the content of the texts
APPENDIX 2: SEMI-STRUCTURED INTERVIEW QUESTIONS
My name is Nguyễn Thị Thi, and I am an English teacher at Vietnam Maritime University I am conducting research on TOEIC Reading Comprehension Strategies in collaboration with Dr Nguyễn Thị Ngọc Quỳnh I kindly request your participation in an interview to support this important study.
B A few specific questions used in the interview
1 Which reading approach do you follow? (Top-down approach, Bottom-up approach, Interactive approach) And give your reason?
2 What are your strategies while taking TOEIC reading comprehension?
3 Single passages or double passages should be read first? Why?
4 Why do you prior letter and advertisement text?
5 Why don’t you like memorandum and manual text?
6 What are your steps to do a reading text? Why?
7 For reading skills, which do you use frequently? (Skimming, scanning , guessing new words in the context, predicting the content or summarizing the content)
8 Do you choose the answer B or C when you don’t know what is correct?
Note: The interview questions would be flexible when addressed?
APPENDIX 3: SAMPLE OF TOEIC READING COMPREHENSION
Skimming and scanning are good strategies for reading advertisements You will quickly look for the answers to these questions:
Developing the skill of fast reading is crucial, as it allows you to grasp the general idea of advertisements without needing to read every single word By skimming for overall concepts and scanning for specific details, you can enhance your reading speed effectively.
SKIMMING Look quickly at the advertisement to answer these questions
2 Who is the sale for?
(A) Men (B) Women (C) Both men and women
McGruder’s Department Store announces its biggest sale of the year You’ll find fantastic savings throughout the store
25% off all men’s and women’s business suits
25% off all men’s and women’s shoes
50% off all women’s summer clothes
Don’t miss out on this great opportunity to get stylish designer items at bargain prices
With prices like these, you can’t afford not to shop
Now through Saturday at all McGruder’s locations:
Park Avenue Mall Springfield Center Downtown
SCANNING Mark the words that appear in the ad, and circle them in the ad
6 Find and circle these days in the ad Some may appear more than once
CONTEXT Find these words and phrases, and guess their meanings in this advertisement
(B) It costs one quarter less than the usual price
8 What does “Now through Saturday” mean?
(A) Beginning today and ending on Saturday
READING COMPREHENSION Mark the best answer
9 What is not on sale?
10 What is the first day of the sale?
(A) Today (B) On Saturday (C) On Sunday (D) Next week
11 How much do women’s summer clothes cost?
(B) $50 less than the usual price
(D) One quarter of the usual price
12 The word “Mall” in the line 12 is closest in meaning to (A) Shopping area (B) Parking lot (C) Food stall (D) Pedestrian track
What is the advertisement about?
Who is the advertisement intended for?
When will the offer be effective?
Where will the conference be held?
Who are invited to the event?
What are the requirements for the job?
SKIMMING Look quickly at the advertisement to answer this question
1 What kind of information does this advertisement give?
(A) A list of things for sale
(B) An explanation of an event
SCANNING Look quickly at the advertisement to answer these questions
2 What is the name of the bank?
3 What is the name of the airport?
State Street Bank is excited to announce the opening of a new full-service branch at City Airport, making it more convenient than ever for travelers to manage their banking needs while on the go.
Join us at our new location for our
Join us for a fun-filled family event featuring delicious food, live music, and a variety of entertainment activities Local TV station WXYZ will be covering the event, so don’t miss out! Our customer service specialists will also be available to showcase the range of services our bank provides Bring the whole family and enjoy a day of excitement!
The special benefits of opening a State Street checking or savings account
How to qualify for our special low-interest loans
State Street’s custom-designed financial planning services
The new branch is celebrating its Grand Opening by offering exciting prizes for the first 50 customers who open a checking or savings account Additionally, all guests attending the event will be automatically entered into a Grand Prize Drawing, with a chance to win a luxurious Caribbean Cruise for two.
ENTERTAINMENT ACTIVITIES FOR THE WHOLE FAMILY
CONTEXT Find these words and phrases and guess their meanings in this advertisement
6 Grand opening (A) A special celebration for a new business (B) The hours that a bank does business
READING COMPREHENSION Mark the best answer
8 Where will the grand opening take place?
9 The word “Representatives” in paragraph 2, line 2, is closest in meaning to
10 When will the grand opening take place?
1 What kind of position is advertised?
2 What is one skill required for this job?
(A) The ability to talk pleasantly on the telephone
(B) The ability to write legal documents
(C) The ability to develop computer programs
(D) The ability to find new clients
3 What is a benefit of this job?
(A) They will pay for your vacation expenses
(B) You can make all the phone calls you want
(C) You only have to work from 10-4
(D) They will pay for your health insurance
4 The word “Duties” in line 8 is closest in meaning to
1 What kind of computer paper is on sale?
Computer paper (white only) 25% off
Envelopes (all colors, including pink, purple, and gold) 50% off
Notebooks – buy five, get one free
Pens (blue, black, and red ink) 12 for $1
Sale ends Saturday Store closed Sunday
2 How can you get a free notebook?
4 On Saturday only What is this ad for?
5 What is one thing you cannot do at
6 The word “private” in line 5 is closest in meaning to
7 How can you make reservations for Sea Island Resort?
(B) Write a letter to the resort owner
Spend your next vacation with us
It's easy to get here
Quickly read through the passages and the questions Select the easy questions to answer first Questions that require careful reading of the whole passages should be answered later
Quickly read through the questions and the answer choices to grasp the key information
Identify the passage that contains the key information
Focus on that passage and choose the correct answer Pay attention to paraphrasing
Answer the remaining questions from step 1
Exercise 1: Questions 1-5 refer to the following letter and form
Identifying the passage that contains the keywords/ the information needed
317 Adelaide St W., Suite 705 – Toronto, Oritario, Canada – MSV 1Pg
Tel: 617.323.9521 Fax: 617.323 9301 www.environmentaldefense.ca April 6, 2006
Thank you for being an Environment Defender and supporting Environmental Defense with monthly donations from your credit card
Our records indicate that the credit card number you provided will expire in May 2006 To help us process your valuable contributions, we have included a new monthly donation form for you to complete and return in the enclosed envelope.
If you have any further questions or concerns, please do not hesitate to contact me at (617) 323-9521, ext 250
Again, thank you for your continued generous support
1 Why did the group send this letter?
(A) To request she become a member
(B) To ask for more money
(D) To continue receiving her support
2 Why does Mrs Rose support this group?
(B) She likes to grow flowers
(D) She has questions and concerns
3 How much is Mrs Rose giving each month?
4 How is Mrs Rose making her donation?
5 Why might this form be rejected?
(A) They don’t accept her credit card
(B) She has been a member for too long
(C) Her credit card has expired
(D) She forgot to sign it
ENVIRONMENTAL DEFENSE MONTHLY CREDIT CARD DONOR FORM
Types of credit card: VISA _√ _ MasterCard American Express
Name appearing on card: Henrietta Rose-Williams
APPENDIX 4: THÔNG BÁO TUYỂN SINH LỚP TOEIC
Khóa luyện thi TOEIC tại Trung tâm Ngoại ngữ cam kết giúp học viên đạt điểm đầu ra 350+ hoặc 450+ với mức học phí chỉ nộp một lần Nếu học viên không đạt điểm chuẩn, sẽ được tiếp tục học miễn phí cho đến khi đạt yêu cầu.
- Học viên được trang bị đầy đủ kiến thức cơ bản về từ vựng, ngữ pháp, các kĩ năng làm bài thi TOEIC đạt kết quả như mong muốn
- Các bài tập luyện sát đề thi TOEIC quốc tế
- Giáo viên đặc biệt chú trọng luyện các kĩ năng nghe, đọc tiếng Anh cần thiết để học viên đạt kết quả cao trong kỳ thi TOEIC quốc tế
- Tài liệu luyện thi TOEIC cập nhật được phát miễn phí
- Liên tục làm các bài test trước kì thi chính thức để rèn luyện kĩ năng làm bài và tự tin bước vào phòng thi
*Mức học phí phụ thuộc vào trình độ đầu vào của sinh viên:
Khóa học Trình độ đầu vào Thời gian Điểm đầu ra Học phí
Giờ học: Sáng: 8h00 - 10h00 Chiều:14h30 - 16h30 Tối:17h30 - 19h30 (sinh viên chỉ được chọn học trong 1 ca cố định) Để biết thêm thông tin, liên hệ trực tiếp:
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