Rationale to the study
The recent renovation of the 11th-grade English textbook has yielded significant achievements, yet it necessitates innovative teaching methods for the four language skills, particularly reading comprehension, which is crucial as the foundation of each unit To enhance students' reading comprehension, it is essential to implement various techniques, with pre-reading activities playing a vital role in motivating students and facilitating their understanding of the lesson Although the English 11 textbook has its merits, it also presents challenges, as it serves merely as a tool for teachers to achieve effective language instruction Given the varying English proficiency levels among students across different regions in Vietnam, the standardized textbooks may not cater to all learners’ needs Furthermore, motivation is widely recognized as a key factor in the success of second language acquisition, especially in reading; thus, fostering motivation from the pre-reading stage can lead to improved reading outcomes and minimize comprehension difficulties.
The research titled “An Evaluation of Pre-Reading Activities in the New Textbook Tieng Anh 11” aims to assess the implementation of pre-reading activities at Dao Duy Tu High School in Thanh Hoa province, focusing on their impact on student motivation and reading performance The study seeks to highlight positive outcomes and provide practical recommendations for teachers and textbook designers to enhance the effectiveness of pre-reading activities in reading classes.
Aims and objectives of the research
This study aims to analyze pre-reading activities in the new English 11 textbook and examines their implementation in reading comprehension lessons at Dao Duy Tu High School Additionally, it offers effective adaptations designed to enhance student motivation and improve reading performance in English.
The paper is intended to achieve the following objectives:
1 Exploring suitable and unsuitable points of pre-reading activities in the new textbook English 11 published in 2007 by Education Publishing House
2 Investigating into the current situation of pre-reading stage in teaching reading lessons to 11 th form at Dao Duy Tu high school-Thanh Hoa
3 Suggesting some practical adaptation for pre-reading stage in order to increase students‟ motivation and performance in reading comprehension lessons.
Research questions
In order to achieve the above aims and objectives, the investigation is supposed to answer the following research questions:
1 What are some suitable and unsuitable points of pre-reading activities in the new textbook English 11?
2 What is the current situation of using pre-reading activities in the new textbook English 11 at Dao Duy Tu high school?
3 How can we make pre-reading stage more effective in motivating and improving students‟ reading performance?
Scope of the research
This study focuses on the adaptation of pre-reading activities within reading classes, recognizing the complexity of the topic and the challenges it presents for thorough analysis Due to time constraints, the research specifically targets grade 11 students, particularly those in groups 11A3 and 11A5, along with selected teachers at Dao Duy Tu High School The methodology includes survey questionnaires, interviews, observations, and a pre-test/post-test design to gather relevant data.
Methods of the research
This study aims to assess the impact of pre-reading activities on enhancing reading motivation and performance among 11th-grade students at Dao Duy Tu High School To achieve these objectives, a combination of methods is utilized, including textbook analysis, student surveys, interviews with teachers and students, classroom observations, and a pre-test/post-test experimental design.
Initially, the researcher analyzes the textbook English 11 to explore the suitable and unsuitable points of pre-reading activities
Moreover, the situation of conducting pre-reading activities at Dao Duy Tu high school is investigated by distributing questionnaire for students and interview for teachers
The researcher conducted observations of two classes, 11A3 and 11A5, during twelve reading lessons that focused on the pre-reading stage Class 11A3 served as the control group, utilizing the original pre-reading activities from the textbook, while class 11A5, the experimental group, engaged in the same lessons with modified pre-reading activities The study analyzed and compared student involvement in the teacher's pre-reading activities and the amount of student talking time to determine if the adaptation of textbook activities would enhance student motivation during the pre-reading stage.
A pre-test post-test experimental design was conducted to demonstrate that pre-reading activities can effectively enhance reading comprehension for learners Both groups were initially assessed with the same reading comprehension passage, but only the experimental group participated in the pre-reading activities, highlighting their potential value for language and reading teachers.
Expected findings
Hopefully, my study is able to:
Explore the suitable and unsuitable points of pre-reading activities in the new textbook English 11
Investigate into the current situation of pre-reading stage in teaching reading to 11 th form at Dao Duy Tu high school
Seek out the effective ways of using pre-reading stage in teaching reading to help students achieve the goals of reading lessons.
Significance of the research
The study emphasizes the crucial role of the pre-reading stage in providing students with an overview of materials and enhancing text structure and organization It contributes significantly to understanding the current implementation of pre-reading activities at Dao Duy Tu High School, revealing their positive impact on student motivation and reading performance Furthermore, the research offers practical suggestions for teachers to effectively adapt pre-reading activities in their reading classes.
Limitations of the research
This study investigates the implementation of the pre-reading stage in reading instruction to enhance the effectiveness of lessons for 11th-grade students at Dao Duy Tu High School.
The success of this study depends much on the attitudes of the participants, including students and teachers involved.
Outline of the research
The research is organized into three main parts as follows:
Part A - Introduction presents the background to the study, states the aim, the research questions, the scope, and the methods of study and outlines the organization of the research
Part B - Development consists of three chapters:
Chapter I - Literature Review establishes the theoretical framework for the study, focusing on key concepts such as pre-reading activities, motivation, textbook evaluation, and recommended adaptations These elements are essential for effectively utilizing the pre-reading stage to enhance the comprehension of reading lessons.
Chapter II - Methodology describes the research instruments and detailed information about the subjects of the study as well as the research procedure is also provided
Chapter III - Findings and Discussions examines the initial data alongside subsequent monitoring data to assess the impact of adapting pre-reading activities on students' motivation and enhancements in reading comprehension.
In the conclusion of Part C, the article summarizes the key points discussed and offers practical recommendations for teachers to enhance the effectiveness of the pre-reading stage Additionally, it addresses the limitations of the study and proposes areas for future research.
LITERATURE REVIEW
1 2 Types of pre-reading activities
The pre-reading stage is essential for motivating students and enhancing their reading effectiveness Teachers should leverage this phase to build learners' confidence, spark their interest, and activate their prior knowledge related to the text Implementing specific activities, as suggested by Doff (1997:59), can significantly contribute to achieving these goals.
Learners frequently struggle with reading due to unfamiliar words, which can lead to decreased motivation To enhance comprehension, it is beneficial to introduce certain challenging words before reading However, it is not essential to present every new term in advance, as students can often infer meanings from the surrounding context.
Teachers can enhance student engagement with a new topic by providing introductory ideas that spark interest and curiosity To familiarize students with the subject matter, various methods can be employed, such as interactive games, storytelling, music, or initiating a brief discussion Additionally, straightforward statements like "We are going to read about " or "The text is about " serve as effective ways to introduce the content These strategies not only prepare students for the reading ahead but also foster a desire to learn more.
Before reading, teachers can enhance students' engagement by presenting guiding questions that activate prior knowledge about the topic These questions provide students with a purpose for reading, directing their focus towards key points in the text As a result, after their initial reading, students should have a clear understanding of the main ideas presented.
2 1 Definitions and types of motivation
Motivation is essential for success in various fields, particularly in learning a second language It encompasses the individual's desire and satisfaction derived from the learning process According to Kleinginna (1981), motivation is defined as "a desire or want that energizes and directs goal-oriented behavior." Brown (2002) adds that it is an internal drive that compels individuals to pursue their goals Woolfolk (2001) describes motivation as an internal state that arouses, directs, and sustains behavior, while Ellis (1997) emphasizes that it involves attitudes and emotional states that affect learners' efforts Ultimately, motivation combines effort, desire, and positive attitudes towards language learning, influenced by both external and internal factors.
Scholars and psychologists have explored various types of motivation, distinguishing between intrinsic and extrinsic motivation, as highlighted by Moore (1992) Intrinsic motivation refers to the internal attitudes, values, needs, and personality traits that learners bring to the educational environment For instance, students who have a passion for reading are intrinsically motivated, finding joy in the activity itself without the need for external rewards These two categories of motivation play a significant role in classroom dynamics and can be influenced to some extent by teachers.
Extrinsic motivation arises from external factors that influence student behavior, such as rewards like stickers or a class store, which can encourage increased reading frequency Research indicates that both intrinsic and extrinsic motivation interact and significantly impact second language learning Consequently, students may be driven by internal or external motivations, depending on the specific context and conditions of the learning activity.
I 2.2 The importance of motivation in learning reading
Many English learners consider reading the most challenging and tedious of the four language skills, often expressing boredom during reading lessons This lack of engagement leads to low motivation, with some students reluctant to participate in reading activities and others reading without interest To address this issue, reading teachers must find ways to stimulate student interest, particularly at the beginning of lessons As noted by Girard (1997), motivating learners is a crucial aspect of a reading teacher's role Therefore, it is important for educators to explore the factors that influence student motivation to enhance the effectiveness of their teaching strategies.
I 2.3 Common factors affecting students’ motivation in learning the reading skill
2 3.1 Students‟ factors
Learners' engagement with reading is influenced by various factors, including their thoughts, feelings, interests, and background knowledge Background knowledge, or the prior information a learner has about a topic, plays a crucial role in developing reading skills Without sufficient background knowledge, students struggle to participate in reading activities, as they cannot connect new information to what they already know, leading to a diminished interest in reading.
2 3 2 The reading materials factors
The choice of reading material significantly impacts students' motivation during reading lessons Engaging and relevant texts encourage students to read more, as they introduce new ideas and information Additionally, the language used in these materials, including vocabulary and grammatical structures, plays a crucial role in motivation, as understanding these elements is essential for grasping the meaning of the text.
& Field, 1997:138) Through the texts, the students can comprehend the way the others feel or think and make them read for themselves.
2.3 3 The teacher‟s factors
Teachers play a crucial role in motivating students during reading lessons by fostering a positive classroom environment that significantly impacts students' motivation to learn Their activities and tasks are essential components in enhancing students' reading skills It is vital for teachers to carefully select strategies for each phase of a reading text, particularly during the pre-reading stage, to prevent student confusion and ensure active engagement with the reading material.
I 4 Theoretical background about textbook evaluation
4 1 Definitions
Material evaluation has been defined by various authors, with Hutchinson and Water (1987) describing it as the process of assessing the suitability of materials for specific purposes Dudley and St John (1998) further emphasized the importance of this evaluation in ensuring that materials meet the intended educational needs.
Evaluation is a comprehensive process that starts with identifying the necessary information to collect and concludes with implementing changes in existing practices or shaping future actions According to Tomlinson (1998: xi), a key aspect of materials evaluation is the systematic assessment of the materials' value in relation to their intended objectives and the goals of those utilizing them.
Materials evaluation encompasses identifying what needs to be assessed, establishing the objectives and requirements for the materials, and making judgments about their value in relation to these defined goals.
4 2 Criteria for textbook evaluation
Certain sets of criteria have been mentioned by different scholars Among them, Hutchinson & Torre (1994:32) proposed four criteria need to be considered when evaluating materials as follows:
(ii) Aims and objectives of the course (to find out if the materials can satisfy those aims and objectives);
The evaluation of the materials focuses on their content suitability, ensuring alignment with the prescribed language description, language points, and the appropriate balance of macro-skills and micro-skills.
The methodology section evaluates the alignment between the learning theories underpinning the course and the materials being assessed It also determines if the exercises and tasks included in the materials meet the specific requirements of the course.
I 5 Theoretical background about textbook adaptation
5 1 Definitions
Adaptation, defined as the act of modifying or adjusting, plays a crucial role in language teaching According to Tomlinson, course book adaptation entails altering existing materials to better suit the needs of specific learners, teachers, or educational contexts This process ensures that course books are more relevant and effective for their intended audience.
Adaptation can be defined in various ways by different scholars According to Madsen and Bowen (1978: ix), it involves utilizing multiple techniques such as supplementing, expanding, personalizing, simplifying, modernizing, localizing, or modifying cultural and situational content.
Ellis, M (1986:47) considered adaptation as the process of “retaining, rejecting, re- ordering and modification” and Tomlinson (1998b: xi) referred to “reducing, adding, omitting, modifying and supplementing”.
5 2 The necessity of textbook adaptation when teaching foreign languages 12 5 3 Techniques for textbook adaptation
Textbooks are a fundamental element of language courses, serving as a vital resource for language acquisition, learning support, and reference In the realm of English language instruction, textbooks are regarded as the most crucial component of any language program, providing essential materials for both instructors and learners.
“The textbook is an almost universal element of ELT teaching […]
No teaching- learning situation, it seems, is complete until it has its relevant textbook.”
While textbooks offer significant benefits in language teaching, there is no universally perfect course book for every context Cunningsworth (1984) emphasized that "No course-book will be totally suited to a particular teaching situation," indicating that a book may excel in one scenario but fall short in another Additionally, Sheldon (1988) highlighted the issue of cultural appropriation in some textbooks, noting that the underlying philosophies of textbook authors may conflict with the beliefs of educators.
In conclusion, teaching materials play a vital role in language education, necessitating a careful evaluation of the advantages and drawbacks of textbooks If any negative impacts of the textbooks used in a program are identified, it is essential to implement corrective measures, such as adapting or supplementing the materials and offering teachers the necessary guidance and support for effective usage.
When teachers identify a gap between published teaching materials and the specific needs of their classroom, it is essential to adapt these materials to better align with class objectives McDonough and Shaw (1993) and Cunningsworth (1994) provide various techniques that can be employed to customize materials effectively for a particular class.
Adding: When adding to published material the teacher is supplementing the existing materials and providing more materials The teacher can do this by either extending or expanding
Extending: means the teacher supplies more of the same type of materials, thus making a quantitative change in the material
Expanding: is to add something different to the materials The change is qualitative
It is important to note that to materials can come at the beginning, at the end or in the middle of the materials being adapted
In educational settings, material can be adjusted through quantitative subtraction or qualitative abridgment For example, a teacher might choose to cover only five out of ten questions on the simple past tense from a textbook Alternatively, when abridging content, the teacher may opt to skip pronunciation exercises if they believe that focusing on pronunciation could hinder the learner's fluency.
To enhance accessibility for learners, teachers can rephrase instructions or texts, as well as streamline entire activities, making them easier to understand and manage for both students and educators.
The teacher has opted to rearrange the sequence of activities for better pedagogical effectiveness, starting with a general discussion before analyzing a reading passage, rather than using the reading as the foundation for the discussion.
Teachers often find it necessary to replace materials in published resources to better suit their students' needs, especially for culturally or temporally relevant activities They may choose to substitute illustrations or texts with visuals or information that resonate more closely with their students, such as using a familiar popular figure instead of one from the textbook Additionally, teachers might opt to replace entire activities, like switching a reading exercise for a listening task, to align with the specific goals of their class or lesson.
Adaptation is a crucial practice for teachers, enabling them to tailor their lessons to better meet the needs of their students Given that no published textbook can address the diverse requirements of every teacher or classroom scenario, it is essential for educators to take charge of adapting materials This ensures an optimal alignment between the teaching resources and the specific context in which they are used.
METHODOLOGY
Setting of the research
Dao Duy Tu High School, established 82 years ago, has significantly developed over the years and is now recognized as one of the two largest and most prestigious educational institutions in Thanh Hoa.
The school features 36 classes and employs over 85 teachers across various subjects, with English being a compulsory course for all students, who are required to attend three classes per week Currently, there are seven English teachers serving more than 1,500 students in grades 10 to 12, primarily from Thanh Hoa city Specifically, the school has 12 classes in grade 11, and the class sizes are relatively large.
42 students It is obvious that due to large-class size, there are some negative effects on teaching and learning English in the school
The high school boasts excellent facilities, including five cassette players dedicated to enhancing listening skills and a stationary projector located in a designated language learning room Additionally, modern equipment such as computers, laptops, and specialized language teaching labs are available, all of which contribute to effective English language instruction.
2 1 The students
This study involved 84 students from two regular 11th grade classes, 11A3 and 11A5, at Dao Duy Tu High School in Thanh Hoa The participants are not part of any specialized groups and are currently using the English 11 textbook published by the Ministry of Education.
In 2007, Education and Training Press conducted research involving two classes of 42 students each The control group was class 11A3, comprising 30 females and 12 males, while the experimental group was class 11A5, which included 22 females and 20 males.
The two groups exhibit a comparable proficiency in English, as evidenced by their recent exam results in grammar, reading, and writing Having studied English since the 6th form, these students have accumulated four years of experience at the lower secondary level Despite recognizing the significance of English, many students neglect it in their studies, with few opting to take it for university entrance exams Additionally, there is a prevalent sense of boredom during reading lessons, leading to low motivation among students Some are reluctant to engage in reading activities, while others approach the texts with a lack of interest.
2 2 The teachers
Dao Duy Tu High School boasts a team of six qualified English teachers, all of whom are graduates from pedagogic universities and possess at least five years of teaching experience These young and well-trained educators are recognized for their professionalism and proficiency in English, making them capable of delivering quality instruction in general English courses Despite not having lived, traveled, or studied abroad, or frequently collaborating with native English speakers, their language skills are deemed sufficient for effective teaching.
Teaching English reading faces significant challenges, particularly in large classes of 42 students, which complicates the implementation of effective activities and monitoring The fixed seating arrangement further discourages student participation during initial reading lessons, hindering engagement and motivation.
3 1 Document analysis
To enhance the effectiveness of pre-reading activities and engage students' interest, an interpretive analysis was conducted on the pre-reading sections of six textbook units: Unit 3 (A Party), Unit 4 (Volunteer Work), Unit 6 (Competitions), Unit 7 (The World Population), Unit 9 (The Post Office), and Unit 12 (The Asian Games) This analysis assessed the appeal of the illustrated materials, evaluating whether the visuals were real, clear, and attractive to students Additionally, it examined the variety and relevance of the pre-reading activities in relation to the content of the texts.
3 2 Survey questionnaire for students
Students were provided with a questionnaire (refer to Appendix 1) aimed at assessing their attitudes towards pre-reading activities, identifying their preferred pre-reading techniques, and gathering feedback on the textbook's pre-reading activities Additionally, the questionnaire sought suggestions for enhancing the pre-reading stage of reading lessons to make it more engaging.
To enhance the effectiveness of the questionnaire and ensure students comprehend the content, clear instructions are provided at the start of the survey and alongside the questions Additionally, the researcher is present during the survey to guide participants and assist them as needed.
3 3 Interview for teachers
An interview (see Appendix 2) to six teachers who have ever taught English
A survey was conducted at Dao Duy Tu High School to gather insights on students' evaluations of pre-reading activities in their textbooks The study aimed to identify challenges faced during these activities, assess student engagement, and explore strategies implemented to enhance participation in the pre-reading stage of reading lessons.
3 4 Classroom observation
The researcher conducted a study by observing and documenting twelve English reading lessons that emphasized the pre-reading stage for both the control and experimental groups The control group received instruction using the standard activities from the English 11 curriculum, while the experimental group engaged in modified activities tailored to enhance their learning experience.
In each lesson, the author utilizes a pre-designed observation sheet (refer to Appendix 4) to assess and compare student engagement in the teacher's pre-reading activities This evaluation focuses on the amount of student talking time during the pre-reading stage for both groups, aiming to determine if adapting textbook activities enhances student motivation in this phase.
At the conclusion of each reading lesson, the researcher randomly selects five students from the experimental group to conduct interviews, aiming to gather their evaluations on participation levels and attitudes towards the adapted pre-reading activities implemented that day.
3 5 Pre-test post-test experimental design
The researcher developed pre-test and post-test assessments for reading comprehension, tailored for 11th grade students using materials from the Da Nang publishing house (2007) These assessments, reviewed by colleagues, aimed to evaluate students' reading comprehension performance while ensuring the tests differed in content to avoid potential topic-related difficulties, maintaining a consistent level of comprehension and proficiency Both groups underwent the same pre-test with identical reading passages; however, only the experimental group participated in targeted pre-reading activities, including discussions, guiding questions, language games like "stop the bus," action-based sports guessing games, and matching exercises with visual aids.
First, the researcher analyzes the textbook English 11 to explore the suitable and unsuitable points of pre-reading activities
A questionnaire was administered to students to assess their attitudes towards pre-reading activities and their preferred techniques The feedback gathered on the textbook's pre-reading activities aims to provide insights that can help enhance the pre-reading stage of reading lessons, making them more engaging for students.
An interview was conducted with teachers who have taught English 11 at Dao Duy Tu High School to gather insights on their assessment of pre-reading activities in the textbook The focus was on identifying challenges faced during these activities, evaluating student engagement, and exploring strategies implemented to enhance student participation in the pre-reading stage.
The researcher conducted observations of two classes during twelve reading lessons, concentrating on the pre-reading stage to assess students' motivations and reading comprehension abilities The control group followed standard pre-reading activities from the textbook, while the experimental group engaged in adapted pre-reading activities To gather data, the author measured and compared student involvement and talking time during the pre-reading stage for both groups Additionally, follow-up interviews with five participants from the experimental group were conducted after each lesson to obtain further insights for the study.
To ensure sample homogeneity, both the control and experimental groups underwent a pre-test using the same reading comprehension passage Following the pre-test, the experimental group participated in a 15-week training session focused on pre-reading activities At the conclusion of the training, a post-test, equivalent in difficulty to the pre-test, was administered to both groups to evaluate the significant effects of the treatment on reading comprehension.
FINDINGS AND DISCUSSIONS
Document analysis
This section will describe the structure of the material in use and then focus on the analysis of the reading section especially pre-reading stage which the research exploits
English 11 has been designed and published in the school-year 2007-2008 by Educational Press in the light of Communicative Language Teaching Approach There are sixteen units which are about general interests in which four skills are taught integrated Each of the 16 units contains 5 sections, namely reading, speaking, listening, writing and language focus (consists of pronunciation, grammar, and vocabulary) In more details,
The Reading section features texts ranging from 240 to 270 words, organized into three stages: Pre-reading, While-reading, and Post-reading This structure aims to familiarize students with relevant topics and information while enhancing their reading skills.
In the Speaking section, students enhance their speaking skills by engaging in communicative activities and task-based learning They participate in pair work, group discussions, and role-playing exercises, all designed to promote effective communication related to each unit's topic.
The Listening section features passages and dialogues that are closely aligned with each unit's topic, aiming to provide students with opportunities to improve their pronunciation skills.
In Writing section: The textbook supplies writing exercises to develop students‟ writing skills through numbers of text: writing a letter or procedure of an event and the like
In Language focus section: This section consists of pronunciation, vocabulary and grammar Students have chances to revise the way to pronounce some vowels, consonants and some new words
In this analysis, the researcher only focuses on reading section especially pre-reading stage
It is a fact that reading comprehension is one of the most important skills mentioned in the textbook There are 16 units with 16 following topics as follows:
Table 3.1: Description of topics in English 11
2 Personal experiences 10 Nature in danger
4 Volunteer work 12 The Asian games
8 Celebrations 16 The wonders of the world
The reading lesson is structured into three key phases: pre-reading, while-reading, and post-reading This organization facilitates effective task management and comprehension A summary of the tasks and exercises commonly utilized in the reading sections of Units 3, 4, 6, 7, 9, and 12 is presented in the accompanying table.
Table 3.2: Activities of reading stage in 6 units are analyzed
1 Answering questions (individually or in pairs)
5 Answering questions (individually or in pairs)
The reading section features a variety of exercises and tasks designed to fit within a 45-minute timeframe, with most activities appropriate for students' levels However, the tasks tend to be monotonous, lacking diversity across lessons Students frequently encounter the same types of pre-reading activities—such as discussions, question answering, or matching exercises—leading to a repetitive experience This repetition ultimately results in boredom among students, as they engage in similar tasks in nearly every lesson.
This analysis focuses on the pre-reading activities within six studied units, aiming to assess their impact on student motivation and interest It evaluates the relevance and appeal of the reading topics to the students, as well as the diversity and appropriateness of the pre-reading activities in relation to their skill levels Additionally, the study examines the effectiveness of visual elements, such as pictures and illustrations, used in the textbook.
The reading topics in the following three pairs of units are universally appealing to students, ensuring broad interest Additionally, the reading texts are of equal length, and the difficulty levels of the associated tasks are consistent.
Unit 3: A party Unit 7: The world population Unit 6: Competitions
The topics covered are generally interesting and relevant to students, but a certain level of background knowledge is necessary for a complete understanding of the issues presented in the texts This highlights the importance of well-prepared materials provided by teachers to facilitate effective learning.
The pre-reading activities included in the textbook often lack variety and fail to engage students effectively Many of these tasks are repetitive and do not incorporate interactive elements, such as games, to stimulate interest before reading A summary of the commonly used pre-reading activities across the six units is presented in the following table.
Table 3.3: Pre-reading activities of 6 units are analyzed
The table highlights that three primary activities—discussing questions, answering questions, and using pictures—are frequently employed in most units However, repetitive tasks from the textbook can lead to student boredom and disengagement These activities often fail to capture students' attention and can demotivate them Additionally, certain pre-reading tasks, particularly the guiding questions in Unit 4 (Volunteer Work), do not effectively introduce the reading topic and may be too challenging for students to comprehend This misalignment not only hampers students' understanding but also diminishes their motivation and enthusiasm for reading.
The visual effects in the textbook predominantly feature artificial images, limiting students' exposure to the real world For instance, the illustrative picture in unit 4 (page 46) showcases volunteer work that is common in Western countries but unfamiliar to Vietnamese students This disconnect means students struggle to engage with concepts they have never encountered Additionally, the small size of the images makes it challenging for students to grasp their meaning and purpose, ultimately leading to decreased motivation.
In summary, the significance of the pre-reading stage and the analysis of textbooks highlight the necessity of incorporating pre-reading activities into reading classes This adaptation not only enhances the effectiveness and engagement of reading lessons but also boosts students' motivation and reading performance.
Data collected from survey questionnaire for students
III.2.1 Students’ experience of English learning
Survey results indicate that all participating students have been learning English for over five years, with some having up to 11 years of experience, as they began their English education in primary school or attended classes encouraged by their parents Fortunately, a significant number of these students enjoy learning English and have developed effective reading strategies.
III.2.2 Students’ beliefs towards the reading texts in the new English 11
Figure 3.1: Students’ beliefs towards the reading texts in the new English 11
The chart reveals that students have varying opinions about the reading texts in the new English 11 curriculum While only 20% of respondents felt the texts were too difficult, around 60% found them challenging due to factors like unfamiliar vocabulary, complex structures, insufficient reading skills, and unfamiliar topics, which led to a lack of motivation in learning English Conversely, nearly 20% of students reported finding the reading passages easy to understand, facing minimal difficulties in comprehension.
III.2.3 Difficulties students encounter in reading lessons
In reality, the reading texts in English 11 were quite difficult which created many difficulties for students as follows:
Table 3.4: Difficulties students encounter in reading lessons
Many new words and structures 48 57%
The survey revealed that the primary challenge for learners, affecting 57% of respondents, was the presence of excessive new vocabulary and structures in reading texts Additionally, 41% of students cited a lack of motivation as a significant barrier to effective reading, which is crucial for comprehension Furthermore, 17% of participants struggled with reading comprehension due to insufficient reading skills, while 15% found the texts unengaging Lastly, 8% of respondents indicated that unfamiliar topics hindered their understanding.
III.2.4 The most frequently used activities to start a reading lesson
Table 3.5: The most frequently used activities to start a reading lesson
Present some new words in the text 42 50%
Give a brief introduction to the text 26 30%
Organize some lead-in activities 8 10%
Nothing, teacher asks students to start reading the text at the very first time
According to survey data, 50% of students reported that their teachers regularly introduced new vocabulary in reading passages Additionally, about 30% indicated that teachers often provided brief introductions to texts, allowing for a more efficient approach to reading requirements In contrast, only 10% of learners noted that teachers frequently employed other lead-in activities, such as asking questions or using visual aids, to engage students The same percentage of respondents (10%) stated that teachers did not conduct any preparatory activities before reading, opting instead to have students read the text immediately This may be attributed to individual teaching styles or time constraints.
III.2.5 Students’ attitudes to their teacher’ pre-reading activities
Figure 3.2: Students’ attitudes to their teacher’ pre-reading activities
Only 5% of respondents found pre-reading activities to be very interesting, while 20% believed these activities helped them absorb content effectively However, 35% of learners expressed neutrality towards the pre-reading activities, and a concerning 40% felt that these activities were uninteresting and often ignored them.
III.2.6 Students’ beliefs about good effects of pre-reading activities
Table 3.6: Students’ beliefs about good effects of pre-reading activities Good effects of pre-reading activities Number of students
Make students familiar with the topics 28 33%
Increase students‟ interests and motivation 36 43% Help students understand new words and structures
Pre-reading activities significantly enhance students' vocabulary and understanding, with 67% of respondents acknowledging their effectiveness This highlights teachers' efforts to address students' primary challenge—vocabulary deficiencies Additionally, 43%, 38%, and 33% of students identified the main objectives of these activities as motivating them to read, activating prior knowledge, and gaining information about upcoming topics, respectively Furthermore, nearly 46% of learners concurred that pre-reading activities successfully fulfill all these purposes.
III.2.7 Students’ beliefs about bad effects of pre-reading activities
Table 3.7: Students’ beliefs about bad effects of pre-reading activities Bad effects of pre-reading activities Number of % students
No concentrate on the reading text 4 4%
The survey results indicate that a significant majority of respondents (66%) found extra pre-reading activities beneficial However, a small minority expressed concerns, with nearly 4% feeling that these activities contributed to stress regarding the main reading text, and about 3% believing they wasted teachers' time Additionally, 5% of students found the activities difficult to understand, while approximately 4% reported negative influences from them Overall, while students recognized both positive and negative effects of pre-reading activities, the adverse impacts were minimal.
III.2.8 Frequency of undertaking extra pre-reading activities in reading class
Figure 3.3: Frequency of undertaking extra pre-reading activities in reading class
The chart reveals that only 5% of respondents felt their teacher consistently designed activities beyond the textbook, while 35% indicated that their teacher occasionally added supplementary activities to enhance the reading process Surprisingly, over half of the surveyed students (60%) believed that their teacher seldom provided additional activities during the pre-reading stage, relying solely on those included in the textbook This suggests that extra pre-reading activities were infrequently incorporated, which likely contributed to a lack of student participation and motivation.
III.2.9 Students’ participation in pre-reading activities in reading lessons
Figure 3.4: Students’ involvement in pre-reading activities in reading lessons
The chart reveals that only 15% of students consistently participated in pre-reading activities during lessons, while 20% engaged occasionally Notably, a significant 55% of students reported rarely showcasing their involvement in these pre-reading tasks This data indicates that the pre-reading activities implemented were largely ineffective and lacked the engaging quality necessary to motivate student participation.
III.2.10 Students’ preference for participation in pre-reading activities
Figure 3.5: Students’ preference for participation in pre-reading activities
The chart reveals that 20% of respondents preferred working individually during pre-reading activities, while a larger segment, 45%, favored collaborating in pairs This preference aligns with the seating arrangement, as students often sat at tables for four, making it difficult to change seats Additionally, working in pairs provided them with more time and opportunities to express their ideas Meanwhile, 35% of students enjoyed group work, which allowed them to engage actively in discussions and share their experiences, enhancing their existing knowledge.
III.2.11 Frequency of using pre-reading activities by the teachers
Table 3.8: Frequency of using pre-reading activities by the teachers
No Pre-reading activities Always Sometimes Rarely Never
1 Using language games to introduce the text
4 Explaining the instructions in the text
5 Making students predict the content of the text (by looking at pictures, reading title, subtitle, etc.)
6 Giving specific reading tasks (17) (38) 45% (17) 20% (12) to students 20% 15%
7 Using visual aids (pictures, videos, …) to introduce the topic of the text
8 Giving a brief introduction to the text
A recent survey revealed that all learners emphasized the importance of pre-reading questions and vocabulary pre-teaching in engaging students during reading lessons, particularly as limited vocabulary is a significant challenge While 55% of respondents indicated that teachers sometimes clarify text instructions, and 45% noted that specific reading tasks are occasionally provided, activities such as content guessing through visuals and listening to teacher introductions are infrequently utilized, with 60% reporting their rarity Furthermore, the use of language games and visual aids to introduce reading topics is largely absent, which may limit the diversity of pre-reading activities and reduce student motivation.
III.2.12 Students’ preferences for pre-reading activities
Table 3.9: Students’ preferences for pre-reading activities
Interesting Normal Boring Very boring
1 Using language games to introduce the text
4 Explaining the instructions in the text
5 Making students predict the content of the text (by looking at pictures, reading title, subtitle, etc.)
6 Giving specific reading tasks to students
…) to introduce the topic of the text
8 Giving a brief introduction to the text
According to the data presented, 75% of respondents found language games engaging, while 80% expressed that visual aids, such as pictures and videos, were effective in introducing the topic of the text.
Besides, 55% of students surveyed stated predicting the content of the text (by looking at pictures, reading title, subtitle, etc.) carried out was good to attract them
A significant portion of learners expressed indifference towards extra activities before reading lessons, with only 58%, 40%, and 38% showing interest in specific reading tasks, pre-reading questions, and brief text introductions, respectively Additionally, 40% and 35% of students found pre-teaching new vocabulary and explaining text instructions to be boring and tedious, leading to a lack of attention during these activities.
III.2.13 Students’ evaluations on pre-reading activities in the textbook
Table 3.10: Students’ evaluations on pre-reading activities in the textbook
Students’ evaluations Number of students %
Suitable for the students‟ interests 10 12%
The study revealed that the majority of learners found the pre-reading activities in English 11 unengaging, with over 40% describing them as boring and ineffective in capturing their attention Additionally, 35% of participants expressed a lack of enjoyment for these activities, leading to diminished enthusiasm for participation Only 5% of respondents considered the pre-reading tasks to be interesting, highlighting a disconnect between the activity design and student engagement.
Moreover, 10% of students believed that pre-reading activities designed in the textbook were interesting and 12% of those asked agreed those were suitable to their engagement
III.2.14 Students’ recommendation on pre-reading activities to make a reading lesson more interesting
Table 3.11: Students’ recommendation on pre-reading activities to make a reading lesson more interesting Students’ recommendation Number of students
Add more various kinds of pre-reading activities 76 90% Provide pre-reading activities that are of the students‟ interest only
Select suitable pre-reading activities to meet the demand of each lesson
Nothing, there is no need 0 0%
A recent survey revealed that 90% of students expressed a desire for a greater variety of extracurricular activities, as many felt demotivated by the repetitive pre-reading tasks in their textbooks Over half of the respondents (60%) recommended that pre-reading activities should align with their interests to enhance engagement This shift towards more relevant activities has been shown to foster greater student involvement in a supportive classroom environment Additionally, 20% of learners suggested that pre-reading activities should be tailored to meet the specific demands of each lesson for more effective reading task completion Notably, none of the participants believed that changes to the pre-reading activities were unnecessary, highlighting a strong consensus for improvement.
Data collected from teacher interview
III.3.1 Teachers’ evaluation of reading texts in the textbook
Figure 3.6: Teachers’ evaluation of reading texts in the textbook
The chart indicates a consensus among teachers and students regarding the difficulty of English 11 reading texts, with 60% of teachers expressing that these texts pose challenges for effective teaching and learning Teachers noted that lengthy passages filled with unfamiliar vocabulary can demotivate students While some topics, like friendship, sports, and hobbies, resonate with students' daily lives, others, such as nature conservation and energy sources, feel disconnected from their everyday experiences.
Forty percent of teachers indicated that the reading materials were appropriate for their students, who have been learning English for over five years This extensive experience has enabled students to acquire a significant vocabulary and engage with a diverse range of reading topics.
III.3.2 Teachers’ evaluation on pre-reading activities in English 11
Figure 3.7: Teachers’ evaluation on pre-reading activities in English 11
A recent survey conducted among teachers at Dao Duy Tu High School revealed their views on pre-reading activities in the textbook The findings indicated that only 20% of teachers found these activities interesting, while 30% considered them average Alarmingly, 50% of the teachers deemed the activities boring and ineffective in capturing students' attention due to their monotonous nature and misalignment with student interests Common pre-reading tasks included answering and discussing questions, as well as matching exercises, but there was a noticeable absence of engaging communicative activities like games, music, or storytelling, which contributed to student disengagement Additionally, some illustrations used were abstract and unfamiliar, further diminishing student involvement in the reading lessons.
III.3.3 Teachers’ beliefs about the purposes of carrying out pre-reading activities
Table 3.12: Teachers’ beliefs about the purposes of carrying out pre-reading activities
New words and structures understanding 6 100 %
It is clear from the information described in the table that 100% teachers asked conducted pre-reading stage for understanding new words and structures
A significant 80% of interviewees indicated that their pre-reading activities primarily aimed to enhance knowledge and boost motivation Additionally, half of those surveyed expressed a desire to establish clear reading objectives for students prior to engaging with the text.
Thirty percent of teachers believe that pre-reading activities are effective for achieving various educational goals The collected data clearly indicates that both students and teachers view pre-reading activities as valuable resources for introducing new vocabulary, especially when the curriculum is limited to textbook exercises.
III.3.4 Teachers’ belief about students’ participation and their suggestions to increase students’ participation in pre-reading activities
Teachers’ belief about students’ participation in pre -reading activities
Table 3.13: Teachers’ beliefs about students’ participation in pre-reading activities Number of teachers Students’ participation % of students’ participation
A recent survey revealed that all respondents expressed dissatisfaction with student engagement in reading lessons, particularly during the pre-reading stage Most learners tended to participate in pre-reading activities only when prompted by their teachers.
The data indicates that only 20% of teachers reported that 15% and 20% of their students were actively engaged in pre-reading activities This aligns with a student survey, where 20% of respondents felt that the pre-reading activities were effective in capturing their interest Notably, 80% of teachers echoed these sentiments, revealing that over half (55%) of their students showed a lack of enthusiasm for the organized activities, with 10% of students not participating at all during the pre-reading phase.
Most teachers observed that their students lacked enthusiasm for pre-reading activities, often finding them monotonous and unengaging To foster greater participation and interest, it is essential for educators to adapt these pre-reading tasks, making them more dynamic and appealing to students.
Teachers’ recommendation to increase students’ participation
Table 3.14: Teachers’ recommendation to increase students’ participation Teachers’ recommendation Number of teachers %
Inappropriate activities varying and adapting 6 100%
The fresh, competitive and co-operative class atmosphere creating
Grades and praises or positive comments 3 50%
Recognizing the significance of pre-reading activities, teachers often adapt and vary these tasks to engage students with challenging texts A survey revealed that 100% of educators prefer to modify inappropriate pre-reading activities from textbooks to better align with student interests To enhance motivation, teachers are encouraged to incorporate games and visual aids, making activities more engaging and suitable for different learning levels This approach not only fosters communication among students but also addresses their diverse needs effectively.
Creating a fresh and cooperative classroom atmosphere is essential, as 80% of teachers believe it effectively encourages student participation in pre-reading activities and enhances reading comprehension skills Additionally, 50% of teachers use grades as a form of reward and evaluation for student responses, demonstrating that marks and positive feedback are valuable tools for motivating students to engage in discussions.
Last but not least, teachers are supportive and friendly which makes students comfortable to join their voice in the reading lessons
III.3.5 Frequency of adapting pre-reading activities and methods of adaptation
Frequency of adaptation for pre-reading activities
Figure 3.8: Frequency of adaptation for pre-reading activities
The data reveals that nearly 45% of teachers frequently adapted pre-reading activities from the textbook, citing their boredom and monotony as barriers to student engagement In contrast, 55% of teachers indicated that they rarely modified these activities, believing them to be sufficiently interesting Additionally, over half of the surveyed students (60%) reported that their teachers seldom introduced extra pre-reading activities, relying instead on those provided in the textbook Overall, it appears that most teachers do not make significant adaptations to pre-reading activities, which hampers their ability to engage students and enhance reading performance.
Teachers’ me thods for adaptation
Obmit an activity Add an activity Change an activity Replace an activity
Figure 3.9: Teachers’ methods for adaptation
The chart indicates that 80% of teachers preferred adding or replacing activities when the provided ones were inadequate for student understanding Additionally, 30% of teachers modified existing activities, although this approach was often challenging and time-consuming Notably, only 10% of teachers chose to omit pre-reading activities, which, while easier to implement, was generally avoided due to concerns about students' difficulties in grasping text content.
III.3.6 Teachers’ difficulties when undertaking pre-reading activities
Table 3.15: Teachers’ difficulties when undertaking pre-reading activities
Hard and time-consuming designing 2 35 %
One of the primary challenges faced by English teachers at Dao Duy Tu High School is overcrowded classrooms, with each class containing at least 40 students This situation creates significant difficulties in teaching and classroom management, ultimately hindering teachers' ability to achieve the full objectives of their lessons.
A significant 80% of teachers acknowledged that pre-reading activities often fail to engage students, resulting in low participation rates This suggests that either the activities do not align with students' interests or the teachers' methods of presenting them lack clarity and persuasiveness.
Half of the surveyed teachers reported that managing pre-reading activities could be challenging, as the games often led to noise disruptions in the classroom Additionally, the same percentage of educators identified time constraints as a significant issue Furthermore, 35% of teachers acknowledged that creating effective pre-reading activities was time-intensive and demanding, requiring considerable effort to ensure successful implementation in their teaching environments.
Last but not least, lack of teaching aids contributed to teachers‟ obstacles As a result, two interviewees lost eagerness to implement pre-reading activities because of inadequate teaching equipment
Data collected from classroom observation
To assess the current state of teaching and learning in the reading section, particularly during the pre-reading stage, the researcher conducted observations of twelve reading lessons Detailed observation sheets were filled out for each lesson attended, focusing specifically on the pre-reading activities to enhance the reliability of the survey questionnaire and interview data.
The change of number of students in the control and experimental group involve in teacher’s activities of pre-reading stage
Table 3.16: Number of students involve in teacher’s activities of pre-reading stage in the control and experimental group
(original pre-reading activities) (adapted pre-reading activities)
The researcher observed twelve reading lessons, with six adapted for the experimental group and six for the control group, focusing on pre-reading activities lasting 7 to 10 minutes Notably, participation in pre-reading activities significantly increased among learners in the experimental class compared to the control group.
Research indicates that only 31-52% of students in the control group engaged in pre-reading activities from the textbook, primarily due to their lack of interest and relevance The repetitive nature of these activities, which included discussions, question-answering, and matching exercises, led to student boredom However, after adapting these activities, participation surged by at least 60%, with students displaying increased excitement and eagerness to participate The modified exercises not only sparked students' interest but also fostered a lively classroom atmosphere, significantly enhancing student involvement.
Student participation levels can be influenced by various factors, including classroom atmosphere, lesson topics, teacher attitudes, teaching techniques, gender, and individual interest in learning English However, after implementing enhanced pre-reading activities, there was a notable increase in student motivation and enjoyment, highlighting the positive impact of supplementary activities during the pre-reading stage.
The differences of students’ participation in teacher’s pre-reading activities in the control and experimental group
Table 3.17: Teacher talking time (TTT) and students talking time (STT) of the control group and the experimental group at pre-reading stage
Unit Pre-reading stage (minutes)
During the study, the researcher observed that teachers leading traditional pre-reading activities tended to dominate class discussions, often speaking extensively to guide students However, the data revealed a significant reduction in teacher talking time in the experimental group compared to the control group For example, in the first lesson of unit 3, the teacher spoke for 5 minutes in the control group, while in the experimental group, this was reduced to just 3 minutes This trend continued in subsequent lessons Additionally, student talking time increased markedly in the experimental class, with students speaking 3 minutes longer in units 6 and 12 compared to their peers in the control group These findings suggest that modifying pre-reading activities can significantly enhance student motivation and engagement.
The teacher's innovative approach to adapting pre-reading activities significantly engaged students, as they were particularly drawn to the interactive games and visuals provided This created a dynamic and competitive learning environment, where students were incentivized with marks and positive feedback for their quick and excellent completion of tasks Additionally, the teacher's supportive and friendly demeanor fostered a comfortable atmosphere, encouraging active student participation and demonstrating a high level of involvement in the experimental classes.
In summary, adapting pre-reading stage activities significantly enhanced overall class motivation, leading to increased student engagement and a higher amount of speaking time during classroom activities, all within a more relaxed and supportive environment.
At the conclusion of each experimental lesson, the researcher conducted interviews with five students to assess their attitudes and engagement with the adapted pre-reading activities Over the course of the research, a total of 30 interviews were conducted, all in English The researcher aimed to formulate straightforward questions, allowing students the freedom to express their feelings openly.
All students demonstrated interest in the three lessons featuring new pre-reading activities from their textbook, which sparked curiosity due to changes in the teacher's methods However, some interviewed students expressed a loss of enthusiasm for these pre-reading activities, citing reasons such as monotony, impracticality, repetitive nature, and personal dislike.
While some students initially found the pictures to be unclear and the lessons somewhat boring, many others expressed enthusiasm and motivation due to the engaging activities incorporated into the lessons Additionally, several students appreciated the use of games and visuals that the teacher employed, highlighting a positive response to these interactive elements.
Students reported a significant increase in their engagement during the experiment, stating that they felt more excited and active in classroom activities compared to before Phrases such as "I become more active," "Activity is exciting," and "I like it" reflect their positive feedback, highlighting that the activities were suitable and helped them pay more attention.
Classroom observations and follow-up interviews reveal that relying solely on pre-reading activities from the course book can demotivate learners However, implementing adaptations fosters a fresh and engaging environment, enhancing student involvement and improving reading comprehension skills.
Data collected from pre-test post-test experimental design
In a study involving two classes, 11A3 served as the control group while 11A5 was the experimental group Both groups were initially administered the same reading comprehension test to ensure sample homogeneity Following this pre-test, only the experimental group participated in a 15-week training session that included pre-reading activities such as discussions, guiding questions, language games like "stop the bus," and visual aid matching exercises To evaluate the effectiveness of this intervention, a post-test of reading comprehension, identical in level to the pre-test, was conducted for both groups at the conclusion of the training.
The study aimed to test the null hypothesis that "Pre-reading activities have no significant effect on students' performance in reading comprehension." To evaluate this, a paired-samples t-test was utilized to determine if there was a statistically significant difference between the mean scores of the same group before and after the intervention Additionally, an independent samples t-test was performed to assess potential differences in mean scores between the experimental and control groups based on the gain scores from pre-tests and post-tests The results of these tests are summarized in a table, displaying independent-samples t-tests vertically and paired-samples t-tests horizontally.
Table 3.18: The summary of independent-and paired-samples t-tests
Row = Independent –samples t-tests Control group
After transforming the data using paired samples t-tests to eliminate extraneous differences, an independent samples t-test was performed to determine if there was a statistically significant difference in the posttest mean scores between the experimental and control groups, with an alpha level set at 0.05 Following Pallant's (2007) recommendation, Levene's Test for Equality of Variances was conducted The test returned a significant result (p = 0.001 < 0.05), indicating that the variances of the two groups were not equal, thus violating the assumption of equal variance Consequently, the results of the t-test were interpreted using the bottom line of the t-test table, which corresponds to the scenario where equal variances are not assumed.
The results indicate a significant difference in gain scores between the experimental group (M = 9.35, SD = 1.34) and the control group (M = 5.36, SD = 0.70), with a t-value of 12 (p < 05) This suggests that the experimental group, which participated in pre-reading activities, outperformed the control group, which did not engage in these activities Consequently, the null hypothesis stating that pre-reading activities have no significant effect on students' reading comprehension performance is rejected.
Table 3.19: The t-test for the experimental and control groups
Group No Mean Std Dev df t Sig
The independent samples t-test analysis revealed that pre-reading activities are effective tools for language and reading teachers to enhance students' reading comprehension This study demonstrates that such activities not only increase student interest but also activate prior knowledge through information exchange, ultimately leading to improved test scores.
Pre-tests and post-tests indicate that teachers can enhance students' reading comprehension through pre-reading activities, which boost motivation, activate prior knowledge, and help construct mental models for the upcoming text.
Chapter III reveals that the adaptations made to pre-reading activities significantly enhanced students' motivation and comprehension skills in reading classes This chapter will offer effective suggestions for modifying pre-reading activities in high school EFL classes Additionally, it will address the study's limitations and propose directions for future research.
This study aimed to enhance the pre-reading stage's effectiveness in teaching reading skills to grade 11 students at Dao Duy Tu Upper-Secondary School It identified strengths and weaknesses in the new English 11 textbook and assessed the current implementation of pre-reading activities in reading comprehension lessons The findings revealed effective adaptations that motivated students and improved their reading performance, benefiting both teachers and students.
The research was conducted at Dao Duy Tu High School, focusing on classes 11A3 and 11A5 It aimed to enhance students' motivation and reading comprehension through the adaptation of pre-reading activities in English 11, utilizing a pre-test and post-test experimental design To achieve this, various instruments were employed, including document analysis, questionnaires, interviews with both teachers and students, classroom observation sheets, and the pre-test/post-test framework The study sought to answer three key research questions regarding the impact of these methods on students' reading performance.
The researcher evaluated the new textbook English 11 by analyzing its pre-reading activities, identifying both suitable and unsuitable aspects based on criteria proposed by Hutchinson.
According to Torre (1994), evaluating educational materials involves considering the target learners, course objectives, content, and methodology While the number of activities fits a 45-minute lesson and most tasks are appropriate for students' levels, the researcher identified three significant issues with the textbook's pre-reading activities First, the analysis shows that the pictures used are artificial and unclear, making them ineffective Second, the activities lack variety, leading to student disengagement during reading lessons Lastly, many pre-reading tasks do not align with the text's content, diminishing students' motivation and comprehension To address these shortcomings, it is essential for teachers to adapt the pre-reading activities to enhance student engagement and understanding.
The study examined the use of pre-reading activities in the English 11 textbook at Dao Duy Tu High School, revealing that teachers primarily use "pre-reading questions" and "pre-teaching new vocabulary" instead of engaging activities like language games and visual aids, which are often seen as time-consuming to prepare While many students enjoy group work for sharing knowledge, a preference for pair work emerged, as it allows for more time and a less intimidating environment to express ideas Teachers face challenges in implementing pre-reading activities due to preparation time, large class sizes, and a lack of teaching aids Despite recognizing the importance of pre-reading activities, both teachers and students find the current textbook's offerings monotonous and ineffective in motivating students to read and enhance their reading skills Suggestions include incorporating a wider variety of pre-reading activities and focusing on those that align with students' interests to boost motivation and improve reading comprehension.
The study addressed the question of enhancing the effectiveness of the pre-reading stage to motivate and improve students' reading performance Results from observations and interviews with five students after each trial lesson demonstrated that adapting techniques, such as incorporating games and songs into pre-reading activities, significantly encouraged student participation in class By implementing these engaging methods along with a supportive teacher approach, students were more activated to interact with both peers and the teacher Notably, the teacher's talking time decreased, while student talking time increased during reading lessons, highlighting the positive impact of these strategies on student engagement.
The thesis emphasizes the necessity of adapting pre-reading activities in textbooks to enhance student motivation and reading comprehension The author aims for these suggested adaptations to significantly improve the effectiveness of teaching and learning, particularly in English 11 reading lessons.
2 Recommendations for using and adapting pre-reading activities in reading class at grade 11 effectively
2.1 When and how to use pre-reading activities
2.1.1 When using pre-reading activities
Many students find English 11 reading lessons challenging due to lengthy texts, unfamiliar vocabulary, and a lack of motivation To address these issues, it is crucial to implement pre-reading activities that can enhance engagement and comprehension By integrating these activities with warm-up exercises, teachers can optimize lesson time and improve teaching effectiveness However, the connection between pre-reading and warm-up activities largely depends on the lesson's objectives, the students' needs, and available time It is generally recommended to incorporate pre-reading activities in every reading lesson, particularly under specific conditions.
