The students’ preference for activities used by the teachers
Rationale for the study
In our modern society, English has become an international language for communication and it is also an important demand for schooling and job opportunities The number of people who are learning English is increasing so quickly and English has been learnt through many sources in many different ways
It can be clearly seen that in Vietnam, we are mainly teaching and learning English in non-language environment so reading is the main source to get knowledge of language and life as well as to develop other skills However, many learners of English are not interested in learning reading They often think that reading is the least important skill as it does not help learners directly in communicating On the other hand, learners also complain that reading always makes them feel bored and stressful So, it can be concluded that our students lack of motivation to read In fact, motivation is one of the most important factors affecting the result of learning English Students with high motivation can learn a foreign language better than those who do not Therefore, one of the first duties of English teachers is motivating their students to read
Because of the above reason, I do my research on “Developing motivation in learning English reading skill of students at Thieu Hoa high school, Thanh Hoa province”, hoping to find out some solutions to better the current situation of teaching and learning English reading skill and hoping to help English teachers and students in general and those at Thieu Hoa high school in particular in their teaching and studying.
Aims of the study
The study is aimed at:
- Identifying types of motivation possessed by students at Thieu Hoa high school in learning reading skill
- Studying factors affecting motivation in learning English reading skill of students at Thieu Hoa high school
- Finding out strategies to develop motivation of students in order to improve their results of learning reading skill.
Research questions
The study was carried out in order to find out the answers to the following research questions:
1 What are the types of motivation possessed by students at Thieu Hoa high school in learning reading skill?
2 What are the factors affecting students’ motivation in learning English reading skill?
3 What are appropriate strategies to develop students’ motivation in learning reading skill?
The topic “Developing motivation for learning English reading skill of students at Thieu Hoa high school, Thanh Hoa province” has many interesting aspects that I want to mention However I do not hope to cover all these aspects with my limited time and knowledge So in my assignment, I will focus on the types of motivation possessed by students, the factors affecting motivation in learning English reading skill and the strategies to develop motivation for learning English reading skill of students at Thieu Hoa high school
The study highlights the important roles of motivation to English second language learning in general and to reading skill in particular
The findings of the study are believed to be useful for English teachers to be aware of the essential roles of factors affecting studentds’motivation in a reading lesson Besides, the suggested strategies for developing students’ motivation in learning reading skill, which are based on the theoretical background and the current situation of teaching and learning English reading skill at Thieu Hoa high school, hopefully can help English teachers and students in general and those at Thieu Hoa high school in particular in their teaching and studying
The theoretical background of the study mainly bases on references and analysis to relevant theories about motivation and reading of many authors The study is carried out on the basis of survey questionnaires and interview
Firstly, for the theoretical basis, a lot of reference materials on motivation and reading have been gathered, analyzed and synthesized thoroughly with the clue consideration for the teachers’ and students’ teaching and learning situations
Secondly, for the practical basis, interviews and questionnaires are carried out with teachers and students of English to gather the most reliable data for the thesis
The study is organized in three parts:
Part A: Introduction presents the rationale, the aims of the study, the research questions, the scope of the study, the significance of the study, the methods of the study and the design of the study
Part B: Development includes three chapters
Chapter 1: Literature review provides theoretical backgrounds for the study Its focus is on introducing important relevant concepts, discussions of issues and ideas on theories for motivation, nature of reading and motivation in learning reading as well as factors affecting motivation in learning reading
Chapter 2: The methodology presents the methods used in the study including the setting of the study, participants of the study, data collection instruments, data collection and data analysis procedure
Chapter 3: Data analysis, major findings and suggestions shows the detailed results together with a comprehensive analysis on the data collected from the survey questionnaires and the interview.
Part C: Conclusion presents the conclusions, the study’s limitations and the suggestions for further study.
Design of the study
The study is organized in three parts:
Part A: Introduction presents the rationale, the aims of the study, the research questions, the scope of the study, the significance of the study, the methods of the study and the design of the study
Part B: Development includes three chapters
Chapter 1: Literature review provides theoretical backgrounds for the study Its focus is on introducing important relevant concepts, discussions of issues and ideas on theories for motivation, nature of reading and motivation in learning reading as well as factors affecting motivation in learning reading
Chapter 2: The methodology presents the methods used in the study including the setting of the study, participants of the study, data collection instruments, data collection and data analysis procedure
Chapter 3: Data analysis, major findings and suggestions shows the detailed results together with a comprehensive analysis on the data collected from the survey questionnaires and the interview.
Part C: Conclusion presents the conclusions, the study’s limitations and the suggestions for further study
LITERATURE REVIEW
Overview of motivation
Motivation is the energy that catalyzes behavior So far, many researchers have given definitions of motivation and most of them agree that motivation is the extent to which people make choices about goals to pursue and the effort they will devote to that pursuit The following are motivation definitions offered by some well-known scholars
“Motivation is some kinds of internal drove which pushes someone to do things in order to achieve something” (Brown, 2000:160)
“Motivation explains why people decide to do something, how hard they are going to pursue it and how long they are willing to sustain the activities” (Dornyei, 2001:7)
“Motivation is an internal state that arouses directs and maintains behavior”
“Motivation involves the attitudes and effective states that influence the degree of effort that learners make to learn a second language” (Ellis, 1997:5)
“Motivation can be constructed as a state of cognitive and emotional arousal, which leads to a conscious decision to act, and which gives rise to period of sustained intellectual and/or physical effort in order to attain a previously set goal (or goals)” (William, 1997:120)
It is clear from the above definitions that different scholars approach motivation definition differently However, they all share the same point of view that motivation combines effort and desire plus favorable attitude and occur as a result of combination of external and internal influences
There are many different distinctions between types of motivation such as: integrative vs instrumental motivation (Gardner and Lambert, 1972); intrinsic vs extrinsic motivation (Moore, K.D., 1992); global, situational and task motivation (Brown, H.D, 1990); instrumental, intergrative, resultative and intrinsic (Ellis, R., 1994) Regarding all classifications of motivation, after all, the study based mainly on the distinction proposed by Gardner and Lambert (1972)
Integrative motivation: In a pioneering study, Gardner and Lambert (1972: 132) highlights “integrative motivation” which stresses “a sincere and personal interest in the people and culture represented by the other group” Gardner’s later socio-educational model (1982) adds three aspects of student motivation: effort (time and drive), desire (extent of language proficiency wished for) and effect (emotional reactions to language study) Integrative motivation is the desire on the part of the student to feel an affinity with the people, the society and the culture of the language that is learned, and is usually referred to in the context of living in the target language community (Falk 1978, and Finnegan, 1999)
Instrumental motivation: Gardner and Lambert (1972: 132) also points out that
“instrumental motivation” which stresses “the practical value and advantages of learning a new language” Instrumental motivation concerns the practical and concrete rewards that student’s desire (Hudson, 2000) This relates to achievement purposes for instance passing an exam or getting a degree A student’s opinion of a given language is significantly shaped by its perceived usefulness and relevance to future career goals (Chambers, 1999)
Moore, K.D., (1992) separates motivation into two main categories: extrinsic motivation and intrinsic motivation
Intrinsic motivation comes from within the student or from factors inherent in the task being performed For example, students who love to read are intrinsically motivated to read - there is something about reading that they enjoy and that makes them want to do it even if there is no "reward" for it
According to Moore (1992), “intrinsic motivation is what learners bring to learning environment, that is, their internal attributes: attitudes, values, needs and personality factors” Ellis (1994) also states that intrinsic motivation “involves the arousal and maintenance of curiousity and can ebb and flow as a result of such factors as learners’ particular interests and the extent to which they feel personally involved in learning activities” The factors of support of intrinsic motivation are: competence (feeling that you know how to do things), autonomy (being able to perform an activity by yourself without external help) and relatedness (connection with your social environment like helping the others)
Extrinsic motivation comes from sources external to the student and the task It can come through praise, recognition, or a system of rewards For example, for students who do not enjoy reading, a token economy involving stickers or a class store may prompt them to read more often
Paul (2002) states that extrinsic motivation is “motivation to engage in an activity as means to an end” Moore (1992) gives easily understandable definition that “extrinsic motivation originates outside the individual and is concerned with external environments factors that help shape students’ behavior”
Most writers agree that intrinsic and extrinsic interact with each other and play an important role in second language learning As a result, learners can be either motivated by internal or external factors depending on the circumstances and conditions the activity is performed
1.1.2.3 Global, situational and task motivation
Brown (1990) identified three types of motivation:
Global motivation consists of general orientation to the global of L2 learning
Situational motivation is different according to the situation in which learning takes place Thus the motivation in classroom setting differs from that in naturalistic learning
Task motivation is the motivation learners get when they are performing some particular tasks in learning performance
In some cases, motivation is the result of learning Hermann (1980) stated that ‘it is success that contributes to motivation rather than vice- versa’ (cited in Ellis, 1997)
Ellis (1997) also concluded that ‘the relationship between motivation and achievement is an interactive one A high level of motivation does stimulate learning, but perceived success in achieving L2 goals can help to maintain existing motivation and even create new types Conversely, a vicious circle of low motivation = low achievement = low motivation can develop’
1.1.3 Roles of motivation in second language learning
Motivation in second language learning is a complex phenomenon which can be defined in terms of two factors: Learners’ communicative needs and their attitudes towards the second language community If the learners need to speak the second languages in a wide range of social situations or to fulfill professional ambitions, they will perceive the communicative value of the second language and will therefore be motivated to acquire proficiency in it Likewise, if learners have favorable attitudes towards the speakers of the languages, they will desire more contact with them
According to many studies, motivation plays an important role in second language learning Motivation is strongly related to success in language learning It is not only the cause of success but it can also be the effect of success Brown, H.D (1994) affirmed that a learner will be successful with the proper motivation in learning Rebeccal and Jill Sheorin (1996:121) also point out “Motivation is important because it directly influences how often students use second language learning strategies, how much students interact with native speakers, how much input they receive in the language being learned, how well they do on curriculum-related achievement tests, how high their general proficiency level becomes, and how long they preserve and maintain second language skills after language study is over”
Because of the important role of motivation in second language learning as mentioned above, it is necessary for teachers to pay attention in developing both intrinsic and extrinsic motivation for their students in learning.
Overview of reading
Most of us think of reading as a simple, passive process that involves reading words in a linear fashion and internalizing their meaning one at a time But reading is actually a very complex process that requires a great deal of active participation on the part of the reader There are many definitions of reading from experts in the field
According to Wikipedia, the free encyclopedia, “reading is a process of retrieving and comprehending some form of stored information or ideas”
Harmer (1994:190) says “reading is an exercise dominated by the eyes and the brain The eyes receive the message and the brain then has to work out the significance of these messages”
Sharing the same point of view, Aebersold and Field (1997:15) propose “reading is what happens when people look at a text and assign meaning to the written symbol in that text”
Goodman (1971:153) sees reading as “a psycholinguistic process by which the reader, a language user, reconstructs, as best as he can, a message which has been encoded by a writer as a graphic display”
As we can see, all the authors share the same idea that reading means comprehending written language and it involves a variety of skills
1.2.2 Roles of reading in foreign language learning
As we know, reading is one of the major skills of learning a second or foreign language and it has a prominent position in the design of a foreign language teaching programme Krashen & Terrel (1983:131) state that “Reading may contribute significantly to competence in a second language There is good reason, in fact, to hypothesize that reading makes a contribution to overall competence, to all four all four skills”
Firstly, reading benefits grammatical knowledge and vocabulary development and therefore overall competence increases According to Geoff (2000:16), reading “may help to increase knowledge of the target language through exposure to new vovabulary and grammatical structures” A practical observation is that where the vagaries of prepositions or phrasal verbs are concerned, the learners who make the fewest mistakes are those who read the most Reading is indeed is the best way to enrich learners’ vocabulary because while reading, the learners know most of the words in the text already, and they can also determine the meaning of many new words from the context Moreover, through reading the learners will have really good chances to learn about the forms of grammatical structures and how they are used in different situations
Secondly, for learners of English as a second or foreign language, reading is a really important because it brings learners with a wide range of interesting informations about the country as well as the culture of the target language Learning a language means learning a new culture.The information in the reading texts helps learners to understand the ways of life, thoughts, beliefs, behaviors and other social aspects of the English people, thus they can tackle the vocabulary, the grammar, and the background knowledge or cross- cultural problems they often encouter now
Thirdly, reading is a means to knowledge, not only about the target language but perhaps more importantly about the world; it provides the learners with knowledge of culture, grammar structures, and vocabulary so reading is seen as a basic skill to develop speaking, listening and writing When reading, learners get information, vocabulary and grammar structure and use to speak, listen and write In other words, reading provides input knowledge for speaking, listening and writing
In short, for many learners in an EFL context, where actual contact with the target culture is limited, reading can be the major source of input It helps learners get knowledge of language and life as well as develop other skills
1.3.1 The importance of motivation in learning reading
It can be clearly seen that reader’s motivation has an effect not only on the product of comprehension but also upon the process of understanding According to David (1999),
“motivation is one of the most important ingredients in skilled reading” If we show no interest in the text, it means that we do not want to read then the reading activity will become a pressure to ourselves and even the reading process may not happen at all In reality, most of what we read such as books, magazines, advertisements, etc is what we really want to read
Reading motivation refers to the desire to read even when not required to do so
Reading motivation involves seeking out opportunities to read for curiousity, knowledge and involvement Reading researchers recognized that in order to create lifelong readers, endowing the learners with proficient reading skills are not enough They also need to have internalized motivation Reader’s motivation has been shown to relate to the quality of the outcome of reading Many studies have shown that bad readers lack motivation to read or to spend time improving their ability to read Therefore, it is neccessary to improve reader motivation
1.3.2 Common factors affecting students’ motivation in learning reading skill 1.3.2.1 The students
Students’ themselves are the first and most important factor affecting their motivation in learning reading
Firstly, the students’ attitude toward reading has a great impact on reading motivation Aebersold and Field (1997:39) say that: “The more interested people are, the more they will preserve in reading” If students show no interest in the text, it means that they do not want to read then the reading activity will become a pressure to them and even the reading process may not happen at all In reality, most of what we read such as books, magazines, advertisements, etc is what we really want to read So it can be concluded that the degree of interest has its influence on reading motivation
Besides, the students’ background knowledge also dominates their motivation to read Without background knowledge, the students would meet a lot of difficulties in comprehending the text and even the language comprehension could not take place at all
Consequently, the students would lose their interest in reading and never read any more
Last but not least, the students’ success is a strong factor influencing their motivation in learning reading As human being, we generally like what we do well, and therefore we are more likely to do it again and put in more effort If students put in more effort they will get better results and so this sustains their motivation
No matter what level of motivation the students bring the classroom, it will be transformed, for better or worse, by what happen in the classroom in which the teacher has a significantly impact
Firstly, the teachers should employ suitable techniques or methods of teaching to help the students to develop their competence as readers during the reading lessons The teachers can help the students to get involved in dealing with the reading texts A good and suitable method of teaching can help the students find more easily to understand the reading texts therefore they become more motivated to read Moreover, the teachers’activities and tasks are the key component to the students’ motivation in learning reading skill
Secondly, the teachers play the key role in creating a good classroom environment
This is a really inportant factor because classroom environments have a powerful effect on the encouragement or discouragement of motivation to learn
Thirdly, the teacher’s personality and attitude towards the students play a prime role in affecting both student motivation and progress Many educational researchers admit that the teacher with warm, empathetic, sensitive, enthusiastic and humorous characteristics would be more likely successful in teaching than the ones without those characteristics Those teachers, who are enthusiastic in teaching have a positive attitude to the subject and the students, would be capable of keeping students interested in reading
Motivation in learning reading
1.3.1 The importance of motivation in learning reading
It can be clearly seen that reader’s motivation has an effect not only on the product of comprehension but also upon the process of understanding According to David (1999),
“motivation is one of the most important ingredients in skilled reading” If we show no interest in the text, it means that we do not want to read then the reading activity will become a pressure to ourselves and even the reading process may not happen at all In reality, most of what we read such as books, magazines, advertisements, etc is what we really want to read
Reading motivation refers to the desire to read even when not required to do so
Reading motivation involves seeking out opportunities to read for curiousity, knowledge and involvement Reading researchers recognized that in order to create lifelong readers, endowing the learners with proficient reading skills are not enough They also need to have internalized motivation Reader’s motivation has been shown to relate to the quality of the outcome of reading Many studies have shown that bad readers lack motivation to read or to spend time improving their ability to read Therefore, it is neccessary to improve reader motivation
1.3.2 Common factors affecting students’ motivation in learning reading skill 1.3.2.1 The students
Students’ themselves are the first and most important factor affecting their motivation in learning reading
Firstly, the students’ attitude toward reading has a great impact on reading motivation Aebersold and Field (1997:39) say that: “The more interested people are, the more they will preserve in reading” If students show no interest in the text, it means that they do not want to read then the reading activity will become a pressure to them and even the reading process may not happen at all In reality, most of what we read such as books, magazines, advertisements, etc is what we really want to read So it can be concluded that the degree of interest has its influence on reading motivation
Besides, the students’ background knowledge also dominates their motivation to read Without background knowledge, the students would meet a lot of difficulties in comprehending the text and even the language comprehension could not take place at all
Consequently, the students would lose their interest in reading and never read any more
Last but not least, the students’ success is a strong factor influencing their motivation in learning reading As human being, we generally like what we do well, and therefore we are more likely to do it again and put in more effort If students put in more effort they will get better results and so this sustains their motivation
No matter what level of motivation the students bring the classroom, it will be transformed, for better or worse, by what happen in the classroom in which the teacher has a significantly impact
Firstly, the teachers should employ suitable techniques or methods of teaching to help the students to develop their competence as readers during the reading lessons The teachers can help the students to get involved in dealing with the reading texts A good and suitable method of teaching can help the students find more easily to understand the reading texts therefore they become more motivated to read Moreover, the teachers’activities and tasks are the key component to the students’ motivation in learning reading skill
Secondly, the teachers play the key role in creating a good classroom environment
This is a really inportant factor because classroom environments have a powerful effect on the encouragement or discouragement of motivation to learn
Thirdly, the teacher’s personality and attitude towards the students play a prime role in affecting both student motivation and progress Many educational researchers admit that the teacher with warm, empathetic, sensitive, enthusiastic and humorous characteristics would be more likely successful in teaching than the ones without those characteristics Those teachers, who are enthusiastic in teaching have a positive attitude to the subject and the students, would be capable of keeping students interested in reading
The teachers can raise the students’ love for reading by their rapport with the students, their personality themselves because they are the ones of students’ respect and can affect them a great deal
Finally, the way the teacher assesses and evaluates the students’ progress also influences their motivation in learning the subject The teacher should not compare the performance of a student to that of the others but encourage and create a supportive environment for them to put more effort It is advisable to evaluate their progress with themselves in order to make them more self – confident and motivated
The reading materials play an important role to students’ motivation in reading in terms of its level of challenge, its topic and content Reading materials that are interesting and relevant to the students will motivate them to read
Firstly, reading materials should have suitable topics and contents, this means, the texts should interest the students Nuttal (1982:70) points out that “the texts that are considered suitable will tell the students things they do not know and introduce them to new and relevant ideas” In the case the topic of the text is not interesting and irrelevant to their experience and knowledge they may stop reading because they can not understand the meaning of the text enough to satisfy their expectations, need or interests In general, if students enjoy what they read, the reading comprehension is the best achieved
Secondly, reading materials’ language items such as vocabulary and grammatical structures also have an impact on the students’ motivation The students would also be frustrated and tired when encountering with a great deal of unknown words, complex sentence structures and so on In terms of linguistic items, the vocabulary in the reading text must be of appropriate level with suitable density of idioms The complexity of grammar must not be too great Besides, the background of the text must be within the students’ imaginative grasp
In short, it is a challenge for the teacher to select or exploit the texts in the ways that improves students’ interests and motivation in reading
To sum up, Chapter 1 has presented some theoretical background knowledge related to the topic of the study It has discussed some concepts and ideas concerning to the issue of motivation in general and motivation in second language study in particular
Besides, some different aspects related to reading were also discussed, especially some aspects related to factors affecting students’ motivation in learning reading comprehension skill The following chapter will display the detailed description of the methodology, the procedures of the study under the light of the above-discussed theories.
METHODOLOGY
The setting of the study
The study was conducted at Thieu Hoa high school, Thanh Hoa province For about
20 recent years, English has been a compulsory subject and also the only foreign language at the school All of the students of Thieu Hoa high school had at least four years learning English at secondary schools They have to learn English for three more years at high school before taking part in the general education exam at the end of grade 12 Although the school is located at the town of Thieu Hoa district, Thanh Hoa province, the students have not many chances to approach English language except reading their textbooks and studying at schools
The teaching and learning English at Thieu Hoa high school follows the new curriculumn (since 2006) of The Ministry of Education and Training All the students learn the set of basic program textbooks Tieng Anh 10, Tieng Anh 11, Tieng Anh 12 which includes the total of 315 periods of 45 minutes in the class It means that students have 3 classes of English per week, equivalents with 105 classes per school year
Reading skill is taught 16 periods per school year, in which students read 16 different texts of the six themes: You and me, Education, Community, Nature and environment, Recreation, People and places Students are trained to improve such reading strategies as: skimming for gist, scanning for specific information, drawing conclusion, making inferences and restatements, writing summaries
In Thieu Hoa high school, the English group has 8 teachers The oldest teachers have more than 25 years of teaching experience and the youngest ones have more than five years of experience All of them are very enthusiastic and willing to apply better methods to upgrade their teaching quality
The study was carried out with the participation of 115 students of grade 11 at Thieu Hoa high school They are at the age of 17-18 and have learnt English for (at least) 4 years at secondary school and one more year at Thieu Hoa high school Of the 115 participants, 62 students (53.9%) are female and 53 students (46.1%) are male All of them are living in the countryside and have not many chances to approach English language except reading their textbooks
Besides, seven teachers of English at Thieu Hoa high school were also invited to take part in this study by answering the survey questionnaire Among them, two teachers are male and the others are female All of them have been teaching English at the school for years
To obtain the information for the study, the researcher used three instruments
2.3.1 Instrument one: Questionnaire for the teachers
The survey questionnaire completed by the teachers included three parts The first part was about the teachers’ demographic information which included the teachers’ gender, age, and the number of years they had been teaching English and teaching reading skill
The second part consisted of six questions It was designed to elicit the teachers’ opinions about teaching reading subject and what they had done to motivate their students to read
The last part (question 7, 8) was about the teachers' comments on the textbook, and their suggestions to improve it
2.3.2 Instrument two: Questionnaire for the students
Two main parts were focused in the questionnaire The first part was about the students’ demographic information which included the students’ gender, age, the number of years they had been learning English The second part was designed to elicit the students’ opinions about the reading subject It consisted of eight questions, four of which were closed and four of which were open - ended The first three questions 1, 2 and 3 dealt with the students’ attitudes towards reading English, questions 4, 5 mentioned the ways the teachers often do to motivate students in learning reading and students’ opinions about that ways The students’ opinion about current reading materials in class and preferences for types of exercise of the reading material were the focused of questions 6, 7, and 8 Due to these ideas, the research can recommend some ways to help the teachers motivate their students in learning reading
Survey questionnaires were used as the main instruments in this study However, the using of questionnaires also has some limitations: The answers may be simple and superficial, the respondents are unreliable and motivated, and may face with literacy problems, the researchers may have little or no opportunity to correct the respondents’ mistakes and hallo effect (which concerns the human tendency to over generalize)…
(Dornyei, Z 2005: 10- 13) This is true for the study of motivation, which is an abstract, attitudinal concept Therefore, the interviews were carried out with six participants in a following week after processing the questionnaire for students The aim of the researcher for interviews is to get better insights into the research questions and to discuss for further information about the items raised in the questionnaires The participants were invited to answer the questions with the researcher’s explanation of the questions and clarifying unclear answers, each interview lasted about 20 minutes The informal talks were sometimes done between the researcher and students at English lesson break to have in- depth understanding about the teaching method teachers had just applied and students’ preferences
The questions for interviews were compiled in a paper sheet All the interviews were carried out in Vietnamese in the form of an informal conversation between the researcher and the students The data collected from interview were recorded, transcribed, and then translated into English for the purposes of the study
The data of the study was collected mainly through reference books and relevant theories about motivation and reading, interviews and survey questionnaires
First, all collected relevant theories about motivation and reading were studied, consolidated and categorized then organized suitably in parts
Second, the survey to the teachers was delivered to seven teachers of English at Thieu Hoa high school, and they had one week to complete it
Next, with the permission of the Head master and teachers of English at Thieu Hoa high school, the researcher had a personal contact to 115 students of three 11-form classes in order to clarify the purpose of the survey and administered the questionnaire delivered to these students The students were asked to complete the questionnaire within 30 minutes
At last, the interviews were carried out with six participants in a following week after processing the questionnaire for students The aim of the researcher for interviews is to get better insights into the research questions and to discuss for further information about the items raised in the questionnaires Each interview lasted about 20 minutes
The data collected from different sources were inspected, cleaned, transformed, and modeled with the goal of highlighting useful information, suggesting conclusions, and supporting decision making The observational field-notes and the interview transcription will be jotted down They will be generated and analyzed by the researcher alone to avoid inconsistency or possible biases and then displayed in forms of charts, tables and figures
A series of analytical categories from the statements was also conducted in order to quantify the open-ended questions from the questionnaires
Data collection
The data of the study was collected mainly through reference books and relevant theories about motivation and reading, interviews and survey questionnaires
First, all collected relevant theories about motivation and reading were studied, consolidated and categorized then organized suitably in parts
Second, the survey to the teachers was delivered to seven teachers of English at Thieu Hoa high school, and they had one week to complete it
Next, with the permission of the Head master and teachers of English at Thieu Hoa high school, the researcher had a personal contact to 115 students of three 11-form classes in order to clarify the purpose of the survey and administered the questionnaire delivered to these students The students were asked to complete the questionnaire within 30 minutes
At last, the interviews were carried out with six participants in a following week after processing the questionnaire for students The aim of the researcher for interviews is to get better insights into the research questions and to discuss for further information about the items raised in the questionnaires Each interview lasted about 20 minutes.
Data analysis
The data collected from different sources were inspected, cleaned, transformed, and modeled with the goal of highlighting useful information, suggesting conclusions, and supporting decision making The observational field-notes and the interview transcription will be jotted down They will be generated and analyzed by the researcher alone to avoid inconsistency or possible biases and then displayed in forms of charts, tables and figures
A series of analytical categories from the statements was also conducted in order to quantify the open-ended questions from the questionnaires
In short, in this chapter, the methodology of the study has been displayed as the guidelines for the researcher to follow during the implementation of the study In the next chapter, the analysis of the data and the findings will be identified in detail.
DATA ANALYSIS, MAJOR FINDINGS AND SUGGESTIONS
Demographic information
The total number of students participated in the study was 115 of which 62 students (53.9%) are female and 53 students (46.1%) are male The majority is aged 17 (113 students, about 98.3%), only two students are aged 18 because they started their study at primary school one year later than the others
Table 1: Participants by age and gender
The students taking part in the study were living in the countryside so most of them had no chances of learning English except at schools About 75.7% (87students) had been learning English for 5 years (four years at secondary schools and one year at Thieu Hoa high school) Only 4 students (3.5%), who had started learning English at primary school, had 8 or 9 years of learning English The others had experience of 6 or 7 years in learning English The students’ experience of learning English is briefly summarized in table 2
Table 2: The students’ experience of learning English
Among seven teachers participated in the study, there were only two male teachers
The teachers’ ages ranged from 28 to 55 Their experience in teaching English varied from
7 to 30 years All of them had been teaching both the old and the new sets of English textbooks so they had many experience in teaching reading
Data analysis and major findings
3.2.1 The identification of students’ motivation
The data obtained from the questionnaire for students will be analyzed to find out the answer to the research question one: “What are the types of motivation possessed by students at Thieu Hoa high school in learning reading skill?”
As mentioned in the literature review, there were several ways of classifying motivation, however, in this study; the researcher followed the classification of Gardner and Lambert (1972) Therefore, the study focused mainly on two main types of motivation: integrative and instrumental
The first question in part two of the questionnaire for students was to present the reasons for learning reading skill The results are displayed in table 3
Table 3: The students’ reasons for learning reading skill
Reasons for learning Number of students Percentage (%) a Results in reading are better than those in other skills 25 21.7 b Interest in English people and culture 58 50.4 c To gain qualifications 35 30.4 d For future jobs 85 73.9 e To pass exams 14 12.1 f Reading is compulsory subject 15 13
Table 3 revealed that the highest percentage of the students (73.9%) identified the major reason for learning reading skill was to meet the future job requirements This was due to the fact that in Vietnam, when they work in the offices or companies they often have to read the documents in English rather than to communicate with foreigners Besides, three out of six students who joints in the interviews had the same ideas that they studied this skill just because they thought it would be necessary for their later jobs Below are what they said:
- Em nghĩ, ở Việt Nam học tiếng Anh chủ yếu là để đọc và viết thôi, kể cả sau này khi chúng em đi làm chắc cũng chỉ sử dụng tiếng Anh để đọc tài liệu chứ ít khi giao tiếp (I think, in Vietnam learning English is mainly for reading and writing, even when we work in offices, perhaps we only use English to read document not to communicate)
- Em học tiếng Anh vì em nghĩ sau này nó có thể giúp em tìm việc làm dễ dàng hơn (I learn English because I think English helps me find a job in the future more easily)
At the same time, more than a half of the subjects (50.4%) reported to have an interest in English people and culture when learning English reading This was quite understandable, because English has been widely used in many countries in the world
However, Vietnamese students rarely have chance to go to visit Britain or to contact with British people to understand about English people and culture As a result, reading is certainly a good method for them to enrich their knowledge not only of English but also of the wide world
Meanwhile, 35 out of 115 students (about 30.4%) claimed that to gain qualifications was their underlying reason for studying reading skill; only 15 students thought that they learnt English reading just because this was a compulsory subject at school One student in the interview said that:
- Em thấy tiếng Anh cần thiết nên em học Hơn nữa, đó là một môn học bắt buôc ở trường (I feel that English is necessary so I learn Moreover, it is a compulsory subject at school)
Besides, 21.7 % of the students were found to possess the resultative motivation when they chose better results in reading than those in other skills as the main reason This seemed that better results might lead to higher motivation One student explained that:
- Em thích học đọc hơn các kỹ năng khác vì em làm bài tập của phần này dễ hơn và em thường làm đúng nhiều hơn các phần khác (I like reading than other skills because doing the reading tasks is more easily and I often have more correct answers than doing the tasks of other skills)
The lowest percentage (12.1%) of the students with the short-term goal for reading thought that their reason for learning was to pass the exams
To sum up, the main reasons for the students at Thieu Hoa high school to learn reading was to help with their future jobs, to broaden their knowledge of English people and culture and their knowledge of the world and to gain qualifications Other reasons such as better result, passing exams… were not the main cause for their high motivation in learning reading skill
Based on the reasons for learning reading, it could be concluded that types of motivation possessed by the students were quite varied However, according to the classification of Gardner and Lambert (1972), types of motivation possessed by students in the study were displayed in the chart 1 below
Chart 1: Types of students’ motivation in learning reading skill
According to the chart, 40.9% of the students were found to possess instrumental motivation with the reason that they studied English for meeting the requirements of future jobs At the same time, only 6.1% reported that they did support an integrative approach to second language study This revealed that an instrumental orientation was much more important than an integrative one However, it was very interesting to note that more than a half (53%) of the students identified as having a combination of both orientations This could be a valid foundation to assist students in studying But, it would be more challenging for the teachers to find the appropriate forms of stimulation to motivate them
3.2.1.2 The students’ interest in learning reading skill
Most of the students in the interviews had positive attitude towards reading skill
Suggestions for motivating students in learning reading skill
As mentioned above that the two factors which had the greatest impact on students’ motivation in learning reading skill were the reading materials and the teachers Therefore, the researcher suggested the following strategies to develop students’ motivation in learning reading skill were developing the reading materials and improving the teacher’s roles
Based on the current situation of teaching and learning English reading skill at Thieu Hoa high school as analyzed above, the researcher makes the following suggestions for bettering the reading materials
First of all, the language of the reading texts must be more appropriate to the students’ level The reading texts with too many new words and complicated grammar structures can easily make the students feel tired and unmotivated to read In fact, some reading texts in the current set of textbooks are too difficult for students to understand because of their lexical and grammatical items In this case, besides pre-teaching new vocabulary and structures, the teachers should redesign the reading texts in order to simplify them as much as possible There are several ways to redesign the reading texts such as replacing difficult words or structures by simply ones that the students have known or have learnt before, omitting parts of the texts that are not important to the tasks, or adding some explanation sentences into the difficult parts of the texts
Secondly, the topics and contents of the reading texts should be paid more attention Although more than half of the students in the study satisfied with the reading topics in the textbook, most of them still wanted to read more various topics with more interesting and updating information Some topics are interesting but the information is out-of-date; by contrast some information is new but the topics are unfamiliar Both of them are unable to enhance the students’ motivation in reading So it is the duty of the teachers to choose reading texts with suitable topics and contents for their students so that they can be more interested in reading
Thirdly, reading materials should be added more types of activities, tasks and exercises In fact, the exercises in the reading materials which are being used for the students belong to only some types such as: matching, gaps filling, comprehension questions, multiple choice questions, true/ false/ no information and inference practice The students have to do these kinds of exercises during three year at high school so they can easily feel tired of doing the same things every reading lesson and therefore easily lose their motivation in learning reading skill To sustain the students’ motivation in reading, the teacher should create some more types of exercises or change exercise-types into the more interesting ones Besides, some tasks should be reduced or simplified so that the students can finish their lessons more easily and be more motivated to learn
Last but not least, the reading texts in the textbook should be combined with relevant materials in order to help the students have more chances to practice reading extensively and widen their knowledge about related topics In fact, most of the teachers and the students in the survey admitted not using relevant materials in their teaching and learning reading skill This has limited interest of many students who have the requirement of extending the topics they are interested in Thus, the teachers should select the supplementary texts that have related topics or themes to the current syllabus so that their students will be more motivated to learn the subject
Besides the reading materials, the teachers play an important role in developing the students’ motivation in learning reading skill So, it is necessary to improve the teachers’ roles in order to maintain the students’ motivation
Firstly, the teachers need to pay more attention, time and effort to adjust the current reading materials, reading activities, tasks and exercises so that they can meet the requirements of the students and also of the subjects It is the teachers, not the textbook designers are the people who know clearly about what the students want to read, how they prefer an activity and what difficulties they have in their learning So the teachers must be the people who decide which reading materials are good and suitable for their students, how to combine the reading texts in the textbook with relevant reading materials, and how to adapt the current reading texts, reading activities, tasks and exercises to motivate the students to learn
Secondly, the teachers should apply some more effective techniques, use various kinds of teaching aids and organize more interesting activities that can get students involved in the reading process and encourage them to be active in comprehending the reading texts Appropriate techniques and modern teaching aids are necessary and beneficial as they cause the interest of most the students Besides, various activities are also encouraging for the students The teachers should use more activities in forms of pair- work or group-work so that the students have opportunities to move around the room, work in groups, share ideas, and so on In fact, not many adults will attend classes where they are expected to sit quietly and listen to a lecture for an hour However, we often expect this of students, and they may be sitting in classes for an entire day So it is simply not possible to maintain their motivation
Thirdly, the teachers should be more enthusiastic, tolerant, helpful, creative and active Teachers’ characteristics are decisive factors to help increase motivation It is teacher’s helpfulness, friendliness and enthusiasm that make students are fond of learning
Besides, teacher’s tolerance also makes students feel warm in their heart, which helps reduce their stress and lets their threatening feeling go away Moreover, teacher’s activeness and creativeness is one of the factors that decide the success of the lesson The active and creative teachers always have vivid and impressive lectures that attract all students to the lesson Also, they always go round the class to check students’ learning, encourage them to study and give help to them when necessary
In brief, the chapter has presented some major findings based on the data analysis to find out the answers to the research questions All the data were obtained from the study instruments which were the two survey questionnaires and the interview In the chapter the main types of motivation, denominative factors and motivational strategies have been discussed in details
In this part, conclusions on the research questions set forth in part I of the research will be provided Then, limitations and suggestions for further study will be presented.
Conclusions
With the aim of recommending the strategies to develop the motivation in learning reading skill of the students at Thieu Hoa high school, the researcher has reviewed relevant literature on motivation and reading theories of many different authors in the first chapter
The literature review provides theoretical backgrounds for the study Its focus is on introducing important relevant concepts, discussions of issues and ideas on theories for motivation, nature of reading and motivation in learning reading as well as factors affecting motivation in learning reading In chapter 2, the researcher has presented the methods used in the study including the setting of the study, participants of the study, data collection instruments, data collection and data analysis procedures In chapter 3, the detailed results together with a comprehensive analysis on the data collected from the survey questionnaires and the interview have shown In the chapter, the main types of motivation, denominative factors and motivational strategies have been discussed in details
The major findings of the study together with the suggestions will be summarized as follow:
Firstly, the major reasons for most of the students learning English reading skill are that reading helped them to meet the requirement of future jobs and their interest in English people and culture Neither the necessity for achievement in examinations nor the high results lead to high motivation The findings of the study show that in learning reading skill, most of the students appeared to possess a combination of both instrumental and integrative motivation; however, the instrumental orientation is stronger than the integrative one This can be a valid foundation to assist students in studying But, it will be more challenging for the teachers to find the appropriate forms of stimulation to motivate them Moreover, the teachers should pay more attention on developing the students’ integrative motivation because it is found to sustain their long term success
Secondly, there are a number of factors affecting the students’ motivation in learning reading skill namely the reading materials, the teachers, the activities and tasks, the students’ background knowledge of English language, the success in learning…
Among them, the reading materials and the teachers are the ones that have the most important role to stimulate the students However, both of these two factors need to be improved so as to meet the requirements of the students and also of the reading comprehension subject
Thirdly, based on the factors affecting the students’ motivation, the researcher suggests two strategies to develop the students’ motivation in learning reading skill The first one is developing the reading materials In fact, there are still some problems in the textbook such as the variety of the topics and tasks, the level of challenging… Therefore, it will be very important and necessary to have some improvement in the textbook by adapting some reading texts, redesigning some tasks and exercises, combining textbook with relevant reading materials…so that the textbook can be the most suitable and useful reading material for learners Another strategy is improving the teachers’ role Even though the teachers have made a great effort to motivate their students in learning reading skill by using various types of activities and techniques of teaching, there are still a quite big gap between what they have done and how the students prefer So, it will be necessary and beneficial for the students if the teachers have several adjustments in their teaching techniques, in using teaching aids and in organizing reading activities Moreover, the teachers should be more enthusiastic, tolerant, helpful, creative and active because the teachers’ characteristics are decisive factors to help increase motivation.
Limitations and suggestions for further studies
A considerable effort has been made to investigate motivation in reading English of the students at Thieu Hoa high school However, due to limited time and ability, there are number of related areas that the researcher cannot cover in the study First, the researcher merely concentrates on studying students’ motivation in reading skill; do not focus on some related skills such as speaking, listening and writing Second, the study needs more depth and analysis on the relationship between motivation and results of learning reading skill Third, time for applying the new teaching methods as a treatment of the study is limited so it makes the reliability of the study is reduced
With above limitations, the topics for further study could possibly be:
1 Developing Vietnamese learners’ motivation in learning English language
2 A study on the relationship between motivation and learning English results
3 An action research on devloping the students’ motivation in learning English reading skill
Due to limited time and ability, the study has the aforementioned limitations The researcher hopes that this aspect will be accessed with an understanding and generous view and that the study will make a contribution to the better situation of teaching and learning English at Thieu Hoa high school
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Available on line http : // teaching.berkeley.edu/bgd/motivate.html
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English major students at HPU in order to motivate students to read VNU - CFL
Unpublished MA Dissertation CFL – VNU
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APENDIX 1: SURVEY QUESTIONNAIRE FOR TEACHERS
This survey questionnaire is designed for my research into developing motivation for learning English reading skill of students at Thieu Hoa high school, Thanh Hoa province Your assistance in completing the survey is highly appreciated All the information provided by you for the study purpose So please answer the questions as honestly as possible
Thank you very much for your cooperation!
Luc Thi My Binh, teacher of English at Thieu Hoa high school, Thanh Hoa province
Email: lucbinh83@gmail.com Instructions:
* The questionnaire is in three parts, please put a tick (v) in the appropriate boxes or give short answers in the provided spaces
* The “reading” used in this questionnaire means “reading in English in EFL classroom”
* How long have you been teaching English? ……… year (s)
* How long have you been teaching reading in English ……… year (s)
II Your opinions on teaching reading and how to motivate students
1 What do you think of the importance of reading to your students (you can tick as many as appropriate)?
a Reading helps students to get knowledge
b Reading helps students to improve other language skills, vocabulary as well as language linguistic knowledge
2 What are your problems in teaching reading (you can tick as many as appropriate)?
a The lack of appropriate and interesting reading materials
b The lack of students’ motivation
c The difficulty in designing appropriate and interesting activities
3 In which stage of reading lesson do you find that it is necessary to motivate learners?
d All the above mentioned stages
4 How often do you use the following activities in your reading lessons?
Always Often Sometimes Rarely Never a Individual work b Pair-work c Group-work
5 Which of the following teaching aids have you ever used to motivate your students?
e Other sources / aids (please specify)
6 How often do you use the following techniques to motivate students to read? a Giving a short discussion before reading
Always Often Sometimes Rarely Never b Giving some predict questions before reading
Always Often Sometimes Rarely Never c Pre-teach vocabulary and structures
Always Often Sometimes Rarely Never d Combining textbook and relevant materials
Always Often Sometimes Rarely Never e Setting clear tasks before reading
Always Often Sometimes Rarely Never f Asking students to translate the reading text
Always Often Sometimes Rarely Never g Asking students to do tasks in a limited time
Always Often Sometimes Rarely Never h Asking students to translate the reading texts
Always Often Sometimes Rarely Never i Using games
Always Often Sometimes Rarely Never j Asking students to talk about the topic after reading
Always Often Sometimes Rarely Never k Others (Please specify)
III Your opinions on the textbook
7 What do you think about the textbook?
Very bad bad ok good very good a Illustration b Order of lessons c Kind of exercises d Topics
8 What do you think we should do to improve the textbook? (You can tick as many as appropriate)
a Provide with more updated and interesting topics
b Adapt more readings at the appropriate level of challenging
c Add more various kinds of activities and exercises
d Illustrate it with more beautiful pictures
e Reduce or simplify some tasks
APENDIX 2: SURVEY QUESTIONNAIRE FOR THE STUDENTS
Mục đích của những câu hỏi dưới đây là để tìm ra những biện pháp nhằm phát triển động lực học kỹ năng đọc hiểu của học sinh trường THPT Thiệu Hóa, huyện Thiệu Hóa, tỉnh Thanh Hóa Câu trả lời của các em sẽ được nghiên cứu và là nguồn đóng góp rất có giá trị để hoàn thiện cách dạy và học kỹ năng đọc hiểu Vì vậy, mong các em vui lòng trả lời những câu hỏi dưới đây một cách trung thực và chính xác nhất
Chân thành cảm ơn và đánh giá cao sự giúp đỡ của các em
Lục Thị Mỹ Bình Giáo viên Tiếng Anh, trường THPT Thiệu Hóa
* Phiếu điều tra này được chia làm hai phần Vui lòng đánh dấu (v) vào những câu trả lời phù hợp với em hoặc ghi câu trả lời ngắn gọn vào chỗ trống
* Em đã học tiếng Anh trong bao nhiêu năm? ……… năm
II Ý kiến của em về kỹ năng đọc hiểu:
1 Tại sao em học kỹ năng đọc hiểu? (Em có thể đánh dấu nhiều hơn một câu trả lời)
a Em học đọc hiểu tốt hơn các kỹ năng khác
b Em thích đọc và học tiếng Anh (để hiểu về văn hóa và con người Anh)
c Em muốn đạt được trình độ nhất định về tiếng Anh sau khi tốt nghiệp
d Em nghĩ học đọc sẽ giúp em nhiều trong công việc sau này
e Em chỉ muốn học để qua được các bài kiểm tra và bài thi
f Kỹ năng đọc hiểu nói riêng, tiếng Anh nói chung là một môn học bắt buộc ở trường
g Các lý do khác (vui lòng ghi cụ thể)
2 Em nghĩ gì về các tiết đọc hiểu?
3 Yế tố nào sau đây có thể ảnh hưởng đến động lực học đọc hiểu của em? (Em có thể đánh dấu nhiều hơn một câu trả lời)
a Tài liệu đọc (chủ đề, độ khó, nội dung…)
b Giáo viên (tính cách, phương pháp )
c Các hoạt động và nhiệm vụ
d Kiến thức nền của bản thân (vốn từ vựng và ngữ pháp, hiểu biết chung )
e Thành công trong việc đọc
f Các yếu tố khác (vui lòng ghi cụ thể)
4 Hoạt động nào em thích nhất trong mỗi tiết học kỹ năng đọc hiểu?
5 Em thích những hoạt động nào trong số các hoạt động dưới đây mà giáo viên của em thường làm để thúc đẩy các em học trong mỗi tiết đọc hiểu? (Em có thể đánh dấu nhiều hơn một câu trả lời)
a Cho các em thảo luận ngắn trước khi đọc
b Cho các em một số câu hỏi dự đoán trước khi đọc
c Cung cấp một số từ vựng và cấu trúc ngữ pháp mới
d Tạo không khí cạnh tranh
e Trình bày một số nhiệm vụ cụ thể trước khi yêu cầu các em đọc
f Kết hợp bài đọc với một số tài liệu liên quan
g Yêu cầu các em dịch bài khóa
h Yêu cầu các em làm bài trong thời gian giới hạn
i Cho các em chơi trò chơi
j Yêu cầu các en tóm tắt lại bài hoặc nói về chủ đề vừa đọc
k Các hoạt động khác (vui lòng ghi cụ thể)
6 Em nhận thấy các bài đọc trên lớp như thế nào? (Em có thể đánh dấu nhiều hơn một câu trả lời)
7 Em nghĩ gì về các dạng bài tập trong sách giáo khoa?
8 Vui lòng đánh số các dạng bài tập sau theo thứ tự từ 1 đến 5 tùy theo mức độ yêu thích của em (số 1 cho dạng bài em thích nhất và số 5 cho dạng bài em không thích nhất)
a Dạng bài trả lời câu hỏi đọc hiểu (comprehension questions)
b Dạng câu hỏi trắc nghiệm có nhiều phương án trả lời (Multiple choice questions)
c Dạng bài xác định đúng/ sai/ không có thông tin (True / false / no information)
d Dạng bài nối đáp án (Matching)
e Dạng bài điền vào chỗ trống (Gaps filling)
Chân thành cảm ơn các em!