Identification of the problem
As we all know, English is the most widely used language in the world and its important role in today‟s life of industrialization and modernization is undeniable
In fact, English has been considered as a bridge for economic, political and cultural activities between many countries of a multilingual world Therefore, English is one of the top requirements needed of those seeking for a good job And that‟s why English is an indispensable subject in the educational system of most countries in the world
In Vietnam, English will become more and more important in the perspective of our government‟s open economic policy The benefits of learning English can be seen in the economic, social and political life of the people of the country Thus, English teachers in Viet Nam are responsible for training human resources for the country, so they will have more problems to deal with, and one of those is to help their students to use English correctly, quickly and automatically To do that, I think they need to take one step at a time and may be the first step is to help their students to promoting their role in learning process
Due to the wide application of the learner-centered approach to teaching foreign languages, more pressure is currently put on the role of the learner in the learning process Learners are not considered as passive recipients of information anymore, but they are active in acquiring knowledge, which they learn based on their own interests and needs According to Ellis and Sinclair (1989) there are three reasons for helping learners to promote their role in their learning process First, learning can be more effective when learners take control of their own learning Second, learners who take on more responsibility for their own learning can carry on learning outside the classroom And finally, learners who know about learning can transfer learning strategies to other subjects Stating why learner autonomy is important, Little (1991) supposes that if learners are proactively committed to their learning, it is likely to be more efficient and effective than otherwise From the above ideas, it can be seen that learner autonomy plays a crucial role in language learning And in the process of language learning, teachers have a significant role to convince the students about the value of what they are learning After that, the students ought to realize that the lecturer does not have an answer for every question and they have to seek for the answer themselves
Carrell and Eisterhold (1989) argue that there is a significant relationship between autonomous learning and reading skills (cited in Paweena, 2012: 2)
Poor reading proficiency can thus be a factor that may hinder students from gaining full language learning progress (Paweena, 2012: 15)
Regarding the context of Phu Duc Upper Secondary School, learner autonomy seems to be a brand new concept to the student there to understand and apply it in their learning process As a matter of fact, in Phu Duc Upper Secondary School, English is considered one of the most important subjects and reading skills have been mainly taught there in every English class However, according to Miss H and Miss D, the two English teachers of Phu Duc Upper Secondary School, the students of the school seems to have low self-learning ability because of their low reading proficiency Thus, this thesis is an attempt to help students at Phu Duc Upper Secondary School, realize the effect of learner autonomy in enhancing reading comprehension skills therefore they can generate a sense of autonomy in language learning process And the above reason is the motivation for me to carry out the research “Promoting Learner Autonomy in Enhancing Reading Comprehension
Skills for Students at High School in Thai Binh: An Action Research”.
Purpose of the study
The purpose of the research:
- Identifying the current students‟ autonomy at Phu Duc High School in reading comprehension skills
- Proposing anappropriate scheme of action to improve the situation
- Finding out the effect of the selected activities in action plan
- Reflecting the result of the research
It is hoped that the study will offer some useful implications to both the English teachers and students of at Phu Duc Upper Secondary School to promote learner autonomy in enhancing reading comprehension skills
Particularly, the research is carried out to find out the best answer for the following questions:
- Can the uses of the three implemented reading strategies in help students at Phu Duc High School immprove their reading comprehension skills?
- Can the uses of the three implemented reading strategies help students at Phu Duc High Schooldeveloplearner autonomy?
Method Review
To reach the mentioned goal, the study will use action research with action plan in form of an autonomy-raising project will be carried out in 12 weeks, first semester 2016-2017 The reason for this choice is that the research is an attempt to improve the teaching situation and learner autonomy in reading comprehension skills, which requires practice over and over again to take place Therefore an action research is a reasonable choice to find out the best answer for the question raised above.
Scopes of the study
Learner autonomy is clearly a big issue in learning a second language There is a lot of research to develop autonomy in the past but it is not yet possible to fully exploit the way to develop learner autonomy Hence, this study is just a small contribution to the development of researches about learner autonomy and it focuses mainly on developing learner autonomy by enhancing reading skills The study was conducted in 12 weeks within Phu Duc Upper Secondary School with 27 students of the population These students are in a 10 th grade math gifted class They show the lack of learner autonomy in their learning process and most of them spend very little time learning English Especially, their autonomy in reading seems to be a big problem to them and for some reasons they don‟t like reading.
Structure of the study
This study is organized into three main sections:
This part aims to give a description of the reasons, objectives, scope, methods and design of the study
This section is divided into different chapters Chapter 1 provides a theoretical foundation for this study, presenting definitions of key terms and related theories
Chapter 2 provides an overview of teaching and learning situation at Phu Duc high school Chapter 3: Methods, Objects and Procedures for Data Collection Chapter 4 is about the finding and analysis of collected data
The final part of this paper summarizes the main content and gives conclusions of the study and then gives some suggestions for improving learner autonomy by enhancing reading skills In addition, it also gives a useful suggestion for the future research.
LITERATURE REVIEW
Learner autonomy
Autonomy in learning is a concept related to empowering learner to take control over his/her leaning in different situations To make learners autonomous and independent is the unquestionable goal and the integral part of new views toward learning in general Recently, making learners autonomous has become one of the main concerns in language teaching (Holec, 1981; Dickinson, 1987; Little, 1991;
Dam, 1995; Benson, 2001; Palfreyman, 2003; Lamb and Reinders, 2007).A teacher in this trend should use his or her pedagogical approaches in such a way to promote greater autonomy in their students To make learners autonomous in language skills teachers should help them gain control over those skills independently Teachers should help his or her students raise the awareness of the importance of autonomy as an ancient proverb: “Give a man a fish, feed him for a day Teach a man to fish, feed him for a lifetime”
Learner autonomy was put forward first by Henri Holec, the father of learner autonomy Holec (1983: 3) defined learner autonomy as “the ability to take charge of one‟s own learning” He states that the learners should plan, monitor and evaluate the learning process in such a way to support their autonomy so that the learner willbe able to gain his own learning opportunities Nunan (1995) also considers ability as an essential factor and states that learners who are able to define their own goals and produce their own learning opportunities become autonomous
Linguists and educationalists do not reach a consensus as to what autonomy really is For example, David Little (1994: 4) defines autonomy as “essentially a matter of the learner‟s psychological relation to the process and content of learning, a capacity for detachment, critical reflection, decision-making, and independent action” While Leni Dam (1995)defines autonomy in terms of the learner‟s willingness and capacity to control or oversee her own learning More specifically,she, like Holec (1981), agrees that someone qualifies as an autonomous learner when he independently chooses aims and purposes and sets goals; chooses materials, methods and tasks; exercises choice and purpose in organizing and carrying out the chosen tasks; and chooses criteria for evaluation Candy (1991:
115) states that autonomy “is learned at least partly through educational experiences and interventions”
Dickinson (1987) believes that the learner is considered as the center of learning process and learning is considered as a self-initiated process that is different from behaviorist perspective in which the learner has a passive role and learning is synonym with rote memorization The key factor that can be understood in these definitions is the idea that autonomy is an attribute of learners, rather than learning situations (Dickinson, 1987:11) Benson (2001) says that almost all research in the field of autonomy focuses on the three hypotheses: the nature of autonomy and its components, the possibility of fostering autonomy among learners and the effectiveness of some approaches to fostering autonomy in terms of language learning (Benson, 2001:183)
Scharle and Szabo (2000) stated that an autonomous student must have built four blocks:
4) Cooperation and group cohesion Sharing the same ideas, (Omaggio, 1978, cited in Wenden, 1998, pp 41-42; Holec, 1981; Dickinson, 1987; Little, 1991; Broady & Kenning, 1996; Barnett, 1993) distinguish the characteristics between dependent learners and independent learners as below:
1 do not set learning goals
2 only work when extrinsic motivators such as grades or rewards are offered
3 do not reflect on how well they are learning and stick to the fixed hypotheses
4 cannot make decisions about their learning
5.do not know their own strengths and weaknesses
6 do not know their learning styles and different strategies for learning
7 make mistakes or not knowing is shameful
8 rely heavily on teachers and think teachers is wholly responsible for their learning
9 study, translate and memorize knowledge
10 do not connect classroom learning with the real world
1 plan their learning and set goals 2.are intrinsically motivated by making progress in learning
3 often reflect on the learning process and progress, reject hypotheses that do not apply
4 can make well-informed learning decisions
5.are aware of their strengths and weaknesses 6.have insights into their learning styles and strategies
8 are self-reliant for own learning
9 use and practice skills, analyzea little
10 connect classroom learning with the real world
Basing on these theoretical backgrounds, I will analyze the data to see whether the population students are autonomous learners or not
Some wrongly consider autonomous learning as learning alone or without the help of teacher Reinders (2000) argues that if one takes a closer look at it, he would find a kind of continuum in which dependence on the teacher would be a part of autonomous learning Holec(1981) states that language learners take charge of their learning in all respects According to him, teachers partially can help learners take on the responsibility their learning, but learners absolutely can do it themselves
Teachers should support and challenge students so as to make them autonomous
Therefore the role of teacher in makinglearners autonomous is very important Boud (1981: 25) argues: It is compatible with autonomous learning for learners to opt to be „taught‟ in situations in which they have decided that it is desirable for their own ends Developing autonomy does not simply involve removing structured teaching; it may require a greater degree of structure than didactic teaching, but of a different kind
The role of the teacher in autonomous learning may change, but it would not be removed The changes in the teachers‟ views were related to their roles, and the changes in the students‟ views were related to motivation, meaningfulness of learning, responsibility of learning and learning opportunities beyond the language classroom (Nordlund, 1997: 71-89).Teacher should support students to become autonomous and encourage them to believe that they can develop their learning in a promising way
Cohen (2002: 62) has expressed a view of the learning strategy, which focuses on helping learners “to be more in touch with (1) their learning style preferences and language strategy choices on specific tasks, and (2) their motivational temperature”, rather than strategy instruction Learning strategies, learner training and learner development continue to be a focus of interest in the recent literature on autonomy (Gao, 2002; Jim´enez- Raya & Lamb, 2003; Huang, 2006) Autonomy is also related to the way learners take control over the different language skills It focuses on encouraging learners to learn independently in different situations
Nordlund et.al (1997: 207) states that: Language skills can best be developed if the learner develops awareness of his or her own learning, and of the strategies and styles that are available Strategic competence means being able to plan, implement, monitor and evaluate one‟s learning, and making use of all available opportunities both in and outside the classroom Oxford (1990: 10) states: “Owing to conditioning by the culture and educational system, however, many language students (even adults) are passive and accustomed to being spoon-fed” Students should not be considered as empty vassals that need to be filled with knowledge Education has to prepare learners for this, which involves teaching them the skills necessary to take control over the processes and content of learning Learners can reach the proficiency of all the four language skills if theycan generate a sense of autonomy in language learning process Reading as one of the indispensable skills in language acquisition because “the more you read, the more you learn”, therefore students should exercise autonomy through this area to prepare for long-life learning process Most contexts of life call for some level of reading skill and recently with most of human knowledge conveyed in written language it has become one of the necessary skills required
The importance of motivation in language learning has been considered the prime focus of linguistics for many years There are plenty of different ways to define motivation for example, according to Guilloteaux and Dửrnyei (2008: 55-56):
Motivation provides the primary impetus to initiate second or foreign language learning and later the driving force to sustain the long and often tedious learning process Without sufficient motivation, individuals with the most remarkable abilities cannot accomplish long term goals Also, appropriate curricula and good teaching are not enough on their own to ensure student achievement
Wenden (1998: 52) defines attitudes as “learned motivations, valued beliefs, evaluations, what one believes is acceptable, or responses oriented towards approaching or avoiding” Attitude toward the learning situation can be assessed through attitude toward the language course and teacher Motivation in this model is composed of three components: (1) effort expended to achieve a goal, (2) desire to learn the language, and (3) attitude toward the task of learning the language (Tremblay & Gardner, 1995)
According to Masgoret and Garder (2003), a motivated learner “expends effort, is persistent and attentive to the task at hand, has goals, desires, and aspirations, enjoys the activity, makes attributions concerning success and/or failure, is aroused, and makes use of strategies to aid in achieving goals.”
Reading comprehension
There are plenty of different definitions of reading comprehension, for example:
Reading comprehension is the process of making meaning from text The goal, therefore, is to gain an overall understanding of what is described in the text rather than to obtain meaning from isolated words or sentences In understanding text information children develop mental models, or representations of meaning of the text ideas during the reading process There are two classes of mental models: a text-based model, which is a mental representation of the propositions of the text and a situation model consisting of what the text is perceived to be about (Kintsch 1998; Van Dijk and Kintsch 1983)
According to Harris & Hodges (1995: 39) reading comprehension is the construction of the meaning of a written or spoken communication through a reciprocal, holistic interchange of ideas between the interpreter and the message
The presumption here is that meaning resides in the intentional problem-solving, thinking processes of the interpreter,… that the content of the meaning is influenced by that person‟s prior knowledge and experience
Comprehension is the essence of reading and the active process of constructing meaning from text (Durkin, 1993) Reading comprehension is a complex interaction among automatic and strategic cognitive processes that enables the reader to create a mental representation of the text (Van den Broek & Espin, 2012)
In my opinion, reading comprehension is a process of collecting and gathering the information from texts based on readers‟ prior knowledge in order to understand the texts as well as possible.
Reading strategies
Skimming: reading for gist, it is a type of rapid reading which is used when the reader wants to get the main idea or ideas from a passage (Richards et al., 1992)
Skimming deals with getting main ideas of the text without reading every single word An example could be previewing a newspaper “by reading rapidly, skipping large chunks of information, and focusing on headings and first lines of paragraphs”
Nuttall (1996:49) defines skimming as:glancing rapidly through a text to determine its gist, for example in order to decide whether a research paper is relevant to ourown work or to keep ourselves superficially informed about matters that are not of great importance to us
Scanning has to do with looking for “specific information, for example, the relevant times on a timetable, items in a directory, or key points in an academic text”
(Hedge, 2003: 195) Williams (1996: 107) states that “scanning is reading for particular points of information It is a selective reading, and its purpose is to achieve very specific reading goals”
Nuttall (1982: 36) states that “By scanning we mean glancing rapidly through a text either to search for a specific piece of information (e.g a name, a date) or to get an initial impression of whether the text suitable for a given purpose (e.g whether a book on gardening deals with the cultivation of a particular vegetable)
According to Anderson & Pearson (1984): “The ability to make inferences from given information in a text and from background information has been described as the heart of the reading process.”
Making inference often considers as the ability to read between lines It requires readers to interpret the content of the text usingtheir critical thinking with their prior knowledge, intuition, and imagination According to Keene & Zimmerman (1997),
“Making inferences forces the reader to engage in building meaning When readers infer, they are interacting personally with the text Skilled readers make inferences almost subconsciously by filling in the blanks with logical assumptions based on text clues and prior knowledge This allows for some creativity and leads to a wider variety of interpretations of most fictional genres When it comes to nonfiction, where texts deal with facts, interpretations are more limited Regardless of whether readers are making inferences with fiction or nonfiction, they must be able to defend their inferences by explaining what prior knowledge and text information they are using”
Keene and Zimmerman (1997) showed that when successful readers infer, they:
Make reasonable predictions as they read, test and revise those predictions as they read further
Create dynamic interpretations of text that are adapted as they continue to read
Use the combination of background knowledge and explicitly stated information from the text to answer questions they have as they read
Make connections between conclusions they draw and other beliefs or knowledge
Make critical or analytical judgments about what they read
In a different aspect, Barrett‟s Taxonomy of Reading Comprehension (1974) identifies the following eight factors that proficient readers often use when they infer:
Inferring supporting details – guessing about additional facts the author could have included in the selection that would have made it more informative, interesting, or appealing
Inferring the main idea – providing the main idea, general significance, theme, or moral that is not explicitly stated in the selection
Inferring sequence – guessing what action or incident might have taken place between two explicitly stated actions or incidents or making hypotheses about what could happen next
Inferring comparisons – inferring likenesses and differences in characters, times, or places
Inferring cause-and-effect relationships – hypothesizing about the motives of characters and their interactions with others and with time and place
Inferring character traits – hypothesizing about the nature of characters on the basis of explicit clues presented in the selection
Predicting outcomes – guessing the outcome of a selection after reading an initial portion of it
Inferring about figurative language – inferring literal meanings from the author‟s figurative use of language
METHODOLOGY
Research question
The research question for this study has been raised in Part A, Section 2 above It is, however, reproduced here to make it easy for the reader to follow:
- Can the uses of the three implemented reading strategies in help students at Phu Duc High School immprove their reading comprehension skills?
- Can the uses of the three implemented reading strategies help students at Phu Duc High Schooldeveloplearner autonomy?
Context and Subject of the study
Founded in 1965, from a mere 8 class school with 10 teachers, Phu Duc Upper Secondary School now has 42 classrooms, 96 officials, employees, teachers and nearly 2,000 students; the physical facilities of the schools are spacious, clean and beautiful In teaching, the teachers of the school focused on improving the quality of education, they actively created new teaching methods that help their students learn better Thus, the percentage of students of the school graduated annually at 98% or higher and university entrance exam results of the school consistently achieved high group in the province.
The subject of this study will be 27 students of the 10A2 from Phu Duc Upper Secondary School who have been learning English as a compulsory subject for at least 9 years and they have negative attitude towards English because of their poor reading scores This study was conducted with a group of 27 students in the 10th grade consisting of 6 girls and 21 boys aged 18-20 in Phu Duc Upper Secondary School in Thai Binh province where one of the researchers taught English These students are in the math gifted class and most of them spend very little time learning English Especially, their autonomy in reading seems to be a big problem to them and for some reasons they don‟t like reading.
Procedure of the research
Starting with the problem of students‟ low level of autonomy(by discussing with other colleagues), the researcher has thought about the solution to solve the problem and realized the most reasonable choice to conduct the research in the context of Phu Duc High School is to carry it out in reading field After thathe has used the data collection instruments to investigate students‟ level of autonomy as well as students‟ level of proficiency for more detailed information After that he has made the intervention by implementing the students three reading strategiesusing the theoretical background from the literature reviewto enhance students‟ level of reading proficiency as well as improvetheir level of learner autonomy.During the intervention, he has made sixobservationsof the classfor every two lessons according to Nunan(1995)‟s theory Then the data collection instruments were used to collect the data after the intervention for analyzing and reflecting the result of the research.
Data collection instruments
To ensure the reliability and the validity of the data, all the interviews were conducted in Vietnamese in order for the students to understand the interview questions precisely With the same purpose, the survey questionnaire and questonnaire were also carried out in Vietnamese, then all questionaires and interview tapesciptswere stranlated into English because this is an English thesis.
According to Nunan (1993), using survey questionnaire is helpful because researchers can save considerably the time of delivering and collecting the questionnaires Furthermore, the subjects are free to state out their ideas without having to worry about personal information to be leaked As can be seen in almost action researches, questionnaire isstill the main tool to collect data for this study; however, to ensure the validity and the reliability of the data, I have used the survey questionnaire to investigate whether the answers of students are matched with the statistics in the questionnaire or not
The questionnaireconsists of four parts for multiple selections:
Part 1 is designed to find students' attitudes and behaviour towards the project by committing to project implementation that demonstrates the student's level of autonomy
Part 2 is used to find out if students have improved their speaking skills The data not only shows the student's level of proficiency, but they also show an improvement in their autonomy
Part 3 was based on Broady (1996) and Chu, Lee, Sakai, and Takagi (2008)‟ theory about learners‟ attitude towards self-learning It is used to explore the changing attitudes of students towards self-learning after the intervention
Part 4 is used to confirm the conclusions drawn from Parts I, II, III It is also used to find out whether the answers of the students for the questions in the four sections are consistent or not In short, all of fourparts aims to prove if the studentshas improved their reading proficiency and become autonomous after all interventions
Interview questions (appendix 4) were also conducted to have deeper understanding of each issue and to provide more details about the reasons for choosing the responses in the questionnaire For this reason, semi-structured interviews seem to be an appropriate tool to solve problems 5 out of 27 students were randomly selected for interviews to get their feedback on the project
The researcher made six observations to check the student‟s participation in every lesson and their level of autonomy in reading during 11 lessons of the project
This observation sheet(see Appendix 9) was the application of Nunan‟s observation sheet(1995) to get more information about the students‟ involvement in the activities so as to ensure the reliability of the data It is used for observing the involvement of the whole class, not an individual
A reading achievement testwas administered at the end of the project This test was important to know if students havereally known how to apply the three strategiesand improved their reading skillsor not Moreover, another significant purpose of the test is to see whether the results between the statistics collected from different sources and the scores of the students from the test are consistent or not.
Implemented activities
Meeting number 1consists of 3 activities:
Activity 1: Introduce the project to the class and Activity 2: Discuss about learner autonomy and its benefits in learning process
Activity 3: Have students complete two questionnaire on self-evaluation towards learner autonomy and “What kind of learner are you?” (an independent learner or a dependent learners)
Meeting number 2 consists of 4 activities:
Activity 1: Have students sign a learner commitment
Activity 2: Convince the learners about the benefits of three reading strategies to improve their learner autonomy
Activity 3: Raising awareness of 3 strategies (scanning, skimming, inferring) for enhancing reading comprehension skills (have students do exercises using 3 strategies)
Activity 4: Have students complete questionnaires on pre-project self-evaluation form of reading comprehension skills
Meeting number 3-4-5: Discuss and practice on scanning skill
In these activities, students had to practice finding the specific information in a text
In the pre-reading phase, the researcher gave students some suggestions about the topics and attracted their interest in the topics by providing some language preparation for the text In other words, in this phase, he has given the students the opportunity to explore their prior knowledge related the reading materials For example, in the meeting 3, the students had to look at pictures or read the headings of the texts to guess topics and discuss about them During the reading phase, they were asked to look up specific information in short texts In the post reading phase, the students were reinforced the scanning skill and reflect what has been read For example, in the post reading phase of meeting number 3, the research has asked his students to right 2 two statements and two false ones about the text they have read
Meeting number 6-7-8: Discuss and practice on scanning skill
In these activities, students had to practice identifying the main idea of a text In the pre-reading phase, the researcher has explored students‟ prior knowledge related to the reading materials In the while reading phase, they were asked to identify the main idea in short texts For example, in meeting 6, the researcher has asked his students to take a rapid glance at the text and match the headings (A-D) with the paragraphs (1-4) In the post reading phase, the students were reinforced the skimming skill and reflected what have been read For example, in the post reading phase of meeting 7, the research has asked his students to summarize the text they have read in their own words
Meeting number 9-10-11: Discuss and practice on inferring skill
In these activities, students had to practice making inferences about the implicit information in a text In the pre-reading phase, the researcher has provided some language preparation for the text by exploring students‟ prior knowledge related the reading materials During the reading phase, they were asked to make inferences about the implicit information in texts For example, in meeting 10, the researcher has asked his students to do a ten-question exercise which required them to pick one out of four words that has the closest meaning to the underlined word from the text
The post reading phase, the students were reinforced the inferring skill and reflected what has been read For example, in meeting 9, the researcher has asked his students to determine whether 10 statements about the text are true, false or uncertain
- Have students complete questionnaire on post-project self-evaluation on autonomy
- Have students complete questionnaire on post-project self-evaluation of reading comprehension skills
- Select 5 students randomly to conduct the interviews
The program was organized based on Williams (1996), who suggests that for the effective teaching of reading in the classroom, the lesson should be divided into three consecutive phases: pre-reading, while-reading and post-reading The first phase, according to Williams (1996: 37), “aims to introduce and raise interest in the topic, to motivate learners by giving them a reason for reading and to provide some language preparation for the text” Therefore, in this phase we gave our learners the opportunity to explore their prior knowledge regarding the readings According to Williams, the second phase, while-reading enables the students to understand the writer‟s purpose, the text structure and to clarify text content
In the post-reading stage, the teacher should ask the students about their feedback to the text This stage is also important because it is supposed to access the output and feedback from the students about the selected texts.
FINDINGS AND DISSCUSSIONS
Self-evaluation of reading comprehension skills before and after the projects 25 3.2 Attitude towards learner autonomy before and after the project
(1.Strongly disagree 2.Disagree 3.Agree 4.Strongly agree)
1 I often read outside the classroom
2 I can recognize the specific information in texts
3 I often guess the meanings of unknown words before using dictionary
4 I can make inferring about content and vocabulary in texts Before the project 8(30%) 15(55%) 3(11%) 1(4%)
5 I can understand the main idea in texts
Before the project 9(33%) 15(55%) 1(4%) 2(8%) After the project 1(4%) 3(11%) 13(48%) 10(37%)
6 I can summarize texts in my own words Before the project 8(30%) 15(55%) 3(11%) 1(4%)
7 I feel confident when doing reading tests Before the project 10(37%) 15(55%) 1 (4%) 1(4%)
As can be seen in the Table 1, before being equipped with the strategies, 84% of students often rely on dictionaries to look up unknown words In addition, 85% of them are not confident in making inferences about content and vocabulary in texts One more shortcoming of their reading comprehension skills is that 85% of them can‟t summarize texts in their own words while the percentage of students who don‟t understand the main ideas in texts is 88% and the proportion of those who can recognize the specific information in texts is up to 85% Thus, for them, reading exercises like a torture and 92% of them are not confident when doing reading exercises
The statistics of self-evaluation questionnaire before the project have shown that the students are very passive in improving reading comprehension However, these statistics have changed positively after the teacher helped them with three useful reading strategies: scanning strategy, skimming strategy and inferring strategy
After equipped the three strategies, almost students have significantly improved in terms of reading skills when 88% of them can recognize the specific information in texts, while the statistics of those who can make inferences about content and vocabulary in texts is 81% and 85% is the proportion of the students who can understand the main idea in texts In addition, 85% of students think that they can summarize the main idea of a text after read it Thus, for them, reading has become easier with the power of the three skills and that the reason why 84% of them think that they can deal with reading test confidently Another good sign of the project is that the proportion of the students who often read outside the classroom has increased up to 84% compared to only 8% before the project The improvement of a student's reading skills is shown in Table 1
Thetable below shows the improvement of a student's reading skills:
Table 3.2: The illustration of the improvement of a student's reading skills
(1.Strongly disagree 2.Disagree 3.Agree 4.Strongly agree)
4 I can make inferring about content and vocabulary in texts
In the table, the letter X denotes the student's choice of four answers: (1 Strongly disagree, 2 Disagree, 3 Agree, 4 Strongly agree) If the letter X moves downwards to the right, it can be counted that the student has changed his / her perception of learner autonomy Each step of the letter X from 1-2-3-4 in the right direction is counted as one point, while every two steps will be counted as two points, and three steps will be three points If the letter X doesn‟t move, it will be calculated as 0 point If the letter X moves to the left the student will be minus one point for each step Accordingly, if a student gets
7 points plus, it can be inferred as a considerable change, 1-7 points implied a slight change, 0 point or below 0 point meant no change For example, from the above chart, the student will receive 1 point because the letter X moves one step (from 2 to 3)
Figure 3.1: Students’ improvement in reading skills
82% no improvement slight impveoment significant improvement
The result shows that 100% of the students have improved in their reading ability in which 23 students (82%) have enhanced significantly and 5 students (18%) have improved slightly in their reading proficiency after the interventions
3.2 Attitude towards learner autonomy before and after the project
After discussing about the autonomy in learning with students based on Nunan's theory, I let my students access their attitude towards learner autonomy through the pre-project self-evaluation questionnaires Then, basing on Nunan‟s distinction between independent learners and dependent learners, they will decide whether they are independent learners or dependent learners The results show that 100% of the students think they are not autonomous in their learning process when choosing the response “I'm a dependent learner” for the question “what kind of learner are you”
The Table 3 below reveals the attitude of students before the project
Table 3.3: Attitude towards learner autonomy before and after the project
(1.Strongly disagree 2.Disagree 3.Agree 4.Strongly agree)
1 I know what my strengths and weaknesses are in learning English
2 I like reading outside the classroom
3 I‟ll do the exercises even if I don‟t have to hand it in Before the project 10(37%) 13(48%) 1(4%) 3(11%)
4 The best way to learn is not by asking for teacher‟s explanations
5 I can learn by myself and improve without class
6 I often plan my learning and set goals
7 I like the teacher to let me find my mistakes and correct them myself
8 I had purposes in mind when choosing what to read for my assignments
Before the project 8(30%) 15(55%) 3(11%) 1(4%) After the project 1(4%) 3(11%) 13(48%) 10(37%)
9 I check and read again the assigned readings to complement what I‟ve gained in class Before the project 10(37%) 13(48%) 3(11%) 1(4%)
10 I can monitor and overcome any difficulties in my learning process all by myself
The pre-project self-evaluation questionnaire also shows the same result and the statistics have demonstrated that most students are independent learners It shows that there are some students who can manage their own learning process and solve problems without teacher‟s help: 3 students (11%) These students believe that they can still improve their English proficiency without teacher‟s help According to the data of question number one and question number six (based on Nunan‟ distinction between independent learner and dependent learner), a small proportion of students:
8% (2 students) have a purpose in mind when setting goals and planning their learning process As can be seen in Table3: Attitude towards learner autonomy before and after the project items 2 and 8, a small percentage of the students: 11%
(3 students) are autonomous in enhancing reading skills outside the classroom And most students often don‟t have purposes in mind when choosing reading materials for doing their assignment: 23 students (85%) Items 4 and 7 pointed out that the students tend to depend on teacher‟s explanation in learning process, however; some of them: 4 students (15%) like to solve the problem themselves Only 15% of the students take the responsibility for their own learning process when they often check and read again the assigned readings (item 10) And only 4 students (15%) are willing to do exercises without teacher‟s requirement (item 3) After analyzing the data, it can be seen that the statistics on both the questionnaire and survey questions of learner autonomy have brought in the same result that most students were not self-reliant in their learning process One of the reasons for this fact is that they don‟t know what their strengths and weaknesses are, so it is difficult for them to find out their suitable learning styles These lead to the subsequence that they can‟t improve their reading comprehension skills Thus, in the next part of the project, my intention is paid to providing my students reading strategies for enhancing reading comprehension skills Hopefully, those strategies will help them become successful readers and generate their awareness of the significance of learner autonomy in their learning process
In my opinion, providing reading strategies will help my students improve their reading skills and once their learning results get better, they will generate the awareness of the importance of learner autonomy After providing reading strategies to improve reading comprehension, I let my students self-assess their reading comprehension skills Then they will continue to access their autonomy through the post-project self-evaluation questionnaires The statistics show that the students have changed their mind on the self-evaluation questionnaire items 5 and 10 when 85% of them think they can improve without class while 81% of them think they can monitor and overcome any difficulties in my learning process without teacher‟s help Based on the data of the self-evaluation questionnaire items 1 and 6 (based on Nunan‟s distinction between independent learner and dependent learner), the percentage of students who agree that they knows how to plan their learning and set goals has increased significantly up to 84% compared to 8% before the project while the proportion of students know what their strengths and weaknesses are in learning English is up to 81% According to the self-evaluation questionnaire items
2 and 8, a large proportion of students (85%) have recognized the importance of enhancing reading skills outside the classroom And 85% of them had purposes in mind when choosing reading materials for doing their assignment The self- evaluation questionnaire items 4 and 7 show that the students are less reliant on the teacher when 85% of them tend to solve the problem themselves before asking for teacher‟s help A big number of the students have generated the significance role of self-learning when they often check and read again the assigned readings (88%) compared to 15% before the project And the number of students who agree that they are willing to do exercises without teacher‟s requirement is now up to 88% (the proportion before the project is only 15%)
Positive attitudes of students towards the activities are also motivating factors in learning process According to the table 4, most students have positive attitudes towards selected activities when they find the activities interesting (92% of students) and 84% of them think that their friends seem to be interested in doing things There is a small percentage of students (3%) think that reading materials are not suitable with their proficiency In addition, 96% of students believe that the use of strategies is very helpful in reading process and 92% of them feel motivated after the activities
Table 3.4: Attitudes toward the activities
(1.Strongly disagree 2.Disagree 3.Agree 4.Strongly agree)
1 I find the selected activities interesting
2 After doing the activities, I liked reading a lot
3 My friends seemed to be interested in doing the tasks
4 Reading materials are not suitable with my proficiency
5 The strategies help me read faster 0% 1(4%) 14(51%) 12(45%)
6 I believe that the use of the strategies is very helpful in reading process
7 The activities make me feel motivated
8 I kept a record of my assignment to check and read again
The interviews in Appendix 8 have given more evidences to convince the student of the importance of both improving reading skills and promoting learner autonomy:
The Students‟ answers show that they feel more confident when doing reading exercises and they find the implemented strategies very useful even in other contexts In addition, the answers also show that their reading skills have improved significantly after the interventions As can be seen from students‟ answers, they feel motivated and quite enjoy the strategies These have demonstrated that enhancing reading skills can develop learner autonomy and promotinglearner autonomy can also improve reading skills
Table 3.5: The illustration of the changes of a student’s attitude toward learner autonomy
(1.Strongly disagree 2.Disagree 3.Agree 4.Strongly agree)
5 I can learn by myself and improve without class 1 2 3 4
In the Table 5, the letter X denotes the student's choice of four answers: (1 Strongly disagree, 2 Disagree, 3 Agree, 4 Strongly agree) If the letter X moves downwards to the right, it can be counted that the student has changed his / her perception of learner autonomy Each step of the letter X from 1-2-3-4 in the right direction is counted as one point, while every two steps will be counted as two points, and three steps will be three points If the letter X doesn‟t move, it will be calculated as 0 point If the letter X moves to the left the student will be minus one point for each step Accordingly, if a student gets 10 points plus, it can be inferred as a considerable change, 1- 10 points implied a slight change, 0 point or below 0 point meant no change For example, from Table 5, the student will receive 2 points because the letter X moves two steps (from 1 to 3)
Figure 3.2: Students’ changes in their perception of learner autonomy
The results shows that 100% of the students have changed their attitudes positively in which 15% of them have changed slightly while the rest (85%) have changed significantly
Table 3.6: Attitudes towards the benefits of self-directed learning
(1.Strongly disagree 2.Disagree 3.Agree 4.Strongly agree)
1 The self-directed learning project help me improve my reading comprehension skills a lot
2 The self-directed learning project help me to set learning goals and make plans to achieve the goals
3 Learner autonomy helps me to learn ways to study by myself
4 Learner autonomy help me recognize the importance of autonomy not only in English but also in the other subjects
5 Learner autonomy plays a significant role in language learning
85% no change slight change significant change
Summary
The use of three reading strategies (scanning, skimming and inferring) is a motivational process that guides learners to learn in an autonomous way in which they can make decision to set goals and plan their own learning process In addition, these strategies encourage students to build up learner autonomy through their learning style to achieve their goals
In addition, the use of effective reading strategies helps learners feel more excited while reading because they can read more easily and faster One more thing creates that motivation for students is that they have the priority to decide what to read by choosing the topic that they are interested in In addition, they were able to identify specific information, identify general information and make predictions about the text without much dependence on the teacher
In conclusion, based on the analysis of the data it can be seen that reading skills of the students have been significantly improved through reading strategies In addition, enhancing reading skills help students to develop their autonomy Finally, to some extent the researcher thinks that he has found the answer to the research question:
- Can the uses of the three implemented reading strategies in help students at Phu Duc High School immprove their reading comprehension skills?
- Can the uses of the three implemented reading strategies help students at Phu Duc High Schooldeveloplearner autonomy?
Findings
The findings about students' lack of learner autonomy as well as reading skills and the timely addition of these shortcomings have demonstrated that student are ready to be independent of the teacher and proactive in their learning process thanks to the equipped reading strategies This analysis is based on the comparison of the data and statistics before and after the project to see how the students have formed the characteristics of independent learners This research has shown that students participating in the project have developed their learner autonomy through enhancing reading comprehension skills
The research was completed with the answer to the question:
- Can the uses of the three implemented reading strategies in help students at Phu Duc High School immprove their reading comprehension skills?
- Can the uses of the three implemented reading strategies help students at Phu Duc High School develop learner autonomy?
The implemented strategies have helped the students at Phu Duc High School improvetheir reading comprehension skills a lot And their improvement in reading comprehension skills is also very helpful in generating students‟awareness of the importance of learner autonomy and learner autonomy also plays a significant role in enhancing not only reading skills but also other skills as well as other subjects in learning process.
Implications
First, in many EFL classes the word by word is still used as a reading strategy, and a small number of teachers is paying attention to improving reading comprehension for their students by equipping them with more reading strategies to apply in reading process Through the use of reading strategies (skimming, scanning, and inferring) learners not only improve reading, but also develop learner autonomy and these two factors have mutual relationship in helping students get a better learning result By this I mean improving reading skills helps students develop learner autonomy and learner autonomy also helps them improve their reading ability
Moreover, developing learner autonomy for students is not only useful in their language learning process but also in learning other subjects
Secondly, other language skills (listening, speaking and writing) can be improved through the use of reading strategies because no matter what skills you want to learn, reading is still considered an additional skill for developing those skills For example, when doing listening test or a speaking test you have to read the test to understand its structure so skimming skills would be useful in this case.Furthermore, reading strategies are not only useful in the learning process but also in the practical context For example, learners may use scanning to find specific information in informational texts or use skimming to determine the noticeable news in reading newspaper
For the context of Phu Duc High School, in order to enhancing reading skills and develop learner autonomy for students though reading strategies, teachers should select reading materials based on their students‟ English proficiency, interests, age, sex In this way, the students will be get involved in learning process and become more proactive from teachers And that is how they see the learning process becomes more interesting and motivate them during the learning process.Teachers of the school should implement the steps of readingproposed by Williams (1996) for an effective teaching result (pre-reading, while-reading, and post-reading)
4 Limitations and suggestions for further research
In most research projects, limitations are unavoidable and this study is not an exception Firstly, there were only 27 students participating in the project so the data and statistics collected were not sufficient for a precise conclusion In addition, this study was conducted within the framework of Phu Duc Upper Secondary School, so the selected reading materials would be appropriate for this school but not for other schools because of the differences in students‟ reading proficiency and education program among the schools In addition, due to the lack of time, the research can‟t exploit all effective reading strategies to enhance students‟ reading comprehension skills that help them develop their learner autonomy
The shortcomings of this research may give a suggestion that a further research should be conducted with other types of reading strategies such as predicting or extensive reading Furthermore, this research could also be replicated with larger population groups to show that equipping different reading strategies for students actually helps students improve their reading comprehension skills and develop their learner autonomy
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SURVEY QUESTIONNAIRE Make a tick on the characteristics you have to decide whether you are a dependent learner or an independent learner basing on the distinction between dependent learners and independent learners below:
1 do not set learning goals
2 only work when extrinsic motivators such as grades or rewards are offered
3 do not reflect on how well they are learning and stick to the fixed hypotheses
4 cannot make decisions about their learning
5.do not know their own strengths and weaknesses
6 do not know their learning styles and different strategies for learning
7 make mistakes or not knowing is shameful
8 rely heavily on teachers and think teachers is wholly responsible for their learning
9 study, translate and memorize knowledge
10 do not connect classroom learning with the real world
1 plan their learning and set goals
2 are intrinsically motivated by making progress in learning
3 often reflect on the learning process and progress, reject hypotheses that do not apply
4 can make well-informed learning decisions
5 are aware of their strengths and weaknesses
6 have insights into their learning styles and strategies
7.learn from mistakes or question making
8 are self-reliant for own learning
9 use and practice skills, analyze a little
10 connect classroom learning with the real world
I’m a dependent learner I’m an independent learner
CÂU HỎI KHẢO SÁT Đánh dấu vào những đặc tính bạn có để quyết định xem bạn là người học phụ thuộc hay người học tự chủ dựa trên sự phân biệt giữa người học phụ thuộc và những người học tự chủ dưới đây:
Người học phụ thuộc Người học tự chủ
1 Không đặt mục tiêu trong học tập
2 Chỉ học khi có động lực bên ngoài như là điểm hoặc phần thưởng
3 Không phản ảnh họ đang học tốt thế nào vàkhư khư với những giả thuyết cứng nhắc
4 Không thể quyết định việc học của mình
5.không biết điểm mạnh , điểm yếu của bản thân
6 Không biết phong cách học của mình và những chiến thuật học tập khác nhau
7 Mắc lỗi hoặc không biết là xấu hổ
8 Dựa dẫm vào giáo viên và nghĩ giáo viên chịu trách nhiệm hoàn toàn với việc học của họ
9 Học, dịch và ghi nhớ kiến thức
10 Không liên hệ kiến thức trên lớp với thực tế
1 Lập kế hoạch và đặt mục tiêu trong học tập
2 Có động lực bên trong bằng những tiến bộ trong học tập
3 Thường phản ánh trên kết quả học tập và sự tiến bộ, loại bỏ những giả thuyết không khả thi
4 Có thể đưa ra quyết định
5.Ý thức được điểm mạnh và điểm yếu của bản thân
6 Có hiểu biết sâu sắc về phong cách học tập của mình và những chiến lược học tập
7 Học từ lỗi sai hoặc đặt câu hỏi
8 Tự chủ với việc học
9 Sử dụng và thực hành kĩ năng, biết phân tích một chút
10 Liên hệ kiến thức trên lớp với thực tế
Em là người học phụ thuộc Em là người học tự chủ
1 Take responsibility for my own study
2 Attend the class on times required
3 Send homework and assignments to the teacher on schedule
4 Not to cheat or copy others‟ work
5 Trymybest to cooperate with the teacherduring the project
I understand that breaking the learner commitment could result me in losing my points from the total study result at school
Date: /2017 Place: Thái Bình Signature
CAM KẾT HỌC TẬP Lớp:
1 Có trách nhiệm với việc học của mình
2 Có mặt ở lớp đúng thời gian được yêu cầu
3 Gửi bài tập về nhà và các bài tập cho giáo viên đúng thời gian quy định
4 Không gian lận hoặc chép bài của bạn
5 Cố gắng hết sức hợp tác với giáo viên trong suốt quá trình nghiên cứu
Em hiểu rằng vi phạm cam kết học tập có thể khiến em bị hạ điểm tổng kết kết quả học tập ở trường
FEEDBACK QUESTIONNAIRE Identify your degree of agreement or disagreement with a statement by putting a tick in one of four responses The four options are presented as follows:
1 I find the selected activities interesting
2 After doing the activities, I liked reading a lot
3 My friends seemed to be interested in doing the tasks
4 Reading materials are not suitable with my proficiency
5 The strategies help me read faster
6 I believe that the use of the strategies is very helpful in reading process
7 The activities make me feel motivated
8 I kept a record of my assignment to check and read again
2 Attitude towards learner autonomy before and after the project
1 I know what my strengths and weaknesses are in learning English
2 I like reading outside the classroom
Before the project 10(37%) 14(51%) 2(8%) 1(4%) After the project 1(4%) 3(11%) 15(55%) 8(30%)
3 I‟ll do the exercises even if I don‟t have to hand it in Before the project 10(37%) 13(48%) 1(4%) 3(11%)
4 The best way to learn is not by asking for teacher‟s explanations
5 I can learn by myself and improve without class Before the project 9(33%) 15(55%) 2(8%) 1(4%)
6 I often plan my learning and set goals
7 I like the teacher to let me find my mistakes and correct them myself
8 I had purposes in mind when choosing what to read for my assignments
Before the project 8(30%) 15(55%) 3(11%) 1(4%) After the project 1(4%) 3(11%) 13(48%) 10(37%)
9 I check and read again the assigned readings to complement what I‟ve gained in class Before the project 10(37%) 13(48%) 3(11%) 1(4%)
10 I can monitor and overcome any difficulties in my learning process all by myself
3 Self-evaluation of reading comprehension skills before and after the projects
1 I often read outside the classroom Before the project 11(41%) 14(51%) 1(4%) 1(4%) After the project 2(8%) 2(8%) 14(51%) 9(33%)
2 I can recognize the specific information in texts Before the project 10(37%) 13(48%) 3(11%) 1(4%) After the project 2(8%) 1(4%) 14(51%) 10(37%)
3 I often guess the meanings of unknown words before using dictionary Before the project 9(33%) 14(51%) 2(8%) 2(8%) After the project 1(4%) 2(8%) 14(51%) 10(37%)
4 I can make inferring about content and vocabulary in texts
Before the project 8(30%) 15(55%) 3(11%) 1(4%) After the project 2(8%) 3(11%) 13(48%) 9(33%)
5 I can understand the main idea in texts Before the project 9(33%) 15(55%) 1(4%) 2(8%) After the project 1(4%) 3(11%) 13(48%) 10(37%)
6 I can summarize texts in my own words Before the project 8(30%) 15(55%) 3(11%) 1(4%) After the project 1(4%) 3(11) 15(55%) 8(30)
7 I feel confident when doing reading tests Before the project 10(37%) 15(55%) 1(4%) 1(4%) After the project 2(8%) 2(8%) 14(51%) 9(33%)
4 Attitudes towards the benefits of self-directed learning
1 The self-directed learning project help me improve my reading comprehension skills a lot
2 The self-directed learning project help me to set learning goals and make plans to achieve the goals
3 Learner autonomy helps me to learn ways to study by myself
4 Learner autonomy help me recognize the importance of autonomy not only in English but also in the other subjects
5 Learner autonomy plays a significant role in language learning
FEEDBACK QUESTIONNAIRE Đánh dấu vào các lựu chọn tương ứng của em cho những câu dưới đây:
1 Thái độ đối với các hoạt động
1 Em thây các hoạt động được chọn rất thú vị
2 Sau khi tham gia các hoạt động em rất thích đọc
3 Bạn em rất thích thú khi tham gia các hoạt động
4 Tài liệu đọc không phù hợp với trình độ của em
5 Các chiến lược đọc giúp em đọc nhanh hơn
6 Em tin rằng các chiến lược đọc rất hữu ích trong quá trình đọc
7 Các hoạt động khiến em cảm thấy có động lực
8 Em giữ một bản photo của bài đọc được giao để kiểm tra và đọc lại
2 Thái độ đối với tính tự chủ trong học tập trước và sau nghiên cứu
1 Em biết điểm manh và điểm yếu của mình trong việc học ngoại ngữ
2 Em thích đọc ngoài giờ học
3 Em sẽ làm bài tập dù không phải nộp bài
4 Cách học tốt nhất nhờ giáo viên giải thích
5 Em có thể tự học và tiến bộ mà không cần đến lớp
6 Em thường vạch rakes hoạch và đặt mục tiêu trong học tập
7 Em thích giáo viên để em tự tìm và sửa lỗi sai của mình
8 Em có mục đích khi lựa chọn tài liệu đọc cho bài đọc được giao
9 Em đọc và kiểm tra lại những bài đọc được giao để bổ túc thêm những gì em đã học được trên lớp
10 Em có thể tự mình xoay sở và vượt qua những khó khăn trong học tập
3 Tự đánh giá về kĩ năng đọc hiểu trước và sau nghiên cứu
1 Em thường đọc ngoài giờ học
2 Em có thể nhận ra thông tin cụ thể trong văn bản
3 Em thường đoán nghĩa những từ mới trước khi tra từ điển
4 Em có thể suy luận về nội dung và nghĩa của từ mới trong văn bản
5 Em hiểu nội dung chính của văn bản
6 Em có thể tóm tăt lại nội đung văn bản theo ý hiểu của mình
7 Em thấy tự tin khi làm bài kiểm tra kĩ năng đọc
4 Thái độ với lợi ích của tính tự chủ trong học tập
1 Nghiên cứu về phát huy tính tự chủ trong học tập giúp em cải thiện khả năng đọc hiểu rất nhiều
2 Nghiên cứu về phát huy tính tự chủ trong học tập giúp em đặt mục tiêu trong học tập và vạch ra kế hoạch để đạt được mục tiêu
3 Tính tự chủ trong học tập giúp em biết cách tự học
4 Tính tự chủ trong học tập giúp em nhận ra tầm quan trọng của nó không chỉ với tiếng Anh mà còn với những môn học khác
5 Tính tự chủ trong học tập đóng vai trò quân trọng trong việc học ngoại ngữ
1 Bạn có nghĩ rằng các chiến lược đọc sách thực hiện là hữu ích cho bạn trong các ngữ cảnh khác không ? Vì sao?
Sinh viên B: Có ạ, bởi vì em đã sử dụng chúng trong các môn học khác và đã không mất nhiều thời gian để hiểu các bài học
Sinh viên C: Có ạ, bởi vì em đã phát giác được các chiến lược này hiệu quả như thế nào trong các môn học khác sau khi đượchọc
Sinh viên D: Có ạ, em có thể áp dụng chiến lược này trong các môn học khác và chúng giúp em hiểu câu hỏi ngay và tìm ra câu trả lời nhanh hơn
Sinh viên A: Có ạ, bởi vì chúng giúp em xác định thông tin cụ thể một cách nhanh chóng Hơn nữa, em có thể học các môn khác nhanh hơn và dễ dàng hơn sau các chiến lược đã được thực hiện
Sinh viên E: Có ạ, ví dụ như chiến lược đọc quét giúp em đọc nhanh hơn và chiến lược quét giúp em xem lại bài học trước một cách hiệu quả hơn
2 Bạn có cảm thấy có động lực khi bạn có thể đưa ra sự suy luận về nội dung và từ vựng trong một văn bản tiếng Anh không? Vì sao?
Sinh viên B: Có ạ, bởi vì em thích đọc khi em có thể hiểu sâu hơn về ý nghĩa tiềm ẩn bên trong những gì em đọc
Sinh viên C: Có ạ, bởi vì em đã học cách xác định những thông tin ngoài thông tin cụ thể trong một văn bản, vì vậy em cảm thấy tự tin hơn khi đọc
Sinh viên E: Có ạ, bởi vì chiến lược này làm cho việc đọc thú vị hơn, và nó giúp emđọc được nhiều hơn
Sinh viên A: Có ạ, bởi vì chiến lược này giúp em thu thập thêm thông tin trong văn bản
Sinh viên D: Có ạ, bởi vì em có thể hiểu sâu hơn về văn bản Và em càng thích đọc nhiều hơn sau khi thực hiện chiến lược suy luận
3 Bạn có cảm thấy có động lực khi bạn có thể xác định thông tin cụ thể một văn bản tiếng Anh không? Vì sao?
Sinh viên C: Có ạ, bởi vì em có thể đọc nhanh hơn khi tôi có thể xác định thông tin cụ thể một văn bản tiếng Anh
Sinh viên E: Có ạ, bởi vì em có thể sử dụng chiến lược để tìm ra câu trả lời đúng nhanh hơn
Sinh viên A: Có ạ, bởi vì em có thể đọc hiểu các văn bản dễ dàng hơn
Sinh viên B: Có ạ, bởi vì nó giúp em mất ít thời gian khi đọc và em có thời gian để đọc thêm nữa
Học sinh D: Có ạ, bởi vì em cảm thấy thoải mái hơn khi đọc khi em có thể xác định các văn bản thông tin cụ thể
4 Bạn có cảm thấy có động lực khi bạn có thể hiểu được ý tưởng chính của một văn bản tiếng Anh không? Vì sao?
Sinh viên A: Có ạ, em thấy việc đọc thú vị hơn khi em có thể hiểu những gì tôi đọc
Sinh viên C: Có ạ, bởi vì hiểu ý chính giúp em cải thiện khả năng đọc của mình rất nhiều
Sinh viên D: Có, bởi vì điều này khiến em cảm thấy tự tin khi tập bài tập
Sinh viên E: Có ạ, bởi vì em cảm thấy việc đọc dễ dàng hơn khi có thể hiểu ý chính của văn bản
Sinh viên B: Có ạ, bởi vì nó giúp em đọc nhanh hơn và dành thời gian để đọc nhiều hơn và có thêm kiến thức
5 Bạn có nghĩ rằng các chủ đề tùy chọn theo mối quan tâm của bạn đã thúc đẩy quyền tự chủ hơn để đọc về các chủ đề khác không? Vì sao?
Sinh viên A: Có ạ, bởi vì các chủ đề tùy chọn khiến em cảm thấy những bài đọc thú vị hơn
Sinh viên C: Có ạ, các chủ đề tùy chọn làm cho tài liệu đọc trở nên dễ hiểu hơn Sinh viên D: Có ạ, bởi vì em thường hiểu biết nhiều hơn vào các chủ đề mà em quan tâm
Sinh viên E: Có ạ, bởi vì em thích đọc các chủ đề mà em quan tâm
Sinh viên B: Có ạ, bởi vì em đã có một số kiến thức về các chủ đề mà em quan tâm và điều này giúp em đọc nhanh hơn
6 Bạn đã cải thiện kỹ năng đọc của mình sau khi thực hiện các chiến lược đọc sách hay chưa? Vì sao?
Sinh viên A: Có ạ, bởi vì tôi đã biết cách đoán nghĩa của những từ em không biết
Và bây giờ tôi có thể đọc tiếng Anh nhanh hơn
Sinh viên C: Có ạ,em việc đọc đã trở nên dễ dàng hơn khi sử dụng các chiến lược
Sinh viên D: Có ạ, bởi vì bây giờ em hiểu văn bản rõ hơn
Sinh viên E: Có ạ, bởi vì em có thể hiểu ý chính của văn bản nhanh hơn
Sinh viên B: Có ạ, bởi vì em có thể đọc nhanh hơn và hiểu các bài đọc tốt hơn
7 Bạn có thực hiện các hoạt động hoặc nhiệm vụ của mình với trách nhiệm, sự quan tâm và cam kết không ? Vì sao?
Sinh viên A: Có ạ, bởi vì trách nhiệm rất quan trọng để trở thành một người học thành công
Sinh viên B: Có ạ, bởi vì em đã ký hợp đồng học tập và em phải thực hiện
Sinh viên C: Có ạ, bởi vì trách nhiệm là những gì em cần không chỉ trong nghiên cứa này mà còn trong tương lai