(Luận văn thạc sĩ) reading self efficacy and english reading strategy use of efl students at xuan truong high school

BA RIA VUNG TAU UNIVERSITY - THESIS READING SELF-EFFICACY AND ENGLISH READING STRATEGY USE OF EFL STUDENTS AT XUAN TRUONG HIGH SCHOOL Student’s name: LE THI NHAT TRA Student’s code: 18110093 Supervisor’s name: TRAN QUOC THAO, Ph.D BA RIA VUNG TAU, 2021 Luan van TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY vii RETENTION AND USE OF THE THESIS viii ACKNOWLEDGEMENTS ix ABSTRACT x APPENDICES xi LIST OF TABLES xii LIST OF FIGURES xiii LIST OF ABBREVIATIONS AND SYMBOLS xiv CHAPTER 1: INTRODUCTION 1.1 Background to the study 1.2 Statement of the problem 1.3 Aims and Objectives of the Study 1.4 Research questions 1.5 Scope of the study 1.6 Significance of the study 1.7 Organization of the thesis CHAPTER 2: LITERATURE REVIEW 2.1 Definitions of the Terms 2.2 Reading self-efficacy 2.3 Reading strategies 11 2.3.1 Reading strategies in reading skills 11 2.3.2 Types of reading strategies 12 2.4 Correlation between reading self-efficacy and reading strategies 15 i Luan van 2.5 Previous studies 16 2.6 Conceptual framework 19 2.7 Summary 20 CHAPTER 3: METHODOLOGY 21 3.1 Research design 21 3.2 Research site 22 3.3 Research participants 23 3.4 Research instruments 26 3.4.1 Questionnaire 26 3.4.2 Semi-structured interview 27 3.5 Data collection procedures 28 3.6 Data analysis procedure 29 3.7 Summary 30 CHAPTER 4: RESULTS AND DISCUSSIONS 31 4.1 Results 31 4.1.1 The reading self-efficacy of EFL students at Xuan Truong high school 31 4.1.2 English reading strategies use of EFL students at Xuan Truong high school 43 4.1.3 Relationship between EFL students’ reading self-efficacy and English reading strategy use of EFL students at Xuan Truong high school 54 4.2 Discussions 56 4.2.1 The reading self-efficacy of EFL students at Xuan Truong high school 56 4.2.2 English reading strategies use of EFL students at Xuan Truong high school 58 4.2.3 Relationship between EFL students’ reading self-efficacy and English reading strategy use 60 ii Luan van 4.3 Summary 61 CHAPTER 5: CONCLUSION AND RECOMMENDATION 62 5.1 Summary of the main findings of the thesis 62 5.2 Implications 63 For teachers 63 For students 64 For administrators 65 5.3 Limitations 66 REFERENCES 68 Appendix A: QUESTIONNAIRE FOR STUDENTS 79 Appendix B: Questionnaire for Survey (Vietnamese translation) 84 Appendix C: Interview Protocol 89 Appendix D: Interview Protocol (Vietnamese translation) 90 Appendix E: Sample of interview data analysis 86 iii Luan van The thesis entitled READING SELF-EFFICACY AND ENGLISH READING STRATEGY USE OF EFL STUDENTS AT XUAN TRUONG HIGH SCHOOL was successfully defended and approved on ……… … at Ba Ria Vung Tau University Academic Supervisor: Dr TRAN QUOC THAO Examination Committee ……………………………………………………… Chair …………………………………………… ………… Reader ……………………………………………………… Reader ……………………………………………………… Member ……………………………………………………… Secretary Member On behalf of the Examination Committee Chair (full name, title, signature) iv Luan van BA RIA VUNG TAU UNIVERSITY POSTGRADUATE INSTITUTE BRVT, March 16, 2021 MASTER’S THESIS REPORT Student name: LE THI NHAT TRA Sex: Female Date of birth: 09/11/1986 Place of birth: Lam Dong Province Major: English Language Student code: 18110093 I- Thesis title: READING SELF-EFFICACY AND ENGLISH READING STRATEGY USE OF EFL STUDENTS AT XUAN TRUONG HIGH SCHOOL II-Objectives and contents: This study aims at investigating English reading strategy use and reading self-efficacy in the context of Xuan Truong high school, Lam Dong province The research objectives are as follows: - To examine English reading strategy use at Xuan Truong high school - To inspect Xuan Truong high school EFL students’ reading self-efficacy among Xuan Truong high school EFL students - To investigate the relationship between EFL students’ reading self-efficacy and their English reading strategy use This study was conducted at Xuan Truong High School in Dalat, Lam Dong Province The participants were 300 EFL high school students who were in grade 10, 11, 12 in the hope to gain the results, I employed the mixed-method: quantitative and qualitative, two instruments were put to use: questionnaire and semi-structured interview to obtain the data, both of which are exercised for the students III- Starting date: (as stated in the Decision issued by the University ) IV- Completing date: v Luan van V- Academic supervisor: (full name, title) TRAN QUOC THAO, Ph.D ACADEMIC SUPERVISOR FACULTY DEAN ((full name, signature) ((full name, signature) vi Luan van CERTIFICATE OF ORIGINALITY This is to certify that to the best of my knowledge, the content of this thesis is my own work This thesis has not been submitted for any degree or other purposes I certify that the intellectual content of this thesis is the product of my own work and that all the assistance received in preparing this thesis and sources have been acknowledged I certify my authorship of the Master’s Thesis submitted today entitled: READING SELF-EFFICACY AND ENGLISH READING STRATEGY USE OF EFL STUDENTS AT XUAN TRUONG HIGH SCHOOL Ba Ria Vung Tau, March 16, 2021 LE THI NHAT TRA vii Luan van RETENTION AND USE OF THE THESIS I hereby state that I, LE THI NHAT TRA, being a candidate for the degree of Master of Teaching English to Speakers of Other Languages accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the Library In terms of these conditions, I agree that the origin of my Master’s Thesis deposited in the Library should be accessible for purposes of study and research, following the normal conditions established by the Librarian for the care, loan, and reproduction for theses Ba Ria Vung Tau, March 16, 2021 Signature …………………………… LE THI NHAT TRA viii Luan van ACKNOWLEDGEMENTS I would like to express my sincere thanks to those who have supported, encouraged, and assisted me in my thesis completion First of all, I would like to express my special appreciation and thanks to Dr Tran Quoc Thao, my supervisor, for his great patience, careful guidance, insightful advice, and constant encouragement throughout the whole research process Without his support and guidance, this thesis would never have been completed Secondly, I would like to express my thanks to the school board staff, including the principal and the vice principals at Xuan Truong high school who have given me encouragement, support of time, and permission to implement this thesis there I thank all of the research participants, my students, who have contributed to this study Thirdly, I thank my classmates for the stimulating discussions, and for all the fun we have had in the last two years Last but not the least, I would like to thank my family: my parents for giving birth to me in the first place and supporting me spiritually throughout my life ix Luan van Reading self-efficacy questionnaire adapted from and the English Reading SelfEfficacy Questionnaire developed by Tobing 2013 EFL Reading Self-Efficacy Beliefs Questionnaire Please rate how confident you are that you can each of the things described below by circling the appropriate number Your answers will be kept confidential and you will not be identified by name Rate your degree of confidence by circling a number from to using the scale below: ‘1’ means that “ Not at All True of Myself” ‘2’ means that “ Slightly True Of Myself” ‘3’ means that “About Halfway True of Myself” ‘4’ means that “Mostly True of Myself” ‘5’ means that “ True of Myself” Statement Mem I can make associations of words with concepts I can place new words into a context I can use imagery Cog I can get the main idea of a text I can predict the content of a text I can translate into Vietnamese I can understand paraphrased phrases or sentences Com I can understand a text thanks to connectors I can understand words thanks to suffixes and prefixes 10 I can adjust or approximate the message 11 Met I can get the main idea of each paragraph 12 I can understand the relationship of sentences in a text 82 Luan van 13 I can relate a concept with already known knowledge 14 I can evaluate my own progress in English reading skills 15 Aff I can share my critical comments with my friends and my teachers 16 Soc I can ask teachers, classmates or friend for help 17 I can work in pair or group 83 Luan van Appendix B: Questionnaire for Survey (Vietnamese translation) CÂU HỎI KHẢO SÁT DÀNH CHO HỌC SINH Các em học sinh thân mến, Mục đích câu hỏi để tìm mối quan hệ tự tin lực thân việc sử dụng chiến lược đọc hiểu Tiếng Anh học sinh trường THCSTHPT Xuân Trường Câu trả lời em nghiên cứu nguồn đóng góp có giá trị để hồn thiện cách dạy học kỹ đọc hiểu Vì vậy, mong em vui lòng trả lời câu hỏi cách trung thực xác Chân thành cảm ơn đánh giá cao giúp đỡ em! Phần I Thơng tin cá nhân Giới tính:  Nam  Nữ Tuổi:  15 →16  17→18  19 → 20 Em học tiếng Anh năm?  Dưới năm  Từ đến năm  Từ đến năm  Hơn 10 năm Em tự học tiếng Anh tiếng ngày?  Dưới tiếng  Từ đến tiếng  Từ đến tiếng  Hơn tiếng Em thực hành kỹ đọc hiểu tiếng Anh tiếng ngày?  Dưới tiếng  Từ đến tiếng  Từ đến tiếng  Hơn tiếng Em đánh giá điểm số môn tiếng Anh trường mức độ nào?  0.0 – 3.9  4.0 – 6.9  7.0 – 8.4  8.5 – 10 Phần II: Ý kiến thân em phương pháp dùng kỹ đọc hiểu Những câu phát biểu miêu tả phương pháp kỹ đọc hiểu Các em đọc cẩn thận cân nhắc mức sử dụng chúng em học tiếng anh Đánh dấu (√) câu trả lời em vào bảng theo cấp độ đọc hiểu tiếng Anh • ‘1’ nghĩa ‘em khơng sử dụng pháp này” • ‘2’ nghĩa ‘em sử dụng pháp này” 84 Luan van • ‘3’ nghĩa ‘Thỉnh thoảng em sử dụng pháp này” • ‘4’ nghĩa ‘Em thường xuyên sử dụng pháp này” • ‘5’ nghĩa ‘Em ln sử dụng pháp này” Nội dung No 1 Mem Tôi liên kết từ cụm từ với khái niệm ghi nhớ Tôi đặt từ vào ngữ cảnh Tôi liên hệ từ thành ngữ hình ảnh Cog Tơi nhanh chóng nắm ý đọc Tơi bỏ qua câu chúng không phù hợp với câu trả lời Tôi cố gắng hiểu mà không dịch Tôi dịch câu sang tiếng Việt Tôi đoán từ nội dung từ kiến thức trước Tôi chọn diễn giải thông tin vốn từ 10 Com Tơi hiểu nghĩa từ tiếng Anh cách chia thành phần mà hiểu (overtime → over quá, time thời gian) 11 Tôi dựa vào từ hậu tố tiền tố để hiểu từ tiếng Anh không quen thuộc 12 Tơi tìm kiếm manh mối ngữ cảnh để giúp hiểu ý nghĩa từ vựng 13 Tôi hiểu ý đại khái (nôm na) thông tin 14 Met Tôi liên hệ khái niệm đọc với tài liệu biết 15 Tôi cố gắng để hiểu hàm ý thông tin đọc 16 Tôi đọc tiêu đề đoạn văn 85 Luan van 17 Tơi tìm ý đoạn 18 Tôi đọc lướt văn trước đọc để biết chi tiết 19 Tơi dự đốn đến dựa theo mạch văn 20 Tôi đọc câu hỏi trước đọc đoạn văn 21 Tôi có mục tiêu rõ ràng để cải thiện kỹ đọc tiếng Anh 22 Tơi đánh giá tiến tiếng Anh 23 Khi trở nên lúng túng thơng tin tơi đọc, tơi quay lại cố gắng hiểu 24 Khi đọc văn khó , tơi khơng bỏ 25 Tơi cố gắng tìm hiểu làm để trở thành người đọc tiếng Anh tốt 26 Tơi tìm kiếm hội để đọc nhiều tốt tạp chí báo để cải thiện khả đọc tiếng Anh 27 Tôi ôn lại đề cương đọc trước kiểm tra 28 Aff Tơi chấp nhận rủi ro tình học ngôn ngữ (Đánh lụi đúng) 29 Tôi đưa nhận xét đánh giá nội dung đọc sau chia sẻ với bạn bè tơi 30 Soc Tơi thảo luận vấn đề khó khăn vể việc đọc với giáo viên bạn bè 31 Tôi nhờ giáo viên, bạn học bạn bè giúp đỡ 32 Tôi làm việc với bạn lớp để giải câu hỏi đọc 86 Luan van Phần III: Sự tự tin vào thân đọc Hãy đánh giá mức độ tự tin lực em vể khả sử dụng phương pháp đọc hiểu Tiếng Anh theo mức độ Đánh dấu (√) câu trả lời em vào bảng theo cấp độ đọc hiểu tiếng Anh • ‘1’ nghĩa ‘em hồn tồn khơng với em” • ‘2’ nghĩa ‘em với em” • ‘3’ nghĩa ‘em phần với em” • ‘4’ nghĩa ‘em gần với em” • ‘5’ nghĩa ‘em với em” Nội dung 1 Mem Tơi liên kết từ với khái niệm Tôi đặt từ vào ngữ cảnh Tơi liên tưởng hình ảnh để hiểu nội dung Cog Tơi lấy ý tưởng văn Tơi dự đốn nội dung văn Tơi dịch sang tiếng việt Tơi hiểu cụm từ câu đọc diễn giải từ khác Com Tơi hiểu đọc nhờ từ kết nối Tôi hiểu từ nhờ hậu tố tiền tố 10 Tơi hiểu ý đại khái thơng tin 11 Met Tơi lấy ý đoạn 12 Tơi hiểu mối quan hệ câu văn 87 Luan van 13 Tơi liên hệ khái niệm với kiến thức biết 14 Tơi đánh giá tiến việc đọc tiếng Anh 15 Aff Tơi đánh giá, nhận xét nội dung đọc chia sẻ với bạn bè giáo viên 16 Soc Tơi nhờ giáo viên, bạn học bạn bè giúp đỡ 17 Tơi làm việc theo cặp nhóm 88 Luan van Appendix C: Interview Protocol Guideline for Interview Date: _ Location: _ Time to start: _ Time to finish: _ Introduction Thank you for volunteering and for signing the consent form to take part in this interview that is expected to last between twenty-five and thirty minutes You will answer some questions during the interview, and you may wish to stop the interview at any time The purpose of this interview is to understand investigate reading strategies and reading selfefficacy This interview does not aim to evaluate your knowledge or English level of proficiency With your permission, the interview will be audio-recorded All information you share with me is treated confidentially and anonymously Before we start the interview, you have any questions? If no, we are about to start A Interviewees’ background interviewee: Grade : B Questions for reading strategies and reading self-efficacy These interviews were conducted to further investigate reading strategies and reading self-efficacy the relationships between student self-efficacy and using reading strategies The following are the interview questions that were asked following the analysis of the data What you when you come to a difficult word or a word you don’t know? What you when you come to a challenging reading text? How can you improve your reading ability? Do you plan to continue to read this summer? Why or why not? Are you a good reader? Why? Why not? Why you feel confident in your using of reading strategies? Why you choose a reading strategy? 89 Luan van Appendix D: Interview Protocol (Vietnamese translation) PHỎNG VẤN HƯỚNG DẪN PHỎNG VẤN Ngày tháng năm: _ Địa điểm: _ Thời gian bắt đầu: _ Thời gian kết thúc: Hướng dẫn Cảm ơn em tình nguyện kí vào mẫu đơn đồng ý tham gia vấn Cuộc vấn diễn từ 25 đến 30 phút Các em phải trả lời số câu hỏi suốt q trình vấn em ngừng vấn vào thời điểm em muốn Mục đích vấn để tìm hiểu chiến thuật đọc tự tin vào thân đọc Cuộc vấn không nhằm vào mục đích đánh giá kiến thức mức độ thành thạo tiếng Anh em Nếu em cho phép, vấn ghi âm lại Tất thông tin mà em chia sẻ với cô bảo mật ẩn tên Trước bắt đầu vấn, em có câu hỏi khơng? Nếu khơng, bắt đầu A Thông tin người vấn người vấn: _ Lớp: B Câu hỏi chiến thuật đọc tự tin vào thân đọc Bạn làm gặp từ khó hay từ bạn khơng biết? Bạn làm đến với văn đọc khó? Làm bạn cải thiện khả đọc bạn? Bạn có kế hoạch để tiếp tục đọc vào mùa hè này? Tại hay khơng? Bạn có phải người đọc tốt không? Tại sao? Tại không? Khi bải người đọc tốt không? Tại sao? Tại không? Tại bạn chọn chiến lược đọc? 90 Luan van Appendix E: Sample of interview data analysis Code What you What you How when you come when you to Do you plan Are you a When you feel Why you improve to good reader? confident in your choose a reading come to a your reading your reading Why? using of reading strategy? word or a word challenging ability? skills not? you paragraph? a difficult don’t can improve this Why you strategies? summer? know? Why or why not? S1 Guess the Skip it and Read Yes, because Average, performance Basing read it later English of because the accomplishments vocabulary, and news importance results known of reading tests vocabulary skills meaning basing on context and the reading were of level on of a reading test not good S2 Guess the Translate Read Yes, meaning basing readings on context and passage known vocabulary to No, because performance Basing on the improve the results of accomplishments content reading skills reading tests and passages online more were experiences as possible good not 86 Luan van vicarious questions of and as S3 Skip it Don’t have No, because No, because Don’t know, Basing on the words any plan to of not paying of failure in tasks randomly kinds known, then improve my attention to reading tests guess reading English to Average, performance Basing on the Read the the meaning S4 Using a dictionary Read of questions skills the Read Yes, words passages improve because the accomplishments kinds known and online reading skills results and questions use a of vicarious reading tests experiences, dictionary, were social persuasion then good guess not of the meaning S5 Guess the Read the Read Yes, to Average, performance Because the meaning basing words English improve because the accomplishments, strategies help to on context and known, base material reading skills results vicarious improve reading known on online, and reading tests experiences, and skills, basing on vocabulary and title to review were social persuasion the guess translation context the its of not good meaning 87 Luan van kinds questions of S6 Using a dictionary S7 Guess the Skip it, ask Read more, Yes, classmates improve for help vocabulary Basing on meaning basing titles and on context vocabulary to No, because performance Basing on the improve of failure in accomplishments kinds reading skills reading tests of questions through the content game online passages Translates a Yes, story into English, to and of Average, performance Basing on the improve because the accomplishments length reading skills results of of the passages, learn more reading tests vocabulary, and about were questions, synonyms good not performance accomplishments S8 Ask teachers or Try to read, Watch Yes, classmates for base English help or skip it vocabulary, movies skip it improve on to to No, because performance There improve of failure in accomplishments one reading skills reading tests and (scan) is only strategy social persuasion vocabulary S9 Guess the Read the Read Yes, to No, because performance Basing on the accomplishments content meaning basing words English improve of failure in on context known, base materials reading skills reading tests 88 Luan van of questions and the on context online to guess the Listen meaning English news to options, and content of passages to improve vocabulary S10 divide it into Scan all Practice parts, associate paragraph, reading new words or summarize the expressions to each test concepts, base on context Yes, performance Basing on the accomplishments, content social persuasion passages about and social questions paragraph, collocation persuasion guess or in IELTS the meaning S11 S12 Guess the to Yes, broaden my because of knowledge good results of and improve my weakness Read all the Practice Yes, to pass Yes, performance Basing on the meaning basing passage reading the IELTS because it is accomplishments, length and level on context and get the main more, the best skill and social of passages, kind connectors idea then correct the of the four persuasion of questions, and guess the Ask teachers or to reading meaning carefully Skip it Listen vocabulary to No, because No, because 89 Luan van performance There is only classmates for English of finishing of failure in help or skip it material to the upper reading tests improve secondary vocabulary level accomplishments one strategy (scan) of education S13 Skip it take risks Take an Yes, to No, because performance There accomplishments one English improve of failure in course, read reading skills reading tests more is only strategy (scan) and lack of vocabulary S14 Skip it Skip it or Read more take risks Yes, to No, because performance There improve of failure in accomplishments one reading skills reading tests is only strategy (scan) and lack of vocabulary S15 Skip it Scan for main ideas English and guess music the meaning Listen to Not because to yet, No, because performance Basing on the of of the lack accomplishments, level of passages of social persuasion and paying improve attention to vocabulary the national reading strategies and being 90 Luan van kinds questions of exams unsure about the answers 91 Luan van ... self- efficacy of EFL students at Xuan Truong high school? How are the English reading strategies used by EFL students at Xuan Truong high school? Does EFL students? ?? reading self- efficacy correlate... EFL students? ?? reading self- efficacy and English reading strategy use of EFL students at Xuan Truong high school 54 4.2 Discussions 56 4.2.1 The reading self- efficacy of EFL students. .. STRATEGY USE OF EFL STUDENTS AT XUAN TRUONG HIGH SCHOOL II-Objectives and contents: This study aims at investigating English reading strategy use and reading self- efficacy in the context of Xuan Truong