Explicit reading strategy instruction for vietnamese nonenglish major tertiary students.

Explicit reading strategy instruction for vietnamese nonenglish major tertiary students.Explicit reading strategy instruction for vietnamese nonenglish major tertiary students.Explicit reading strategy instruction for vietnamese nonenglish major tertiary students.Explicit reading strategy instruction for vietnamese nonenglish major tertiary students.Explicit reading strategy instruction for vietnamese nonenglish major tertiary students.Explicit reading strategy instruction for vietnamese nonenglish major tertiary students.Explicit reading strategy instruction for vietnamese nonenglish major tertiary students.Explicit reading strategy instruction for vietnamese nonenglish major tertiary students.Explicit reading strategy instruction for vietnamese nonenglish major tertiary students.Explicit reading strategy instruction for vietnamese nonenglish major tertiary students.

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES HUYNH THI LONG HA EXPLICIT READING STRATEGY INSTRUCTION FOR VIETNAMESE NON-ENGLISH MAJOR TERTIARY STUDENTS DOCTOR OF PHILOSOPHY THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING HUE, 2022 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ HUỲNH THỊ LONG HÀ HƯỚNG DẪN TRỰC TIẾP CÁCH SỬ DỤNG CÁC CHIẾN LƯỢC ĐỌC HIỂU CHO SINH VIÊN TIẾNG ANH KHÔNG CHUYÊN BẬC ĐẠI HỌC TẠI VIỆT NAM MÃ SỐ: 14 01 11 LUẬN ÁN TIẾN SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH NGƯỜI HƯỚNG DẪN KHOA HỌC TS Nguyễn Thị Bảo Trang TS Trương Bạch Lê HUẾ, NĂM 2022 DECLARATION I certify that the present dissertation submitted today entitled: “EXPLICIT READING STRATEGY INSTRUCTION FOR VIETNAMESE NON-ENGLISH MAJOR TERTIARY STUDENTS” for the Degree of Doctor of Philosophy in theory and methodology in English language teaching, has been composed solely by myself and that it has not been submitted, in whole or in part, in any previous application for a degree, contains no material which has been accepted for the award of any other degree in any institute, college, or university, and previously published or written by another person, except where due reference is made in the text of the dissertation i ACKNOWLEDGEMENTS This paper and the research process behind it would not have been possible without the exceptional support of my supervisors, Doctor Nguyen Thi Bao Trang and Doctor Truong Bach Le, who provided instruction, feedback and encouragement to various steps of the study and to various versions of this dissertation with the support and words of wisdom I was exceptionally fortunate to have them as mentors for this work Their long- lasting patience, enthusiasm, knowledge and exacting attention to detail have been an inspiration and kept my work on track from my first encounter to the final draft of this paper They have devoted their heart and mind to support me, understood my difficulties, sympathized my circumstances and accompanied me to the end of the PhD journey Without their invaluable guidance and scholarly advice, this work would not have taken its final shape I would also like to extend my sincere gratitude to teachers, lecturers and professors of University of Foreign Languages and Foreign Studies, Hue University for patiently and wholeheartedly guiding me through the process required to complete my program of study Their support, encouragement, and willingness to serve as academic committee members were of huge benefit to me I also owe many thanks to my colleagues and best friends who offered me their generous assistance of review the tests, transcribing the interviews, translating the questionnaire, interviews and learning reflections and coding the data for double check Their ongoing support concerning the study contributed to my success A special mention also goes to my colleagues whose understanding, sympathy, and support were invaluable spiritual strength for me during the process of completing this work I am also immensely grateful to the non- English major students who took part in the intervention for both pilot and main study I am particularly indebted to my parents, my mother-in-law, my husband, my two sisters and my two children for their understanding, support and compassion throughout the years of study Without the constant financially and spiritually support of my parents and my mother-in-law, I hardly complete my PhD journey My heartfelt gratitude also goes to my husband for his spiritual support and empathy for my hard work and sometimes my irritation when I got stuck with the study I would like to express my special thanks to my daughter, Khanh Ngoc and my son, Tri Dung, for becoming more independent of their learning and tolerant of my various times of absence from family gatherings The love and encouragement of my family gave me strength and determination to complete the study ii Abstract The present study investigated the implementation of explicit reading strategy instruction for Vietnamese non-English major tertiary students It first explored the students‘ use of reading strategies in reading English level texts before and after the explicit strategy instruction (ESI) Also, it explored the students‘ perceptions of the instruction The study was a mixed-method design to explore how Vietnamese nonEnglish major students perceived the impacts of strategy instruction on reading comprehension Data were collected from forty-five non-English major students at a university in Vietnam by means of questionnaires, group interviews and learning reflections First, one questionnaire about reported reading strategies use was administered to 45 non-English major tertiary students in one class before the intervention Then the instruction was conducted for weeks in which students were taught explicitly previewing and predicting, skimming, scanning, guessing meaning of the unknown words from the context and summarizing strategies After the instruction, students completed the same questionnaire again Three semi-structured interviews were conducted in groups of three to four students, and thirty-nine learning reflections were collected to obtain in-depth information about the impact of the ESI The findings revealed that Vietnamese non-English major tertiary students used different reading strategy categories in reading English level texts from medium to high levels before the instruction Specifically, global strategies were preferred in the pre-reading stage whereas problem-solving and local strategies were reported to be used more frequently in the while- reading and post-reading stages After the instruction, they also reported using various reading strategies in four strategy categories namely problem- solving, global, support and local strategies from a medium to high frequency In addition, the ESI was perceived to be cognitively beneficial, through students‘ reported heightened awareness of using reading strategies in reading comprehension, expanded reading strategy repertoire, greater reading fluency, and higher reading score From a non-cognitive affective perspective, students reported that the ESI motivated them to read, and read with a higher level of confidence, and become more autonomous in reading in English The study offers implications for teachers, students and materials writers in teaching and learning the English reading skill in non-English major learning contexts and perhaps in other settings iii LIST OF ABBREVIATIONS CEFR : The Common European Framework of Reference for Languages EFL : English as a foreign language ESL : English as a second language L1 : First language/ the mother tongue L2 : Second language M : Mean (value) MOET N : Ministry of Education and Training : Number NFLP : Vietnam‘s National Foreign Languages Project QUAN : Quantitative QUAL : Qualitative SPSS : Statistical Package for the Social Sciences S.D : Standard deviation ESI : Explicit strategy instruction iv TABLE OF CONTENTS DEC LARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF ABBREVIATIONS iv TABLE OF CONTENTS v LIST OF TABLES ix LIST OF FIGURES x CHAPTER INTRODUCTION 1.1 Background context of the study 1.2 Rationale of the study 1.3 Purpose of the study and research questions 1.4 Scope of the Study 1.5 Significance of the study 1.6 Structure of the study CHA PTER LITERATURE REVIEW 2.1 Definitions of key terms 2.2 Reading and reading comprehension in a second language (L2) 10 2.2.1 Reading in a second language 10 2.2.2 Reading comprehension in a second language 11 2.3 Processes in L2 reading 13 2.3.1 Bottom-up model 13 2.3.2 Top-down model 14 2.3.3 Interactive model 15 2.4 Reading strategies 19 2.4.1 Definitions of reading strategies 19 2.4.2 The role of reading strategies 21 2.4.3 Categorizations of reading strategies 21 2.5 Strategy instruction and EFL reading 25 2.5.1 Strategy instruction 25 2.5.2 Rationale for the instruction 27 v 2.5.3 Explicit reading strategy instruction versus implicit reading strategy instruction 28 vi 2.6 Description of the strategy instruction procedures 29 2.6.1 Strategy instruction models 29 2.6.2 Strategy instructional process 31 2.6.3 The framework and focus of the instruction 33 2.6.4 Materials for the instruction 35 2.7 Previous research on reading strategies 36 2.7.1 Descriptive research 36 2.7.2 Experimental research 39 2.8 Summary of the chapter 46 CHAPTER RESEARCH METHODOLOGY 47 3.1 Research approach and research design 47 3.1.1 Research approach 47 3.1.2 Research design 49 3.2 Research Setting and Sample 51 3.2.1 Research setting 51 3.2.2 Participants 51 3.2.3 The role of the researcher 54 3.3 Research instruments 54 3.3.1 Questionnaire 55 3.3.2 Interview 60 3.3.3 Learning reflections 62 3.4 Research procedures 63 3.4.1 Phase:1 Pre instruction 64 3.4.2 Phase 2: The instruction 66 3.4.3 Phase 3: Post- instruction 67 3.5 Data analysis 70 3.5.1 Analysis of the questionnaire data 70 3.5.2 Analysis of interviews and learning reflections 70 3.6 Summary of the research methods 73 3.7 Ethical considerations 73 3.8 Validity 74 3.9 Reliability 75 3.10 Summary of the chapter 76 vii CHAP TER FINDINGS 77 4.1 Students‘ reported use of reading strategies before the explicit strategy instruction (ESI) 77 4.1.1 Overall use of reading strategies before the explicit strategy instruction (ESI) 77 4.1.2 Pre-reading strategies use 78 4.1.3 While-reading strategies use before instruction 81 4.1.4 Post- reading strategies use before instruction 83 4.2 Impact of the explicit reading strategy instruction 85 4.2.1 Impacts on the use of reading strategies as reported in the questionnaire 85 4.2.2 Students‘ perceptions on the impact of explicit strategy instruction 94 4.3 Summary of the chapter 111 CHAPT ER DISCUSSION 112 5.1 Students‘ use of reading strategies in reading English level texts before instruction 113 5.1.1 Overall reading strategy use before instruction 113 5.1.2 Pre- reading strategies use before instruction 114 5.1.3 While- reading strategies use before instruction 115 5.1.4 Post- reading strategy use before instruction 118 5.2 The impacts of the explicit reading strategy instruction 119 5.2.1 Impact on the use of reading strategies as reported in the questionnaire 119 5.2.2 Impact of the instruction on cognitive reading processes and affective values as reported from interviews and reflections 123 5.3 Summary of the chapter 130 CHAPT ER CONCLUSION AND IMPLICATIONS 132 6.1 Key Findings and Conclusion 132 6.2 Implications 134 6.2.1 Implications for teachers and classroom teaching 134 6.2.2 Implications for students 135 6.2.3 Implications for English materials writers 136 6.3 Contributions of the study 136 6.3.1 Theoretical contributions 136 viii