The effect of extensive reading on reading performance and vocabulary development at ton duc thang university a thesis submitted in partial fulfillment of the requirements for the degree of master of arts in tesol

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY ∞0∞ TRAN TU TRINH THE EFFECT OF EXTENSIVE READING ON READING PERFORMANCE AND VOCABULARY DEVELOPMENT AT TON DUC THANG UNIVERSITY Major: Teaching English to Speakers of Other Languages Major code: 14 01 11 MASTER THESIS MASTER OF ARTS IN TESOL Supervisor: Assoc Prof Dr PHAM VU PHI HO, Ph.D HO CHI MINH CITY, 2021 TRƯỜNG ĐẠI HỌC MỞ THÀNH PHỐ HỒ CHÍ MINH KHOA ĐÀO TẠO SAU ĐẠI HỌC CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập – Tự – Hạnh phúc GIẤY XÁC NHẬN Tôi tên là: Trần Tú Trinh Ngày sinh: 27/08/1993 Nơi sinh: Bạc Liêu Chuyên ngành: TESOL Mã học viên: 1781401110039 Tôi đồng ý cung cấp tồn văn thơng tin luận văn tốt nghiệp hợp lệ quyền cho Thư viện trường đại học Mở Thành phố Hồ Chí Minh Thư viện trường đại học Mở Thành phố Hồ Chí Minh kết nối tồn văn thơng tin luận văn tốt nghiệp vào hệ thống thông tin khoa học Sở Khoa học Cơng nghệ Thành phố Hồ Chí Minh Ký tên (Ghi rõ họ tên) Trần Tú Trinh CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập – Tự – Hạnh phúc Ý KIẾN CHO PHÉP BẢO VỆ LUẬN VĂN THẠC SĨ CỦA GIẢNG VIÊN HƯỚNG DẪN Giảng viên hướng dẫn: PGS.TS PHẠM VŨ PHI HỔ Học viên thực hiện: TRẦN TÚ TRINH Lớp: MTESOL017A Ngày sinh: 27/08/1993 Nơi sinh: Bạc Liêu Tên đề tài: The Effect of Extensive Reading on Reading Performance and Vocabulary Development at Ton Duc Thang University Ý kiến giáo viên hướng dẫn việc cho phép học viên bảo vệ luận văn trước Hội đồng: Học viên Trần Tú Trinh nghiêm túc việc học nghiên cứu Em Trinh chủ động việc Nghiên cứu, biết tìm tịi học hỏi, có tiềm Luận văn em Trinh tốt đạt yêu cầu để bảo vệ Tốt nghiệp Thạc sỹ Thành phố Hồ Chí Minh, ngày tháng năm 2021 Người nhận xét PGS TS Phạm Vũ Phi Hổ i STATEMENT OF AUTHORSHIP I certify that this thesis entitled “The effect of extensive reading on reading performance and vocabulary development at Ton Duc Thang University” is my own work I hereby declare that I am the sole author for this work Except where reference is made in the texts of the thesis, this thesis does not contain materials published elsewhere or extracted in whole or in part from a thesis by which I have qualified for or been awarded another degree or diploma No other person’s work has been used without due acknowledgement in the main text of the thesis This thesis has not been submitted for any degree or diploma in any other tertiary institution Ho Chi Minh City, September, 2021 Tran Tu Trinh ii ACKNOWLEDGEMENT Firstly, I would like to show my gratitude towards Assoc Prof Pham Vu Phi Ho, Ph.D., my thesis instructor, for giving me valuable advice and guidance in the process of conducting my thesis Moreover, I would like to thank him for being patient and enthusiastic to answer my inquiries Secondly, I would like to say thank you to the center for offering me the opportunities to conduct the research and the students involved in the study for their cooperation Without them, I would not have completed my study Furthermore, I would like to thank my friends for encouraging and supporting me during the process of doing research Last but not least, I would send big thanks to my mother for encouraging and motivating me to complete my research iii ABSTRACT This study investigates the effects of extensive reading on EFL students’ reading proficiency, vocabulary acquisition and students’s attitude towards reading at Ton Duc Thang University The study was conducted over a period of 10 weeks, employing a quasiexperimenatal research design There were a total of 58 participants, assigned in two groups: control group (CG) (n = 30) and experimental group (EG) (n = 28) While the control group received intensive reading instruction, the experimental group received intensive reading in class and extensive reading as a supplementary reading activity outside the classroom The extensive reading program was conducted by encouraging students to read the materials taken from Oxford Bookworm Library Pre-test, post-test, reading diary and semi-structured interview were employed as research instruments to collect data qualitatively and quantitatively The data was then entered into IBM SPSS Statistics 20.0 for analysis The findings of the study revealed that the experimental group showed a significantly higher performance in reading proficiency, vocabulary and reading attitude Some recommendations on how to implement extensive reading were raised at the last chapter for further research iv ABSTRACT (VIETNAMESE VERSION) Nghiên cứu nhằm khám phá ảnh hưởng phương pháp đọc mở rộng khả đọc, từ vựng thái độ sinh viên Tôn Đức Thắng việc đọc Nghiên cứu thực 10 tuần, sử dụng phương pháp nghiên cứu thực nghiệm Có tổng cộng 58 sinh viên tham gia nghiên cứu, chia làm nhóm: nhóm kiểm sốt (CG) (n=30) nhóm thực nghiệm (EG) (n=28) Trong nhóm kiểm sốt học theo phương pháp đọc chuyên sâu, nhóm thực nghiệm học theo hướng đọc chuyên sâu kết hợp đọc mở rộng Việc đọc mở rộng thực học Chương trình đọc mở rộng thực cách khuyến khích sinh viên đọc tài liệu lấy từ Oxford Bookworm Library Các kiểm tra đánh giá trước sau thực nghiệm, nhật ký đọc, vấn bán cấu trúc sử dụng làm công cụ nghiên cứu thu thập liệu theo hướng định tính định lượng Dữ liệu phân tích phần mềm SPSS phiên 20.0 Kết nghiên cứu cho thấy nhóm thực nghiệm có thành tích đọc từ vựng cao đáng kể so với với nhóm kiểm sốt Nhóm thực nghiệm có thái độ tích cực việc đọc Một số đề xuất cách thực phương pháp đọc mở rộng nêu chương cuối, nhằm phục vụ nghiên cứu sau LIST OF ABBREVIATIONS CG: Control Group EFL: English as a Foreign Language EG: Experiemental Group ER: Extensive Reading ESL: English as a Second Language FL: Foreign Language L2: Second Language PET: Preliminary English Test SD: Standard Deviation Sig.: Significance level SPSS: Statistical Package for the Social Sciences LIST OF TABLES Table Differences between CG and EG 48 Table Summary of participants’ information 48 Table 3 Learning topics for the course 51 Table Procedure of the study 55 Table Group Statistics on the reading pre-test of the control and experimental group………………………………………………………………… 68 Table Independent sample t-test on the reading pre-test of the control and experimental group 69 Table Paired samples statistics of reading pre- and post-test score of CG .70 Table 4 Paired samples t-test of the reading pre-test and post-test score of the control group .70 Table Paired Samples Statistics of the reading pre-test and post-test scores of the experimental group 71 Table Paired samples t-test of the reading pre-test and post-test scores of the experimental group 72 Table Group Statistics on reading post-test of the control and experimental group 73 Table Independent sample t-test on the reading post-test of the control and experimental group 73 Table Group Statistics on the vocabulary pre-test of the control and experimental group 75 Table 10 Independent samples t-test on the vocabulary pre-test of the control and experimental group 76 Table 11 Paired Samples Statistics of the vocabulary pre-test and post-test scores of the control group 77 Table 12 Paired Samples Test of the vocabulary pre-test and post-test scores of the control group .77 Table 13 Paired Samples Statistics of the vocabulary pre-test and post-test scores of the experimental group 78 Table 14 Paired Samples Test of the vocabulary pre-test and post-test scores of the experimental group 79 Table 15 Group Statistics on the vocabulary post-test of the control and experimental group 80 Table 16 Independent Samples t-test of the vocabulary post-test in the control and experimental group .80 Table 17 The average number of books students read per week 82 Table 18 The frequency of book reading in 10 weeks 83 Table 19 Number of books read by 10 interviewees 88 Table 20 General attitude towards ER 90 Table 21 Attitudes on ER topics 92 Table 22 The extent of confidence after ER 93 Table 23 Attitudes towards future reading 94 Table 24 Benefits of ER .96 Table 25 Benefits of writing a diary 97 Table 26 Benefits of reading aloud 99 Table 27 Benefits of group discussion 100 Table 28 Difficulties in reading stories in English 101 TRƯỜNG ĐẠI HỌC MỞ THÀNH PHỐ HỒ CHÍ MINH HỘI ĐỒNG CHẤM LUẬN VĂN THẠC SĨ CỘNG HOÀ XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự - Hạnh phúc Thành phố Hồ Chí Minh, ngày 27 tháng năm 2021 BIÊN BẢN HỘI ĐỒNG ĐÁNH GIÁ LUẬN VĂN THẠC SĨ CHUYÊN NGÀNH LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH Căn Quyết định số 1747/QĐ-ĐHM, ngày 10 tháng 09 năm 2021 Hiệu trưởng Trường Đại học Mở Thành phố Hồ Chí Minh việc thành lập Hội đồng đánh giá luận văn thạc sĩ chuyên ngành Lý luận phương pháp dạy học môn Tiếng Anh, Hội đồng tiến hành đánh giá luận văn thạc sĩ cho học viên vào chiều ngày 27 tháng năm 2021 hình thức trực tuyến qua Google Meet I Học viên: HỌ TÊN LUẬN VĂN GVHD KHÓA The Effect of Extensive Reading on Trần Tú Reading Comprehension and Vocabulary PGS.TS Phạm Trinh Development at Ton Duc Thang Vũ Phi Hổ 2017 University II Thành viên hội đồng chấm: thành viên - Chủ tịch Hội đồng: TS Nguyễn Thị Xuân Lan - Phản biện 1: TS Đặng Tấn Tín - Phản biện 2: TS Phạm Nguyễn Huy Hồng - Ủy viên: TS Nguyễn Vũ Phương - Thư ký: TS Dương Mỹ Thẩm Số thành viên có mặt: ……05…… Số thành viên vắng mặt: ………0…… Kết thúc buổi bảo vệ luận văn ngày 27/09/2021, Sau tổng kết phiếu đánh giá luận văn thạc sĩ, Hội đồng thống kết đánh giá luận văn cho học viên cụ thể sau: III Kết đánh giá luận văn: Điểm trung bình số Điểm trung bình chữ 7.1 seven point one IV Ý Kiến hội đồng: * Revise the thesis with the comments of all the committee members Main concerns: Chapter 1: Highlight differences in terms of the findings between the present study and the previous ones Clarify the measurement for reading skills and vocabulary => Remove the 2nd research question Provide more details for the rationale for the study Chapter 2: Link the concept ‘attitudes’ in the interview questions to the theoretical foundation Reidentify the research gaps (e.g., the characteristics of students and the EFL teaching and learning at TDTU concerning the research focus & research approaches) Chapter 3: Describe the out-of-class activities clearly (tasks, compulsory, requirements, etc.) Provide more information on reading diaries Remove the questionnaire Present how to analyze the qualitative data clearly Justify the results of the control group (i.e., no progress) V Thời hạn nộp luận văn chỉnh sửa theo yêu cầu HĐ: 01 tuần kể từ ngày bảo vệ luận văn Họ Tên: Chủ tịch: Ký tên: TS Nguyễn Thị Xuân Lan Phản biện 1: TS Đặng Tấn Tín Phản biện 2: TS Phạm Nguyễn Huy Hoàng Ủy viên: TS Nguyễn Vũ Phương Thư ký: TS TS Dương Mỹ Thẩm *Cán kiểm tra đối chiếu phiếu điểm ký tên xác nhận: Ho Chi Minh City Open University Graduate School Socialist Republic of Vietnam Independence - Freedom - Happiness REVIEWER’S COMMENTS ON MASTER THESIS Major: TESOL M.A Candidate: Trần Tú Trinh Class: MTESOL017A Thesis Topic: The Effect of Extensive Reading on Reading Performance and Vocabulary Development at Ton Duc Thang University M.A Candidate’s supervisor: Assoc Prof Dr Phạm Vũ Phi Hổ Thesis paper’s reviewer: Nguyễn Thị Xuân Lan DETAILS I THESIS REVIEWER’S COMMENTS This thesis of Ms Trần Tú Trinh worked out an important and actual topic The thesis was guided by some theoretical fundamentals relevant for the topic The author presents original ideas on the topic and aims at demonstrating critical thinking and ability to draw conclusions based on the knowledge of relevant theory and relevant empirical material Significantly, most literature is quoted relevantly and disposed with a representative bibliography References to books published by prestigious publishers and articles in renowned journals were given Regarding the research methods, most theoretical explanations, empirical material, and analytical tools used in this thesis relevant to the research question being investigated, and adequate to the aspiration level of the study The thesis topic comprehensively analyzed The author uses appropriate language and style, including academic format for quotations, figures and tables The text effectively refers to figures and tables, is easily readable and stimulates thinking except some spelling and typing mistakes However, there’s room for improvement, and the thesis would be much better if the author puts some more efforts into the following work Chapter 1: - Information for the problem statement is insufficient The rationale for the study did not argue convincingly, so it needs to be revised While the research investigates The Effect of Extensive Reading on Reading Performance and Vocabulary Development of students at Ton Duc Thang University, issues teaching and learning reading skills in the research context of Vietnam are not presented to figure out the problem Provide discussion on why extensive reading was chosen to investigate in this study, what aspects of this teaching method made it appropriate to teach reading skills to students in this particular setting Chapter 2: - Clarify exactly aspects of reading performance and vocabulary improvement the author assessed in this study, for they were not well described - Provide a critical argument for the research gap that helps shape the framework for the study The research gap presented in this study was not relevant to the previous discussion in the literature The reason to include qualitative design in the research was not discussed convincingly Chapter 3: - Describe in detail how teaching and learning are practiced in both control and experimental groups to indicate their similarities and differences - Describe how the level of difficulty of the pre-test and post-test is tested - Provide a description of how qualitative data was analyzed Chapter 4: - Consider analyzing data by different sources then discuss them by research questions to make it easier for readers to follow - Provide the reasons why many items in the questionnaire are not discussed in the study, and data collected from these items is not analyzed Chapter 5: - Revise the conclusion in the way that implementations and recommendations are supported by findings from the study References and citation: - Check through the intext citation and reference list to ensure the references have been marked in the text and the list of references is in line with the guidelines There are some shortcomings found in references and in the list of references II THESIS REVIEWER’S QUESTIONS (optional) Why is vocabulary split from reading comprehension? Why are vocabulary tests designed separately from reading tests? III CONCLUSION I recommend this Master thesis for the defense Ho Chi Minh City, September 27th 2021 THESIS REVIEWER Nguyễn Thị Xuân Lan Ho Chi Minh City Open University School of Graduate Studies Socialist Republic of Vietnam Independence - Freedom - Happiness REVIEWER’S COMMENTS ON MASTER THESIS Major: TESOL M.A Candidate: Trần Tú Trinh Class: MTESOL017A Thesis Topic: The Effect of Extensive Reading on Reading Performance and Vocabulary Development at Ton Duc Thang University M.A Candidate’s supervisor: Assoc Prof Dr Phạm Vũ Phi Hổ Thesis paper’s reviewer: Dr Đặng Tấn Tín DETAILS I THESIS REVIEWER’S COMMENTS: In terms of the urgency, scientific and practical contributions of the thesis The study looks at an important issue in the contemporary situation of English language learning in Vietnam It should be more suitable for the students who major in English-related programs than the sample described in this study The contribution of the study is very limited as there is no clear research gap identified by the study In terms of validity, reliability and feasibility of the thesis The tests used for measuring reading performance and vocabulary capacity should be alright on their own, but there should be clear justifications on how reading skills are different from vocabulary capacity and how this difference is reflected in these two sets of tests The descriptions of these tests are only about the format, which is not really the main concern of the study It is more important to explain what sub-skills of reading are measured in a test, for example The instrument for understanding attitude is not constructed from the relevant literature No validity check is conducted for this instrument Strengths and limitations of thesis regarding content, organization and format 3.1 Strengths The presentation of the report is consistent with the conventional guidelines Necessary chapters are all included 3.2 Limitations The rationale of the study is so weak The advantage of extensive reading is very clearly presented, and there is no suitable reason for the current study to be conducted This is why the study does not generate any new finding The thesis does not show any difference between reading skill capability and vocabulary capability although the contribution of vocabulary to reading skills is inevitable There are several redundant sections in the literature review, while the review on the main focus of the study, namely effects of ER on reading skills, is very limited II THESIS REVIEWER’S QUESTIONS (optional) ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… III CONCLUSION (Please briefly state the completion degree of requirements of a M.A thesis, and confirm whether the thesis should be presented or not) Pass with minor revision Ho Chi Minh City, 27 September 2021 THESIS REVIEWER (Signature and Full name) Dr Đặng Tấn Tín Ho Chi Minh City Open University School of Graduate Studies Socialist Republic of Vietnam Independence - Freedom - Happiness REVIEWER’S COMMENTS ON MASTER THESIS Major: TESOL M.A Candidate: Trần Tú Trinh Class: MTESOL017A Thesis Topic: The Effect of Extensive Reading on Reading Comprehension and Vocabulary Development at Ton Duc Thang University M.A Candidate’s supervisor: Assoc Prof Dr Phạm Vũ Phi Hổ Thesis paper’s reviewer: Dr Phạm Nguyễn Huy Hoàng DETAILS I THESIS REVIEWER’S COMMENTS: In terms of the urgency, scientific and practical contributions of the thesis The candidate has good intentions in conducting this study Some findings are valuable towards the teaching and learning of reading at the tertiary education level In terms of validity, reliability and feasibility of the thesis The candidate presents quite extensively about the construction process of research design, the selection of data collection instruments, and the data collection itself However, the lack of control over extraneous variables may detract from the validity of findings from experiments The lack of an adequate discussion of the relationship between the two major constructs in this study, i.e “reading” and “vocabulary”, may also raise questions as to whether the candidate clearly understands what they plan to study Strengths and limitations of thesis regarding content, organization and format 3.1 Strengths The research design is reasonable The tools of pre-test and post-test are well described Some findings are of interest, and valuable to the teaching and learning of reading 3.2 Limitations The research gaps could be justified better The relationship between “reading” and “vocabulary” is not clearly described, and the decision to study them separately (in RQ and RQ 2) should be justified The definitions in this study for the constructs studied should be presented, and clearly communicated to the participants in the tools used The information on what the control group is asked to outside class is not adequate Therefore, some conclusions are not well-based II THESIS REVIEWER’S QUESTIONS (optional) ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… III CONCLUSION (Please briefly state the completion degree of requirements of a M.A thesis, and confirm whether the thesis should be presented or not) This thesis is accepted with some revisions Ho Chi Minh City, 27/09/2021 THESIS REVIEWER Dr Phạm Nguyễn Huy Hoàng Ho Chi Minh City Open University School of Graduate Studies Socialist Republic of Vietnam Independence - Freedom - Happiness REVIEWER’S COMMENTS ON MASTER THESIS Major: TESOL M.A Candidate: Trần Tú Trinh Class: MTESOL017A Thesis Topic: The Effect of Extensive Reading on Reading Performance and Vocabulary Development at Ton Duc Thang University M.A Candidate’s supervisor: Assoc Prof Dr Phạm Vũ Phi Hổ Thesis paper’s reviewer: Nguyễn Vũ Phương, PhD DETAILS I THESIS REVIEWER’S COMMENTS: In terms of the urgency, scientific and practical contributions of the thesis The study on “the effects of extensive reading on EFL students’ reading proficiency, vocabulary acquisition and students’s attitude towards reading at Ton Duc Thang University” follows the tradition of studying the impact of extensive reading on student reading achievement However, the research gap was not well defined and justified In terms of validity, reliability and feasibility of the thesis There is a description of what was taught for the control group and the experimental group, but it did not describe clearly what was exercised in intensive reading vs what was exercised in intensive reading plus extensive reading Then, it appears that the data from the four instruments was not used properly to answer the research questions Strengths and limitations of thesis regarding content, organization and format 3.1 Strengths It used multiple data collection instruments ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… 3.2 Limitations The thesis lacks convincing rationale for the study The justifcation for the research methodology is not convincing There appears to be overlap in what you aimed to measure, namely reading comprehension and vocabulary The data from the four instruments was not triangulated to answer the research questions There may be other factors that affects the control group in reading comprehension II THESIS REVIEWER’S QUESTIONS (optional) How did you analysis the qualitative data? How was the findings from the qualitative data used to complement the weaknesses of the quantitative data? III CONCLUSION (Please briefly state the completion degree of requirements of a M.A thesis, and confirm whether the thesis should be presented or not) The thesis meets the requirements for an M.A degree Ho Chi Minh City, (date) 27 (month) 09 (year) 2021 THESIS REVIEWER (Signature and Full name) Nguyễn Vũ Phương Ho Chi Minh City Open University School of Graduate Studies Socialist Republic of Vietnam Independence - Freedom - Happiness REVIEWER’S COMMENTS ON MASTER THESIS Major: TESOL M.A Candidate: Trần Tú Trinh Class: MTESOL017A Thesis Topic: The Effect of Extensive Reading on Reading Performance and Vocabulary Development at Ton Duc Thang University M.A Candidate’s supervisor: Assoc Prof Dr Phạm Vũ Phi Hổ Thesis paper’s reviewer: Dr Dương Mỹ Thẩm DETAILS I THESIS REVIEWER’S COMMENTS: In terms of the urgency, scientific and practical contributions of the thesis ………………………………………………………………………………………………… ………………………………………………………………………………………………… In terms of validity, reliability and feasibility of the thesis ………………………………………………………………………………………………… ………………………………………………………………………………………………… Strengths and limitations of thesis regarding content, organization and format 3.1 Strengths • Triangulation • Well-structured organization 3.2 Limitations • Add the conceptual framework for the study • Be consistent in using the terms such as ‘reading comprehension’, ‘reading performance”, and ‘reading comprehension performance’ • Follow APA style for the in-text citations and references consistently • Provide problems relating to extensive reading (ER) and English reading comprehension teaching and learning at the current research setting – Ton Duc Thang University II THESIS REVIEWER’S QUESTIONS (optional) What you mean by the term “headwords”? Headword refers to a word that forms a heading in a dictionary, under which its meaning is explained (Oxford dictionary) ER is the focus of your study, but it is just an out-of-class activity How could you control the confounding/extraneous variables that may influence the dependent variables (reading performance and vocabulary acquisition)? If you cannot justify this point, readers may doubt the conclusions that the students’ reading performance or vocabulary acquisition improvement was attributed to ER III CONCLUSION (Please briefly state the completion degree of requirements of a M.A thesis, and confirm whether the thesis should be presented or not) ………………………………………………………………………………………………… ………………………………………………………………………………………………… ……………………………………………………………………………………… Ho Chi Minh City, September 27th, 2021 THESIS REVIEWER (Signature and Full name) Duong My Tham, PhD Chương 1, mục 1.1, trang 1,2 Chương 2, mục 2.1.1, trang Link the concept “attitude” Provide more details for the rationale of the study Link the concept “attitude” in the interview questions to the theoretical foundation 65 Chương 3, mục 3.7, trang Chương 1, mục 1.4, trang 2nd research question was Remove the 2nd research question findings Chương 4, mục 4.5.2, trang in Trang, mục to the theoretical in the interview questions the rationale of the study Provide more details for removed and the previous ones Appendix, trang 146 1,2 Chương 1, mục 1.1, trang between the present study 105, 106 the differences 1,2 of Highlight Nội dung chỉnh sửa between the present study and the previous ones Trang, mục Những điều chỉnh sửa Chương 1, mục 1.1, trang terms Nội dung Những điều cần chỉnh sửa theo góp ý Hội Đồng Highlight differences in terms of the findings STT Tên Đề Tài: The effect of extensive reading on reading performance and vocabulary development at Ton Duc Thang University Tên Học viên: TRẦN TÚ TRINH CỘNG HOÀ XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập – Tự – Hạnh phúc BIÊN BẢN ĐIỀU CHỈNH THEO Ý KIẾN GÓP Ý CỦA HỘI ĐỒNG (Bảo vệ ngày 27/09/2021) TRƯỜNG ĐẠI HỌC MỞ THÀNH PHỐ HỒ CHÍ MINH KHOA ĐÀO TẠO SAU ĐẠI HỌC Providing more information on reading diaries Remove the questionnaire The information on what the control group is 52,53 (tasks, compulsory, requirements, etc) removed Chương 3, mục 3.4.4, trang Provide more information 81-88 Chương 4, mục 4.3, trang 65 Chương 3, mục 3.7.2, trang 60 Chương 3, mục 3.5.4, trang The questionnaire was diaries Chương 3, mục 3.4.4, trang 52, 53 51, 52 information on reading Chương 3, mục 3.4.3, trang 54 Chương 3, mục 3.4.3, trang Providing more etc) compulsory, requirements, activities clearly (tasks, Chương 3, mục 3.4.3, trang Describe the out-of-class research research TDTU Describe the out-of-class activities clearly approaches) & the concerning focus at learning Chương 3, mục 3.4.3, trang the 44, 45 and the EFL teaching and (e.g., research Chương 2, mục 2.6, trang focus & research approaches) gaps the characteristics of students 44, 45 characteristics of students and the EFL teaching Reidentify and learning at TDTU concerning the research Chương 2, mục 2.6, trang Reidentify the research gaps (e.g., the foundation 10 control group’ on out-of-class tasks in the Nhận xét GVHD PGS TS Phạm Vũ Phi Hổ Nguyễn Thị Thanh Hà 62 qualitative data clearly Chương 3, 3.5.4, trang 63 55 Trần Tú Trinh Tên học viên Chương 3, mục 3.5.5, trang Present how to analyze 53 Nhận xét Hội đồng Present how to analyze qualitative data clearly asked to outside the class is not adequate ... extensive reading and establish a good reading habit 5) The purpose of reading is usually related to pleasure, information and general understanding In an extensive reading approach, learners are encouraged... Coady, 1999: 182) approach, which make a contribution to vocabulary acquisition and reading at the same time Extensive reading also has an influence on learner’s reading attitudes and the fact... understand a passage Search is the effort to find the required information, such as looking up the dictionary to know the meaning of that word Evaluation is the action of finding and deciding the