Luận văn thạc sĩ obstacles and favourable materials for extensive reading on 9th graders at hoai hai lower secondary school = những khó khăn và tài liệu yêu thích cho việc đọc mở rộng của học sinh lớp 9 trường THCS hoài hải

MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY TRUONG THI BICH NGOAN OBSTACLES AND FAVOURABLE MATERIALS FOR EXTENSIVE READING ON 9TH GRADERS AT HOAI HAI LOWER SECONDARY SCHOOL Field: Theory and Methodology of English Language Teaching Code: 8140111 Supervisor: Assoc Prof Dr NGUYEN QUANG NGOAN BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƢỜNG ĐẠI HỌC QUY NHƠN TRƢƠNG THỊ BÍCH NGOAN NHỮNG KHĨ KHĂN VÀ TÀI LIỆU U THÍCH CHO VIỆC ĐỌC MỞ RỘNG CỦA HỌC SINH LỚP TRƢỜNG THCS HOÀI HẢI Ngành: Lý luận phƣơng pháp dạy học môn tiếng Anh Mã số: 8140111 Ngƣời hƣớng dẫn: PGS.TS Nguyễn Quang Ngoạn i STATEMENT OF AUTHORSHIP I confirm that the work presented in this research report has been conducted by myself Except where reference is made in the text of the thesis, no other person‟s work has been used without due acknowledgement in the thesis I confirm that this work is submitted in partial fulfillment for the M.A thesis in English at Quy Nhon University and has not been submitted elsewhere in any other form for the fulfillment of any other degree or qualification Quy Nhon, May 2022 Trƣơng Thị Bích Ngoan ii ACKNOWLEDGEMENTS Firstly, I would like to express my gratitude to my supervisor Assoc Prof Dr Nguyen Quang Ngoan who spent the valuable time on giving me instructions, advice, constructive comments, and encouragement This thesis would not have been completed if it had not been for my supervisor‟s great support Secondly, I would like to thank my colleagues who encouraged me and shared with me much experience in thesis writing Thirdly, I am also grateful for all the students in my class who participated in the study, giving me useful insight into the research problem Finally, thanks to all my family support, I was able to complete the thesis on time iii ABSTRACT The benefits of extensive reading (ER) have been convinced by much literature The employment of ER helps improve EFL learners‟ reading abilities and motivation However, there remain many questions of obstacles and favorable reading materials, confirmed by EFL learners These findings seemed to receive less scholarly attention, especially in Vietnamese context As an attempt to understand this research phenomenon, the current study employed a questionnaire and face-toface interview to gather the insights of 90 ninth graders at Hoai Hai Lower Secondary School They were invited to confirm obstacles and favorable materials for extensive reading within the semester Five voluntary interviewees expressed their perspectives later on these findings The results revealed major obstacles to the students‟ extensive reading practice were the limited command of language, low reading motivation, poor reading comprehension abilities, limited cultural or world knowledge, lack of reading resources, and lack of technological support The favourable materials were ones related to school exams and students‟ needs The students were particularly interested in their own favorite topics, and this motivation decreased when they had to read teachers‟ assigned reading materials This study, therefore, may give specific ideas for local EFL teachers to adapt language materials suited to students‟ needs, in the hope that they could improve their reading comprehension abilities and motivation in the future Key words: extensive reading, reading comprehension, reading motivation iv TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii ABBREVIATIONS AND CONVENTIONS vi LIST OF TABLES vii CHAPTER 1: INTRODUCTION 1.1 Rationale 1.2 Aims of the study and research questions 1.3 Scope of the study 1.4 Significance of the study 1.5 Organization of the study CHAPTER 2: LITERATURE REVIEW 2.1 Reading 2.1.1 Definitions of reading 2.1.1 Extensive reading 10 2.2 Approaches to teaching reading in the second language classroom 12 2.3 Use of extensive reading in reading teaching 15 2.4 Possible difficulties of students in extensive reading 16 2.5 Previous studies on extensive reading in reading teaching 18 2.6 Summary 26 CHAPTER 3: RESEARCH METHODOLOGY 27 3.1 Research design 27 3.1.1 Case study 27 3.1.2 The current research design 28 3.2 Data collection instruments 28 3.2.1 Questionnaire 28 v 3.2.2 Semi-structured interview 30 3.3 Sampling and participants 30 3.4 Data collection 31 3.4 Data analysis 31 3.5 Summary 32 CHAPTER FINDINGS AND DISCUSSION 33 4.1 Main findings 33 4.1.1 The obstacles 33 4.1.2 Favorable materials 42 4.2 Discussion 50 4.2.1 Research question one 50 4.2.2 Research question two 52 4.3 Summary 54 CHAPTER CONCLUSIONS AND RECOMMENDATIONS 55 5.1 Conclusions 55 5.2 Limitations 58 5.3 Recommendations 59 5.3.1 For local students 59 5.3.2 For local teachers 59 5.3.3 For future research 60 REFERENCES 62 APPENDICES vi ABBREVIATIONS AND CONVENTIONS ER Extensive reading EFL English as a foreign language vii LIST OF TABLES Table Title number Page number Table 4.1 Obstacles to extensive reading 33 Table 4.2 Reasons for the difficulties 38 Table 4.3 Favorable materials for extensive reading 42 Specific favorable extensive reading topics shared 48 Table 4.4 by the interviewees CHAPTER 1: INTRODUCTION Chapter one presents the introduction of the study This chapter discusses five parts, namely rationale, the aim of the study and research question, the scope of the study, the significance of the study, and the outline of the study 1.1 RATIONALE Researchers have proven reading to be an essential skill in our life when it keeps our mind updated, healthy and bright during our lifetime Good reading skills are essential for effective daily communication, knowledge and skill acquisition, researching for academic purposes, business cooperation and operation, etc (Heilman, 1967; Grabe & Stoller, 2000) Watkins (2017) discussed reading as “incredible human achievements” that allow people to communicate “across both space and time” Reading is a complicated skill that can only be learned by continuous practice and effort of the people on the purpose of communicating, learning, or achieving knowledge Reading, together with writing, is the scale to evaluate a person‟s literacy: a proficient reader will have better opportunities in learning and working than others, and higher literacy is often linked to the reduction of poverty in many countries (Giovetti, 2020) Reading is one of the macro skills in language teaching and learning and is highly evaluated by educators, teachers, and students for its functions in students‟ study progress (Brown, 2001) The skills allow students to have efficient access to the wide knowledge that is communicated among different regions and areas, leading them along the pathway of broadening their horizons of life skills and knowledge Students mastering competent reading skills will find their gaining new knowledge and skills much easier and with 62 REFERENCES Afflerbach, P et al (2000) Balancing principles for teaching elementary reading Routledge Alyousef, H Suleiman (2005) Teaching reading comprehension to ESL/EFL learners The Reading Matrix, 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AP-4 PHIẾU ĐIỀU TRA (Bản tiếng Việt) Phiếu điều tra nhằm tìm hiểu thái độ em việc học đọc khó khăn em việc học đọc Rất mong hợp tác em Em có thích đọc mở rộng khơng (đọc thêm/ngồi)?  khơng  có  khơng thích  thích Em có cho đọc mở rộng quan trọng hay khơng?  hồn tồn khơng đồng ý  đồng ý  khơng đồng ý  hồn tồn đồng ý  khơng chắn Vì đọc mở rộng quan trọng?  giúp cải thiện kỹ giải mã đọc  giúp cải thiện kỹ đọc lưu loát  giúp cải thiện kỹ từ vựng đọc  giúp cải thiện kỹ cấu trúc câu tính liên kết  giúp cải thiện kỹ lập luận kiến thức  giúp cải thiện kỹ ghi nhớ tập trung  giúp cải thiện kỹ đọc  bao gồm chủ đề mới, thời thượng thú vị  cung cấp cho em thơng tin kiến thức hữu ích Đâu khó khăn em đọc mở rộng (hãy chọn có)?  Em khơng thể trả lời câu hỏi mà em vừa đọc  Em không hiểu thứ tự logic đọc  Em khơng thể tóm tắt kể lại câu chuyện sau em đọc xong  Em nghĩa từ đơn  Em liên hệ câu đơn hay đoạn văn đọc với khiến AP-5 cho em hiểu em vừa đọc  Em hứng thú từ bỏ nhanh  Thầy cô hướng dẫn không đủ rõ ràng để em hiểu phải làm Ý kiến khác (hãy liệt kê): ………………………………………………………… …………………………………………………………………………………… Đâu (những) lý cho khó khan em việc đọc mở rộng?  Bài đọc khó để em hiểu  Từ vựng em hạn chế  Cấu trúc ngữ pháp em không đủ  Hướng dẫn thầy cô chưa đủ rõ ràng Ý kiến khác (hãy liệt kê): ……………………………………………………… ………………………………………………………………………………… Em nghĩ điều giúp em cải thiện việc đọc mở rộng tốt hơn?  học nhiều từ  luyện đọc nhiều  luyện đọc với hướng dẫn giáo viên  có kế hoạch dành cho mục tiêu đọc Ý kiến khác (hãy liệt kê): ……… …………………………………………… ………………………………………………………………………………… Đâu tài liệu đọc mà em thích?  có liên quan tới sách giáo khoa  khó đọc sách giáo khoa  đa dạng định hướng theo thi (ví dụ IELTS)  giao cho em với hướng dẫn rõ ràng giáo viên  chấm điểm tính vào điểm thái độ học tập em  chọn nhiều phương án thầy cô AP-6  dựa chủ đề mà học sinh hứng thú  bao gồm chủ đề mới, thời thượng thú vị  cung cấp cho em thơng tin kiến thức hữu ích Xin chân thành cảm ơn! II Interview What are three major difficulties you face with extensive reading? Why? - What are three main characteristics of your favorite materials for extensive reading? Why? - Nêu khó khăn mà em gặp phải đọc mở rộng? sao? Loại tài liệu mà em thích cho việc đọc mở rộng ? sao? -