The impact of reading skills on the effectiveness of foreign languages learning of juniors at hanoi open university

  BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC MỞ HÀ NỘI BÁO CÁO TỔNG KẾT ĐỀ TÀI NGHIÊN CỨU KHOA HỌC CỦA SINH VIÊN THE IMPACT OF READING SKILLS ON THE EFFECTIVENESS OF FOREIGN LANGUAGES LEARNING OF JUNIORS AT HANOI OPEN UNIVERSITY Thuộc nhóm ngành khoa học: Nhân văn Hanoi, 2023   BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC MỞ HÀ NỘI BÁO CÁO TỔNG KẾT THE IMPACT OF READING SKILLS ON THE EFFECTIVENESS OF FOREIGN LANGUAGES LEARNING OF JUNIORS AT HANOI OPEN UNIVERSITY Thuộc nhóm ngành khoa học: Nhân văn Sinh viên thực hiện: Lương Thị Huyền Trang, Trần Khánh Dịu Nam, Nữ: Nữ  Nguyễn Tuấn Sang Lớp, khoa: K26A1, Khoa Tiếng Anh Nam, Nữ: Nam Năm thứ: / Số năm đào tạo:  Ngành học: Ngôn ngữ Anh  Người hướng dẫn: TS Lê Phương Thảo Hanoi, 2023   BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC MỞ HÀ NỘI THÔNG TIN KẾT QUẢ NGHIÊN CỨU CỦA ĐỀ TÀI Thông tin chung: - Tên đề tài: THE IMPACT OF READING SKILLS ON THE EFFECTIVENESS OF FOREIGN LANGUAGES LEARNING OF JUNIORS AT HANOI OPEN UNIVERSITY - Sinh viên thực hiện: Lương Thị Huyền Trang Trần Khánh Dịu  Nguyễn Tuấn Sang - Lớp: K26A01 Khoa: Tiếng Anh Năm thứ: Số năm đào tạo: Người hướng dẫn: TS Lê Phương Thảo   Mục tiêu đề tài:  Nghiên cứu thực giúp sinh viên năm ba khoa Tiếng Anh, trường đại học Mở Hà Nội hiểu rõ phương pháp đọc mối quan hệ kĩ đọc với kĩ ngơn ngữ khác, từ vận dụng kỹ đọc thông qua phương pháp Before reading- While reading- After reading để học kỹ đọc cách hiệu việc học ngoại ngữ, cụ thể ngôn ngữ tiếng Anh Chúng hy vọng nghiên cứu đóng góp cho dạy học ngơn ngữ Tính sáng tạo: - Đưa hiểu biết sâu về phương pháp đọc hiểu   - Giúp sinh viên năm ba khoa Tiếng Anh, trường Đại học Mở Hà Nội học kỹ đọc qua phương pháp Before reading- While reading- After reading khi đọc cách hiệu cải thiện kỹ đọc sinh viên năm ba Kết nghiên cứu:  Nghiên cứu khái niệm phương pháp đọc Before reading- While reading- After reading đọc Ngồi ra, nghiên cứu cịn nguồn tài liệu hữu ích cho người gặp khó khăn việc học từ vựng tiếng Anh Bên cạnh đó, chúng tơi đưa giải pháp để giúp người học nâng cao kỹ đọc thông qua phương  pháp đọc Before reading- While reading- After reading Đóng góp mặt kinh tế - xã hội, giáo dục đào tạo, an ninh, quốc phòng khả áp dụng đề tài: Mặc dù ngày có nhiều quan tâm tới vai trò việc đọc mở rộng việc học ngoại ngữ, chưa có nghiên cứu nói việc áp dụng  phương pháp đọc Before reading- While reading- After reading vào việc cải thiện kỹ đọc cho sinh viên năm ba, khoa Tiếng Anh, trường Đại học Mở Hà Nội Vì vậy, nghiên cứu bổ sung thiếu sót đó, việc đánh giá hiệu việc học kỹ đọc thông qua phương pháp đọc Before reading- While reading- After reading Việc dạy học cải thiện qua việc kết hợp phương pháp vào chương trình giảng dạy  Nghiên cứu nhằm thu hút quan tâm nhà nghiên cứu khác để thực  bài nghiên cứu tương tự Công bố khoa học sinh viên từ kết nghiên cứu đề tài (hoặc nhận xét, đánh giá sở áp dụng kết nghiên cứu (nếu có)    Ngày 07 tháng 04 năm 2023 Sinh viên chịu trách nhiệm thực đề (ký, họ tên) Lương Thị Huyền Trang Trần Khánh Dịu  Nguyễn Tuấn Sang Nhận xét người hướng dẫn đóng góp khoa học sinh viên thực đề tài (phần người hướng dẫn ghi):  Ngày 07 tháng 04 năm 2023 Người hướng dẫn (ký, họ tên)   BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC MỞ HÀ NỘI THÔNG TIN VỀ SINH VIÊN CHỊU TRÁCH NHIỆM CHÍNH THỰC HIỆN ĐỀ TÀI I SƠ LƯỢC VỀ SINH VIÊN : Họ tên: Lương Thị Huyền Trang Trần Khánh Dịu  Nguyễn Tuấn Sang Sinh ngày: 12 tháng 06 năm 2001 30 tháng 12 năm 2001 06 tháng 01 năm 2001  Nơi sinh: Bắc Giang Thái Bình Thanh Hố Lớp: K26A01   Khóa: 2019- 2023 Địa liên hệ: Nham Biền, Yên Dũng, Bắc Giang Minh Khai, Hưng Hà, Thái Bình  Nga Thuỷ, Nga Sơn, Thanh Hố   II Q TRÌNH HỌC TẬP (kê khai thành tích sinh viên từ năm thứ đến năm học): * Năm thứ 1:  Ngành học: Ngôn Ngữ Anh Khoa: Tiếng Anh Kết xếp loại học tập: Khá Sơ lược thành tích: * Năm thứ 2:  Ngành học: Ngôn ngữ Anh Khoa: Tiếng Anh Kết xếp loại học tập: Khá Sơ lược thành tích: * Năm thứ 3:  Ngành học: Ngôn ngữ Anh Kết xếp loại học tập: Khá Sơ lược thành tích: Khoa: Tiếng Anh    Ngày 07 tháng 04 năm 2023 Xác nhận trường đại học (ký tên đóng dấu) Sinh viên chịu trách nhiệm   thực đề (ký, họ tên) Lương Thị Huyền Trang Trần Khánh Dịu  Nguyễn Tuấn Sang   TABLE OF CONTENT CHAPTER 1: INTRODUCTION 1.1 Rationale of the study 1.2  Aims of the study 1.3 Scope of the study 1.4 Research questions 1.5 Methods of the study .3 1.6 Design of the study 1.7 Possible results CHAPTER 2: LITERATURE REVIEW .5 2.1 Review of previous studies .5 2.1.1 Previous studies on reading skills overseas 2.1.2 Previous studies on reading skills in Vietnam .7 2.2 Theoretical background 2.2.1 Definition of reading 2.3 Types of reading .10 2.4 Roles of reading in learning English .16 2.4.1 The roles of reading skills in developing vocabulary and grammar 16 2.4.2 The roles of reading skills in improving other language’s skills (speaking, listening and writing) 17 2.4.3 The roles of reading skills in widening background knowledge 18   2.5 Factors affecting reading skills 20 2.5.1 Internal factors .20 2.5.2 External factors 24 2.6 Summary of the chapter 26 CHAPTER 3: METHODOLOGY 27 3.1 Subject of the study 27 3.2 Data collection 27 3.2.1 Survey questionnaire 27 3.2.2 Class observation and discussion .27 3.3 Data analysis 28 3.3.1 Students’ attitude towards reading 28 3.3.2 Students’ problems in reading 35 3.3.3 Methods used by students to develop their reading skills 42 3.4 Findings 46 3.5 Summary of the chapter 46 CHAPTER 4: DIFFICULTIES IN THE READING SKILLS MET BY THE THIRD-YEAR STUDENTS OF THE FACULTY OF ENGLISH, HANOI OPEN UNIVERSITY AND SOLUTIONS SUGGESTED TO IMPROVE READING SKILLS FOR THE THIRD-YEAR STUDENTS OF THE FACULTY OF ENGLISH, HANOI OPEN UNIVERSITY 48 4.1 Difficulties in improving the reading skills met by the third year students of the Faculty of English, Hanoi Open University 48 4.2 Solutions to improve reading skills for the third-year students of the Faculty of  English, Hanoi Open University 49   readers remember details that they may have otherwise forgotten Additionally, if the reader comes across new terms, concepts or ideas, the notes will provide a reference point for later use  Next, note-taking is an active reading strategy that helps the reader stay focused and engaged throughout the text By doing so, the reader becomes an active participant in their learning process, rather than a passive receiver of information So that, taking notes during reading comprehension is essential to enhancing understanding, enhancing recall and retention of information, and facilitating critical thinking With practice, readers can develop excellent note-taking skills that will help them achieve success in their academic and professional pursuits Use a study guide Reading comprehension is an essential skill for anyone who wants to improve their  knowledge and understanding of a given subject But often, reading a book or article is  just the first step towards achieving this goal, as comprehension requires more than just reading or skimming through the text It requires careful and analytical reading, which is why using a study guide is highly recommended A study guide is an organized list of notes, questions, and prompts that help readers interpret and analyze a text effectively It can help readers to focus their thoughts, take notes, and engage more deeply with the text, which can lead to better comprehension One of the key benefits of using a study guide is that it encourages readers to actively engage with the text Instead of passively reading the words, readers are prompted to think critically about the author's message, the themes, and main ideas This type of active reading can help readers to retain more information and remember it for longer periods Furthermore, a study guide can also help readers to identify important information and key points in the text Sometimes, when reading a book or article, it can be easy to get lost in the details or to miss the main point A study guide can help readers to focus on what is important and to make connections between different parts of the text Using a study guide while reading comprehension can also help readers to develop important skills such as note-taking and analysis These skills are useful not only for  54   academic purposes but also for everyday life situations such as researching a topic or  reading a contract So, using a study guide during reading comprehension can be highly beneficial for readers It can help readers to actively engage with the text, identify key points and develop important skills So, the next time you pick up a book or article, consider using a study guide to help you get the most out of your reading experience 4.2.3 After-reading activities After-reading activities are essential to improve reading comprehension and retention among students These activities enhance a student's understanding of the material and  promote critical thinking and analysis Some after-reading activities include summarizing the main idea or key points of the reading, practicing reading exercises, discussing the reading with peers or the teacher, and making connections between the reading and  personal experiences or current events Write a summary After completing a reading comprehension exercise, it is recommended that readers should summarize what they have read in their own words Summarizing is an essential skill that involves condensing the main points and ideas in a text while leaving out unnecessary details Summarizing not only helps readers to comprehend the content better   but also helps them to retain the information for longer periods The process of summarizing starts by reading the text carefully and understanding the main idea or purpose of the text Then, readers should identify the key points and ideas to include in their summary The summary should be written in a few sentences or a  paragraph that accurately reflects the main points of the text Some benefits of summarizing include better understanding of the material, improved memory retention, and improved critical thinking skills Additionally, summarizing helps readers to identify the essential information in a text and distinguish it from irrelevant information It is an essential skill that can be applied in various aspects of life, such as note-taking during lectures, writing an essay or report, and even during casual conversations 55   Practice with reading exercises One effective way for readers to improve their comprehension skills is to practice regularly with reading exercises These exercises are designed to help readers better  understand the material they are reading, and can involve a variety of approaches One type of reading exercise is to read short passages or articles and then answer  questions about what was read This approach helps readers to focus on the key details and main ideas of the text Additionally, it provides an opportunity to practice identifying important information and distinguishing it from less relevant details Another type of exercise involves reading for specific purposes, such as summarizing, analyzing, or drawing conclusions from the information in a text These exercises can help readers to develop critical thinking and analytical skills, which are valuable in many areas of life It is important for readers to engage in reading exercises regularly and consistently in order to improve their comprehension skills By consistently practicing and applying the strategies learned through exercises, readers can improve their ability to understand and retain written information Lead a discussion Discussing with peers and teacher is a helpful activity It involves understanding, interpreting, and appreciating information presented in a written form However, reading comprehension can be challenging, especially for beginners or individuals who have not developed proper reading skills This is why peer and teacher discussions after reading comprehension are important One of the primary benefits of discussing reading comprehension with peers or teachers is that it helps to confirm or correct the understanding of the text Discussing the text with  peers or teachers enables individuals to learn different perspectives and interpretations of  a particular piece of literature, which enriches their understanding of the text Moreover, discussing reading comprehension with peers or teachers can also improve the communication and collaboration skills of the individuals involved Sharing ideas and opinions about a particular text facilitates open communication and collaborative 56    problem-solving, which are vital skills for success in various academic and professional fields Then, discussing reading comprehension with peers or teachers can help increase motivation and interest in reading Engaging in conversations and debates about different  pieces of literature can spark curiosity, stimulate creative thinking, and generate interest in exploring new ideas and concepts Re-read the text When we read through a passage for the first time, it can be easy to miss important details or misunderstand certain sections But by going back and re-reading the text, we have the opportunity to fill in any gaps in our understanding and gain a more complete view of the material Furthermore, re-reading can also help readers to pick up on nuances in the text that may have gone unnoticed the first time around For example, by re-reading a passage, we may notice the way that certain themes or ideas are developed throughout the text, or we may notice subtle changes in language and tone that reveal deeper meanings and insights Overall, by taking the time to re-read a text after reading comprehension, readers can ensure that they have truly absorbed and understood the material This practice can help to enhance both their critical thinking skills and their overall reading ability, making it an essential habit for anyone seeking to become a more effective and engaged reader Make connections to your self-experiences Making these connections can help readers see themselves within the story, which can make the experience more personal and meaningful For example, a reader who has gone through a difficult breakup may identify with a character who is going through a similar  situation By recognizing this connection, the reader can empathize with the character, understand their emotions, and possibly gain insight into their own experiences Moreover, making connections to self-experiences can also help readers reflect on their   beliefs, values, and experiences It is an opportunity for self-reflection and introspection, which can, in turn, lead to personal growth and development 57   These activities not only help students understand the material better but also enable them to reflect on what they've read and apply it to other situations The process of reading activities can also be a fun and engaging way to promote literacy skills and a lifelong love of reading 4.3 Changing the reading habits The reader should be actively engaged with the text, analyzing the content and actively seeking to understand the message of the text This can be achieved by asking questions such as, "What is the author trying to say?" or "What is the main idea of the text?" Active reading can also involve taking notes while reading, highlighting key phrases, and making connections between the content and one's personal experiences  Next, readers should develop the habit of reading with a purpose Reading with a purpose means that the reader has a specific goal in mind when reading For example, if the  purpose of the reading is to gain knowledge about a specific topic, the reader should focus on identifying key information related to the topic Reading with a purpose will not only improve comprehension but also increase motivation to read Then, readers should develop the habit of reading regularly Consistency is key when it comes to improving reading comprehension Readers should set aside a specific time every day for reading and stick to it It is also important to choose reading materials that are interesting and engaging, as this will motivate the reader to continue reading Furthermore, readers should learn to monitor their comprehension This means that the reader should be aware of their own understanding of the text and identify areas where they need to focus more attention This can be done by asking oneself questions such as, "What did I just read?" or "Do I understand what this means?" Additionally, readers should learn to self-check their comprehension Self-checking involves evaluating one's own understanding of the text by asking questions such as, "What did I learn from this?" or "Can I summarize the main idea of the text?" Self-checking will help the reader identify areas where they need more practice, and improve overall comprehension 58   In short, changing one's reading habits is crucial for improving reading comprehension Active reading, reading with a purpose, reading regularly, monitoring comprehension, and self-checking comprehension are all habits that can be developed through practice and consistency By implementing these habits, readers can not only improve their  comprehension but also increase their motivation and enjoyment of reading 4.4 Summary of the chapter Reading is essential for our mental, emotional and intellectual development The more we read, the more we gain knowledge, skills, and insights It is through reading that we can explore new worlds, learn new skills and ideas, and improve our overall well-being The  benefits of reading are numerous and far-reaching, regardless of what you read - novels,  biographies, magazines or newspapers One of the greatest benefits of reading is the improvement of our language and communication skills Reading can help improve vocabulary, grammar, syntax and  pronunciation, which leads to better communication and writing skills When we read a lot of materials on different topics, we not only learn new ideas and concepts but also new word-pairs and idioms that add value in our communication Becoming a better reader requires improving behavior and attitudes Readers have to understand their mistakes, so that they can learn to be a better reader Hopefully, the suggestions mentioned above to improve reading skills can help the third-year students read more effectively and gain more knowledge by practicing reading well 59   CHAPTER V: CONCLUSION 5.1 Conclusion In order to successfully receive information, reading comprehension abilities are crucial in daily life As a result, among the four talents, teaching and learning to read in English is regarded as the most challenging Also, English study has become increasingly common in Vietnam's colleges as a result of  the trend of regional and global economic integration Unfortunately, a lot of students struggle with reading, which makes it difficult to gather data, handle statistics well, and translate The goal of this study was to identify certain reading-related challenges faced  by first-year students at the Faculty of English, Hanoi Open University, and to offer some recommendations to assist them in developing their reading abilities The literature review at the beginning of the essay establishes the academic context for  the reading and the correlation among reading and other aspects when learning English The second chapter examines how third-year students are coping with their studies, improving their English reading abilities, and having trouble when reading through the surveys Chapter III offers reading tactics and approaches based on the analysis of the survey to assist students in overcoming obstacles and improving the effectiveness of their  reading By my research, I have discovered that many of the first-year students at the Faculty of  English, HOU, have a variety of issues that contribute to their poor reading abilities, including laziness, lack of focus, difficulties absorbing vocabulary, issues with grammatical structures, etc This study's sole aim is to assist students at our faculty in identifying their areas of weakness and choosing effective study strategies Nonetheless, learning to read well takes time, so pupils should have patience I did my best to complete the assignment inside the study's roughly forty pages I do, however, hope that readers would understand that some flaws are unavoidable If this study has any flaws, teachers and friends' feedback would be appreciated 60   5.2 Limitations and suggestions for further study It goes without saying that there must be some errors in this scientific research, and it has not gone as deeply as it should have due to the limitations of time and the lack of relevant reference materials in the topic under inquiry, as well as the difficulties the researchers faced The aforementioned explanations make it clear that there are still a number of  elements that require additional research 61   REFERENCES Vietnamese references  Nguyen (2022)   Metacognitive Strategies on Reading English Texts of Non-English  Majored Students. Dong Nai Technology University Overseas references  Anderson RC Anderson RC, Spiro RJ, and Montague WE (1977). Schooling and the acquisition of knowledg., The notion of schemata and the educational enterprise Arnold Gesell(1925). The Pedagogical Seminary and Journal of Genetic Psychology, Volume 32, Issue 2. Monthly Increments of Development in Infancy Dr Wan Fara Adlina Wan Mansor, Dr Mohamad Hassan Zakaria, Dr Adlina Abdul Samad, Dr Noor Aireen Ibrahim (2012). A Review on the Important Role of Vocabulary  Knowledge in Reading Comprehension Performance. Universiti Teknologi Malaysia Lee, J M., Clark, W W., and Lee, D M(1934). Measuring Reading Readiness Elementary School Journal GH Hildreth, NL Griffiths, ME McGauvran (1965) Metropolitan readiness tests:  Manual of directions. New York: Harcourt, Brace & World G Holderness, B Loughrey (1997). A Murphy. Taylor & Francis Harrison, M L., and Stroud, J B.(1950). The Har rison-Stroud Reading Readiness  Profiles Houghton Mifflin Company, Boston  Kendeou, P., Rapp, D N., & van den Broek, P (2003). The influence of reader’s prior  knowledge on text comprehension and learning from text  In R Nata (Ed.) Progress in Education Nova Science Publishers, New York Kendra R Tannenbaum,Joseph K Torgesen &Richard K Wagner (2009)  Relationships Between Word Knowledge and Reading Comprehension in Third-Grade Children. Taylor & Francis 10 LC Moll, C Amanti, D Neff, N Gonzalez (1992). Theory into practice Taylor & Francis 11 Richard R Day, Julian Bamford (1998). Extensive Reading in the Second Language Classroom. Cambridge 62   12 Robert T Rude (1973)   Readiness Tests: Implications for Early Childhood   Education. International Literacy Association 13 Scrivener, J (2005). Learning Teaching: A Guidebook for English Language Teachers Oxford: Macmillan 14 S Michaels (1981). Language in society. Cambridge 15 Stephen D Krashen (2004). The Power of Reading. Greenwood publishing group 16 T Barrett - A Melnick & J (1966). Taxonomy of the Cognitive and Affective  Dimensions of Reading Comprehension. Wisconsin Elementary 17 William E Nagy, Richard C Anderson, & Patricia A Herman (1987) Learning  Word Meanings From Context During Normal Reading. American Educational Research Journal 63   APPENDIX SURVEY QUESTIONNAIRE ON THE READING SKILLS How you find reading skills ? A Very difficult B A little bit difficult C Not difficult How you think about reading skills role? A Very important B A little bit important C Not important How about your reading academic level over the past year? A It was better  B It was unchanged C It was worse How much time you spend practicing English reading each day? A Less than 30 minutes B About hour  C More than hour  Do you find it easier to learn English if you have strong reading skills? A Absolutely yes B Sometimes C No 64   Have you noticed any correlation between your reading skills and your ability to have retain English vocabulary? A Absolutely yes B Sometimes C No Have you seen any improvement in your ability to understand written text in English as your reading skills have improved? A Absolutely yes B Not really C No Would you say that your reading skills have a greater impact on your spoken language skills or your written language skills in English? A Absolutely yes B Not really C No What types of reading exercises you find interesting? A Reading and answering multiple choices B Summarizing C Gap filling D Answering comprehension questions E Reading and choosing the main idea F True/False statements G Matching headings H Others 65   10 Have you ever struggled to learn English due to poor reading comprehension? A Absolutely yes B Sometimes C No 11 What types of reading exercises you find difficult? A Reading and answering multiple choices B Summarizing C Gap filling D Answering comprehension questions E Reading and choosing the main idea F True/False statements G Matching headings H Others 12 Which problems affect you when practicing English reading skills? A New words B Grammar structures C Background knowledge D Motivation E Others 13 Which sub-skills you often use while practicing reading? A Skimming B Scanning C Critical reading D Extensive reading E Active reading F Passive reading 66   14 What strategies you often use to improve your reading skills? A Improve your vocabulary B Make notes while reading C Use online resources D Build on existing knowledge E Write the summary of what you read F Break up the reading into smaller sections G Create questions and answer them yourself  H Use critical thinking while reading I Others 67   68