A study on difficulties in toeic reading comprehension for non english majored students at industrial university of ho chi minh city graduation thesis faculty of foreign languages

MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES - - GRADUATIONTHESIS A STUDY ON DIFFICULTIES IN TOEIC READING COMPREHENSION FOR NON-ENGLISH-MAJORED STUDENTS AT INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY STUDENT NAME: LE MINH THIEN PHUC ID NUMBER: 17020541 CLASS CODE: DHAV13B COHORT: 2017 - 2021 SUPERVISOR NAME: DINH THI HOA M.A HCMC, 05/2021 Lê Minh Thiên Phúc ID: 17020541 MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES - - GRADUATIONTHESIS A STUDY ON DIFFICULTIES IN TOEIC READING COMPREHENSION FOR NON-ENGLISH-MAJORED STUDENTS AT INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY STUDENT NAME: LE MINH THIEN PHUC ID NUMBER: 17020541 CLASS CODE: DHAV13B COHORT: 2017 - 2021 SUPERVISOR NAME: DINH THI HOA M.A HCMC, 05/2021 Dinh Thi Hoa M.A Lê Minh Thiên Phúc ID: 17020541 MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES - - Student name : Le Minh Thien Phuc ID Number : 17020541 Class Code : DHAV13B Cohort : 2017 - 2021 Supervisor Name : Dinh Thi Hoa M.A Student’s declaration: I declare that this graduation report is entirely my own work and does not involve in plagiarism or collusion It also has not been accepted as part of a submission to another purpose else where I accept heavy penalty for any cheating or plagiarism Date submitted : 09/06/2021 Signed : Le Minh Thien Phuc Word count : 8000 words Dinh Thi Hoa M.A Lê Minh Thiên Phúc ID: 17020541 ABSTRACT This study focuses on the difficulties faced by the non-english-majored students of Industrial University of Ho Chi Minh city in reading comprehension The purposes of the study were to find out the difficulties faced by students who are not English-majored in TOEIC reading comprehension and resolution for those challenges The method applied was descriptive quantitative, where the questionnaire were used as the instrument data collection methods The test consisted of 15 question items divided into three types of questions, which were vocabulary Index difficulty and percentage were used to analyze the data The result of the test showed that the majority of the first year students of IUH found difficulties including answering main idea, making inference, and locating reference questions The most difficult aspect that encountered by the students was finding main idea questions, because the located main idea was difficult to find In addition, based on the students’ responses in questionnaire, they mostly got difficulties in understanding vocabulary, poor mastery of grammar, the difficulty in understanding long sentences, lack of media learning, less support from the family, lack of knowledge of strategies in reading comprehension Keyword: TOEIC Reading, Reading comprehensive, Student's difficulties Dinh Thi Hoa M.A Lê Minh Thiên Phúc ID: 17020541 ACKNOWLEDGEMENTS This research has, in many senses, been accomplished with the help and encouragement of many people Therefore, I would like to express my deepest and humblest gratitude also warmest appreciation to the following people First and foremost, I would like to send my deepest gratitude to my ever supportive supervisor, Ms Đinh Thị Hoa M.A for her valuable guidance, constructive advice, and unconditional support during the time I tried to complete this thesis I would also express my huge thanks to all of my lecturers at Faculty of Foreign Languages, Industrial University of Ho Chi Minh City as their invaluable lectures and guidance laid the foundation for the fulfillment of this thesis I would also like to show my gratefulness to my colleagues who spent a great deal of time discussing some of the issues related to my research, offering their insights and perspectives as well as my students at Vietnam Maritime University in data collection process using survey questionnaire and semi-structured interview Dinh Thi Hoa M.A Lê Minh Thiên Phúc ID: 17020541 TABLE OF CONTENT CHAPTER 1: INTRODUCTION 1.1 Rationale of the study: 1.2 Research aims and research questions: 1.3 Scope of the study: CHAPTER 2: LITERATURE VIEW: Reading 1.1 The definition of Reading 1.2 Purposes of reading 1.3 Reading comprehension Reading TOEIC Test 2.1 TOEIC Test 2.2 The format of TOEIC Test: 2.3 Type of TOEIC Reading comprehension difficulties 10 2.3.1 Vocabulary 10 2.3.1.1 The topic of vocabulary 10 2.3.1.2 Synonym 11 2.3.2.1 Skimming 11 2.3.2 Difficulties with reading skills 11 2.3.2.2 Scanning 12 2.3.2.3 Extensive skill 12 2.3.2.4 Intensive skill 12 2.3.3 Time management 12 2.4 TOEIC reading comprehension strategies 13 2.5 Summary 15 CHAPTER 3: RESEARCH DESIGN 15 Dinh Thi Hoa M.A Lê Minh Thiên Phúc ID: 17020541 Research context 15 Participants 15 Research Methodology and research methods 15 Data analysis 17 CHAPTER 4: FINDINGS AND DISCUSSION 17 Findings 17 Discussion 28 2.1 Vocabulary 28 2.2 Reading skills 28 2.3 Time management 29 CHAPTER 5: CONCLUSION 29 Major findings of the research 29 1.1 For students who are non-major in English language, what are their difficulties in learning TOEIC Reading Comprehension? 29 1.2 How to improve the difficulties perceived by the non - English major students at Industrial University of Ho Chi Minh City in TOEIC Reading Comprehension? 30 Pedagogical implications 30 2.1 Implications for teachers 30 2.2 Implications for students 30 Limitations of the study 31 Recommendations for further related study 31 REFERENCES 31 APPENDICES 34 Dinh Thi Hoa M.A Lê Minh Thiên Phúc ID: 17020541 A STUDY ON DIFFICULTIES IN TOEIC READING COMPREHENSION FOR NONENGLISH-MAJORED STUDENTS AT INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY CHAPTER 1: INTRODUCTION 1.1 Rationale: When you want to know clearly about costume and culture of any country, first of all, it's necessary to understand about the language of that country As you recognize, today about 2/3 countries within the world use English as their maternal language So English doesn't only become popular but it's also a main international language In recent years, our economy is standing on the common development to integrate with countries everywhere the planet in order that English is getting more and more popular it's been taught in many general- educational schools we all know that teaching English is extremely important, many teachers, doctors are researching to seek out the teaching methods Which are the simplest for learners? To the teachers, generally and therefore the English teachers especially choosing appreciate methods suitable for the skills of scholars are vital TOEIC (Test of English for International Communication) has been the worldwide standard for measuring English skills of business Nowadays, quite 4.5 million people annually take TOEIC to advance their careers And, for quite 25 years, TOEIC test scores have helped thousands of Corporations, educational institutions and governments throughout the planet recruit, hire, and promote the foremost qualified candidates So the studying English for taking TOEIC is extremely important and necessary, a minimum of the beginners who often get difficulties in one among all types of TOEIC skills like Listening, Reading, Writing and Speaking As this paper will show the study on the difficulties in studying TOEIC Reading of non - English majors at Industrial University of Ho Chi Minh City 1.2 Research Aims and Research Questions: As above introduction, this study carry the hope to find out the difficulties perceived by the non English majors at Industrial University of Ho Chi Minh City in TOEIC reading at beginner level; the ways to improve Reading skills, and also to support students who are learning English to pass the difficulties in Reading To achieve this aim, the process of researching is guided by the following main research questions: For students who are non-major in English language, what are their difficulties in learning TOEIC Reading Comprehension? Dinh Thi Hoa M.A Lê Minh Thiên Phúc ID: 17020541 How to improve the difficulties perceived by the non - English major students at Industrial University of Ho Chi Minh City in TOEIC Reading Comprehension ? 1.3 Scope of the study There are many various material resources and researches while my personal experience is restricted Therefore, during this graduation paper, we want to specialize in finding the difficulties in studying TOEIC Reading of non - English majors at beginner level at Industrial University of Ho Chi Minh City and a few implications while teaching and studying this skill CHAPTER 2: LITERATURE REVIEW Reading 1.1 The definition of Reading Reading is a multifaceted process involving word recognition, comprehension, fluency, and motivation Learn how readers integrate these facets to make meaning from print (By Diane Henry Leipzig (2001) Reading is making meaning from print It requires that we: • • • Identify the words in print – a process called word recognition Construct an understanding from them – a process called comprehension Coordinate identifying words and making meaning so that reading is automatic and accurate – an achievement called fluency Most people consider reading as an easy, passive process that involves reading words during a linear fashion and internalizing their meaning one at a time But reading is actually a really complex process that needs an excellent deal of active participation on a part of the reader To get a far better sense of the complexity of reading, read what some experts within the field have said about the reading process: • • • Reading is a psycholinguistic guessing game It involves an interaction between thought and language Efficient reading does not result from precise perception and identification of all elements, but from skill in selecting the fewest, most productive cues necessary to produce guesses which are right the first time The ability to anticipate that which has not been seen, of course, is vital in reading, just as the ability to anticipate what has not yet been heard is vital in listening - Kenneth Goodman in Journal of the Reading Specialist (1967), p 126 Literacy practices are almost always fully integrated with, interwoven into, constituted as part of, the very texture of wider practices that involve talk, interaction, values, and beliefs – James Gee in Social Linguistics and Literacies (1996) What we read? The message is not something given in advance or given at all, but something created by interaction between writers and readers as participants in a particular communicative situation - Roy Harris in Rethinking Writing (2000), p 254 Dinh Thi Hoa M.A Lê Minh Thiên Phúc ID: 17020541 How to improve the difficulties perceived by the non - English major students at Industrial University of Ho Chi Minh City in TOEIC Reading Comprehension ? 1.3 Scope of the study There are many various material resources and researches while my personal experience is restricted Therefore, during this graduation paper, we want to specialize in finding the difficulties in studying TOEIC Reading of non - English majors at beginner level at Industrial University of Ho Chi Minh City and a few implications while teaching and studying this skill CHAPTER 2: LITERATURE REVIEW Reading 1.1 The definition of Reading Reading is a multifaceted process involving word recognition, comprehension, fluency, and motivation Learn how readers integrate these facets to make meaning from print (By Diane Henry Leipzig (2001) Reading is making meaning from print It requires that we: • • • Identify the words in print – a process called word recognition Construct an understanding from them – a process called comprehension Coordinate identifying words and making meaning so that reading is automatic and accurate – an achievement called fluency Most people consider reading as an easy, passive process that involves reading words during a linear fashion and internalizing their meaning one at a time But reading is actually a really complex process that needs an excellent deal of active participation on a part of the reader To get a far better sense of the complexity of reading, read what some experts within the field have said about the reading process: • • • Reading is a psycholinguistic guessing game It involves an interaction between thought and language Efficient reading does not result from precise perception and identification of all elements, but from skill in selecting the fewest, most productive cues necessary to produce guesses which are right the first time The ability to anticipate that which has not been seen, of course, is vital in reading, just as the ability to anticipate what has not yet been heard is vital in listening - Kenneth Goodman in Journal of the Reading Specialist (1967), p 126 Literacy practices are almost always fully integrated with, interwoven into, constituted as part of, the very texture of wider practices that involve talk, interaction, values, and beliefs – James Gee in Social Linguistics and Literacies (1996) What we read? The message is not something given in advance or given at all, but something created by interaction between writers and readers as participants in a particular communicative situation - Roy Harris in Rethinking Writing (2000), p 254 Dinh Thi Hoa M.A Lê Minh Thiên Phúc ID: 17020541 discipline and field of study 10 Conclusions & No logical recommendation conclusions are (10) reached Answers to research questions studied and discussion about them is almost entirely missing or it is unconnected from the perspective of the research The final summary in no way communicates the purpose and findings of the study The author demonstrates inadequate understanding of the strengths and weaknesses of his/her own research Referencing References are (5) of poor quality The format and layout are inconsistent and not in line with APA style Dinh Thi Hoa M.A of the discipline and field of study discipline and field of study The conclusions are partially logical The link between the conclusions and research questions is left somewhat unclear The final summary only partially communicates the purpose and findings of the study The author demonstrates quite adequate understanding of the strengths and weaknesses of his/her own research The conclusions are presented logically and answers to research questions are explained in a good manner The final summary communicates the purpose and findings of the study The author demonstrates adequate understanding of the strengths and weaknesses of his/her own research The referencing is in a proper manner, but the layout of the bibliography is consistent with APA style There are, however, a The referencing is in a proper manner and the layout of the bibliography is largely in line with APA style base of the discipline and field of study The conclusions are presented logically and answers to research questions are explained in a coherent manner The final summary is relevant and communicates the objectives and findings of the study The author demonstrates good understanding of the strengths and weaknesses of his/her own research The referencing is in a proper and extensive manner The format and layout of the bibliography are correct and 46 Lê Minh Thiên Phúc ID: 17020541 few inconsistencies in line with APA style Rubrics for Oral Presentation (10%) Item/ Weight Content (3) Performance (3) Dinh Thi Hoa M.A Unsatisfactory Developing Satisfactory Exemplary Organizational structure present but unclear with underdeveloped introduction, body and conclusion Transitions are awkward Organizational structure present clearly with introduction, body and conclusion A few transitions Appropriate organizational pattern used and easy to follow with developed introduction, understandable body part and satisfying conclusion Main points are smoothly connected with transitions Very little gestures or eye contact Monotone voice or insufficient volume Reading of notes only Speech is often unintelligible Little gestures or eye contact Monotone voice or insufficient volume Little poise Heavy reliance on notes Abundant oral fillers and nonverbal distractions Mispronunciatio Adequate use of gestures, eye contact, language, and voice Limited oral fillers and nonverbal distractions Uses a wide range of pronunciation features 10 Organizational pattern is compelling and moves audience through speech with ease Introduction draws in the audience and conclusion is satisfying Main points are clearly made and smoothly connected with transitions Effective use of gestures, eye contact, vivid language, and voice to add interest to speech Poised with use of notes for reference only No oral fillers and nonverbal 47 Lê Minh Thiên Phúc ID: 17020541 ns are frequent and cause some difficulty for the listener Time management (10minutes) (2) No regard for time constraints six or seven minutes above or below the allotted time Unable to respond many questions Questions response (2) Presentation given within four or five minutes above or below the allotted time Most questions are responded competently distractions Clear pronunciation Presentation given within two or three minutes above or below the allotted time Presentation given within time constraints (from 9-11 minutes) Nearly all questions are responded knowledgably and respectively All questions are responded knowledgably and respectively Rubrics for Supervisor’s Appraisal (10%) Item/ Unsatisfactory Developing Satisfactory Exemplary Weight 10 Communic Students show a weak Students show an Students show Students show a ation skill communication skill in adequate a good very good (2) meetings with the communication skill communication communication supervisor and group in meetings with the skill in members supervisor and group meetings with with the members the supervisor supervisor and and group group members skill in meetings members Punctuality Students are always late Students are Students are Students are (2) in meetings with the sometimes late in usually always punctual supervisor meetings with the punctual in in meetings with supervisor Dinh Thi Hoa M.A the supervisor 48 Lê Minh Thiên Phúc ID: 17020541 meetings with the supervisor Continuous Students show an Students show a Students show Students show a improveme unwilling attitude positive attitude a positive willing attitude nt towards assigned work, towards assigned attitude towards assigned (6) complete work late often work, complete towards work, complete and make no reference work late sometimes assigned work, work on time or from the supervisor and can make a complete work make alternative relevant reference on time or arrangement and from the supervisor make make a good alternative reference from arrangement the supervisor and make a good reference from the supervisor Dinh Thi Hoa M.A 49 Lê Minh Thiên Phúc ID: 17020541 Rubrics for Teamwork (10%) Rubrics for Supervisor’s Appraisal (5%) Rubrics for Peer Evaluation (5%) Rubrics for Supervisor’s Appraisal (5%) Student’s name: Lê Minh Thiên Phúc Item/ Weight Unsatisfactory Group Planning & Decision There is no planning & decision-making process, decisions are made by individuals Dinh Thi Hoa M.A Developing Satisfactory A procedure for planning & making decisions is established by the group, but it is not clear and/or it focuses on individuals The group establishes informal roles for each member The workload could be distributed more equally Scheduled meetings minutes Scheduled meetings are often recorded, minutes are rarely and the recorded, and the contribution of efforts are each team scattered members are NOT identified The group does not establish roles for each member Roles & and/or the Distribution workload is unequally distributed Meeting Minutes Student code: 17020541 A clear procedure for planning & making decisions in research work is informally established by all members of the group Exemplary 10 A clear procedure for planning & making decisions in research work is formally established by all members of the group The group establishes clear and formal roles for each member and distributes the workload equally The group establishes and documents clear and formal roles for each member and distributes the workload equally Scheduled meetings minutes are usually recorded and the contribution of each team members are identified Scheduled meetings minutes are always recorded and the contribution of each team members are identified 50 Lê Minh Thiên Phúc ID: 17020541 Rubrics for Teamwork (10%) Rubrics for Peer Evaluation (5%) Name of member: Lê Minh Thiên Phúc Item/ Weight Unsatisfactory Does not collect Contribution any relevant to the team information; no project useful suggestions to address team's ( 10 ) needs; Developing Satisfactory Collects information when prodded; tries to offer some ideas, but not well developed, and not clearly expressed, to meet team's needs; Does not perform assigned tasks; often misses Taking meetings and, responsibility when present, does not have anything (9) constructive to say; relies on others to the work; Performs assigned tasks but needs many reminders; attends meetings regularly but generally does not say anything constructive; sometimes expects others to his/her work Rarely listens to, shares with, and Working with supports the efforts others of others; often (9) uses inappropriate language; often is not a good team member Usually listens to others but sometimes does not pay much attention when others talk, and assumes their ideas will not work; Collects basic, useful information related to the research, occasionally offers useful ideas to meet the team's needs; Exemplary 10 Collects and presents to the team a great deal of relevant information; offers well-developed and clearly expressed ideas directly related to the group's topic Performs all assigned tasks; attends meetings regularly and usually participates effectively; Performs all tasks very effectively; attends all meetings and participates enthusiastically; Generally, listens to others' points of view; always uses appropriate and respectful language; tries to make a definite effort to understand others' ideas; Almost always listens to others and their ideas; helps them develop their ideas while giving them full credit Evaluator's name: Nguyễn Hoàng Thanh Phương Date of evaluation: 21/04/2021 Dinh Thi Hoa M.A 51 Lê Minh Thiên Phúc ID: 17020541 Rubrics for Teamwork (10%) Rubrics for Peer Evaluation (5%) Name of member: Lê Minh Thiên Phúc Item/ Weight Unsatisfactory Does not collect Contribution any relevant to the team information; no project useful suggestions to address team's (9) needs; Developing Satisfactory Collects information when prodded; tries to offer some ideas, but not well developed, and not clearly expressed, to meet team's needs; Does not perform assigned tasks; often misses Taking meetings and, responsibility when present, does not have anything (9) constructive to say; relies on others to the work; Performs assigned tasks but needs many reminders; attends meetings regularly but generally does not say anything constructive; sometimes expects others to his/her work Rarely listens to, shares with, and Working with supports the efforts others of others; often (9) uses inappropriate language; often is not a good team member Usually listens to others but sometimes does not pay much attention when others talk, and assumes their ideas will not work; Collects basic, useful information related to the research, occasionally offers useful ideas to meet the team's needs; Exemplary 10 Collects and presents to the team a great deal of relevant information; offers well-developed and clearly expressed ideas directly related to the group's topic Performs all assigned tasks; attends meetings regularly and usually participates effectively; Performs all tasks very effectively; attends all meetings and participates enthusiastically; Generally, listens to others' points of view; always uses appropriate and respectful language; tries to make a definite effort to understand others' ideas; Almost always listens to others and their ideas; helps them develop their ideas while giving them full credit Evaluator's name: Võ Quỳnh Như Date of evaluation: 21/04/2021 Dinh Thi Hoa M.A 52 6/15/2021 Bảng khảo sát khó khăn mà sinh viên không chuyên Anh IUH gặp phải phần Đọc hiểu (Part 7) thi TOEIC Bảng khảo sát khó khăn mà sinh viên không chuyên Anh IUH gặp phải phần Đọc hiểu (Part 7) thi TOEIC Chào người! Nhóm gồm Quỳnh Như, Thanh Phương, Minh Phúc sinh viên năm khoa Ngoại ngữ trường Đại học Công Nghiệp Như bạn biết, đến hẹn lại lên, deadline lại dí, nhóm cần phải hoàn thành luận văn để tốt nghiệp bước sang trang đầy sức sống Mục đích bảng khảo sát để thu thập liệu khó khăn mà bạn gặp phải phần thi Đọc hiểu (Part 7) thi TOEIC Mọi thông tin bạn yêu cung cấp hỗ trợ tụi nhiều luận văn Và nhóm cam đoan thứ hoàn toàn bảo mật Cảm ơn bạn dành thời gian tham gia khảo sát * Required Email * Bạn sinh viên năm mấy? * https://docs.google.com/forms/d/1FTIQQ5jstzLccIihaqm4g7Ez-bHG0b-DBpi2pqOOGT4/edit?ts=609f8ba3 1/8 6/15/2021 Bảng khảo sát khó khăn mà sinh viên khơng chun Anh IUH gặp phải phần Đọc hiểu (Part 7) thi TOEIC Bạn học tiếng Anh rồi? * Mark only one oval Từ đến năm Từ đến năm Từ đến năm Trên năm Kĩ tiếng Anh mà bạn thích nhất? * Check all that apply Nghe Nói Đọc Viết Bạn tham gia thi TOEIC chưa * Mark only one oval Chưa Thi lần Thi lần https://docs.google.com/forms/d/1FTIQQ5jstzLccIihaqm4g7Ez-bHG0b-DBpi2pqOOGT4/edit?ts=609f8ba3 2/8 6/15/2021 Bảng khảo sát khó khăn mà sinh viên khơng chun Anh IUH gặp phải phần Đọc hiểu (Part 7) thi TOEIC Bạn có thường xuyên gặp khó khăn làm Đọc hiểu khơng? * Mark only one oval per row Không Hiếm Thỉnh thoảng Luôn Nghĩa từ vựng Các kĩ đọc hiểu Thời gian làm Bạn nghĩ * Mark only one oval per row Rất dễ Dễ Bình thường Khó Rất khó từ vựng Đọc Hiểu TOEIC? từ đồng nghĩa sử dụng câu hỏi? https://docs.google.com/forms/d/1FTIQQ5jstzLccIihaqm4g7Ez-bHG0b-DBpi2pqOOGT4/edit?ts=609f8ba3 3/8 6/15/2021 Bảng khảo sát khó khăn mà sinh viên khơng chun Anh IUH gặp phải phần Đọc hiểu (Part 7) thi TOEIC Bạn thường gặp khó khăn với chủ đề từ vựng đây? (Có thể chọn nhiều đáp án) * Check all that apply Công nghệ Kinh tế Du lịch Sức khoẻ Giải trí Tuyển dụng Nhà hàng Nhà (chỗ ở) Văn phòng Bạn thường áp dụng kĩ làm đọc hiểu? (Có thể chọn nhiều đáp án) * Check all that apply Đọc lướt (Skimming) Đọc quét (Scanning) Đoán từ ngữ cảnh (Guessing) Suy luận (Inferring) https://docs.google.com/forms/d/1FTIQQ5jstzLccIihaqm4g7Ez-bHG0b-DBpi2pqOOGT4/edit?ts=609f8ba3 4/8 6/15/2021 10 Bảng khảo sát khó khăn mà sinh viên không chuyên Anh IUH gặp phải phần Đọc hiểu (Part 7) thi TOEIC Bạn cảm thấy kĩ đọc hiểu đây? * Mark only one oval per row Rất dễ Dễ Bình thường Khó Rất khó kĩ đọc lướt (Skimming)? kĩ đọc quét (Scanning)? kĩ đoán nghĩa từ ngữ cảnh (Guessing new word in the context)? kĩ suy luận? 11 Bạn có loại bỏ đáp án câu hỏi cách dựa vào từ vựng, câu từ hay ý nghĩa câu khơng * Mark only one oval Không Hiếm Thỉnh thoảng Luôn https://docs.google.com/forms/d/1FTIQQ5jstzLccIihaqm4g7Ez-bHG0b-DBpi2pqOOGT4/edit?ts=609f8ba3 5/8 6/15/2021 12 Bảng khảo sát khó khăn mà sinh viên không chuyên Anh IUH gặp phải phần Đọc hiểu (Part 7) thi TOEIC 10 Bạn có cảnh giác với câu trả lời “quá chung chung”, “quá cụ thể” câu hỏi nội dung đoạn đọc hiểu không? * Mark only one oval Không Hiếm Thỉnh thoảng Luôn 13 11 Bạn nghĩ độ dài phần thi đọc hiểu TOEIC? * Mark only one oval Rất dài Dài Bình thường Ngắn Rất ngắn 14 12 Khi làm điều khiến bạn tốn thời gian nhất? * Check all that apply Tìm ý đọc Cố gắng tìm đáp án cho câu hỏi khó Cố gắng dịch nghĩa từ khó đọc https://docs.google.com/forms/d/1FTIQQ5jstzLccIihaqm4g7Ez-bHG0b-DBpi2pqOOGT4/edit?ts=609f8ba3 6/8 6/15/2021 15 Bảng khảo sát khó khăn mà sinh viên khơng chuyên Anh IUH gặp phải phần Đọc hiểu (Part 7) thi TOEIC 13 Bạn thường dành thời gian để luyện tập kĩ đọc hiểu? * Mark only one oval Chỉ luyện tập học lớp Ít tiếng/ tuần Từ đến tiếng/ tuần Trên tiếng/ tuần 16 14 Bạn cảm thầy * Mark only one oval per row Khơng hấp dẫn Bình thường Hấp dẫn Rất hấp dẫn giáo trình, tài liệu học tập môn đọc hiểu giảng trường giáo viên 17 15 Vui lòng đề xuất số cách cải thiện kĩ đọc hiểu mà bạn biết? * https://docs.google.com/forms/d/1FTIQQ5jstzLccIihaqm4g7Ez-bHG0b-DBpi2pqOOGT4/edit?ts=609f8ba3 7/8 6/15/2021 Bảng khảo sát khó khăn mà sinh viên khơng chun Anh IUH gặp phải phần Đọc hiểu (Part 7) thi TOEIC This content is neither created nor endorsed by Google  Forms https://docs.google.com/forms/d/1FTIQQ5jstzLccIihaqm4g7Ez-bHG0b-DBpi2pqOOGT4/edit?ts=609f8ba3 8/8