An effective way to teach reading comprehension to intermediate adult learners at asie (american south international english school)

VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES -o0o - VÕ THỊ MINH TRÍ AN EFFECTIVE WAY TO TEACH READING COMPREHENSION TO INTERMEDIATE ADULT LEARNERS AT ASIE ( AMERICAN SOUTH INTERNATIONAL ENGLISH SCHOOL) M.A THESIS IN TESOL A THESIS SUBMITTED IN PARTIAL FULFILLMENT of the requirements for the degree of MASTER OF ARTS (TESOL) Supervisor: NGUYỄN TIẾN HÙNG, Ph.D Ho Chi Minh City, 2007 CERTIFICATE OF ORIGINALITY I hereby certify my authorship of the thesis submitted today entitled: AN EFFECTIVE WAY TO TEACH READING COMPREHENSION TO INTERMEDIATE ADULT LEARNERS AT ASIE (AMERICAN SOUTH INTERNATIONAL ENGLISH SCHOOL) in terms of the statement of Requirements for Theses in Master’s Programs issued by the Higher Degree Committee This thesis has hot been submitted for the award of any degree or diploma in any other institution Ho Chi Minh City, April 2007 VÕ THỊ MINH TRÍ RETENTION AND USE OF THE THESIS I hereby state that I, Võ Thị Minh Trí, being the candidate for the degree of Master of TESOL, accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the University Library In terms of these conditions, I agree that the original of my thesis deposited in the University Library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the Library for care, loan or reproduction of theses Ho Chi Minh City, April 2007 VÕ THỊ MINH TRÍ ACKNOWLEDGEMENTS I would like to express my most sincere appreciation to my advisor Dr Nguyễn Tiến Hùng who has provided insightful discussion, invaluable comments in the preparation and completion of this thesis He has provided most generously his valuable time and professional guidance as an academic advisor for my thesis study My special thanks go to the organizers of this master course and all their staff members, who assisted me and/or offered me support throughout this entire process I am also very grateful to my thesis committee members for their support and feedback Without their time, their expertise, and feedback for my thesis, I would not have been able to complete my work I am greatly indebted to all my professors for their dedication and helpful instructions during my TESOL courses Finally, I am indebted to all the support that my family has so lovingly offered me I thank my parents, who have taken care of everything so that their daughter could concentrate all her effort on this thesis It is their love that has kept me going this far and their love that will keep me going further ABSTRACT “Learner-centered” has been the common term used in education internationally and domestically However, due to the lack of resources and research on this matter about adult learners in Vietnam, it is very difficult to create such environment in adult classes for teaching reading comprehension That is the reason why, as a teacher of English working at this foreign language center, the author of this thesis is interested in this matter and wishes to explore what intermediate adult learners need from their reading lessons at American South International English school (ASIE) The study gathers information of these learners’ needs in learning reading comprehension, then seeks and presents suggested solutions for effective reading lessons on the basis of TESOL Methodology To accomplish this, a descriptive study was carried out with data collected from a survey questionnaire of 104 intermediate adult learners and interviews with teachers of their classes A combination of qualitative and quantitative methods helps to achieve triangulation in action in order to gain good validity in the study The results obtained information about the learners ideas are in what will be taught, how it will be taught, when it will be taught and how it will be accessed in their reading comprehension lessons The major conclusions reached are: Adult learners’ needs in reading comprehension lessons can be met in a learner-center environment It is eclectic for the teachers to decide on proper pedagogical tools and activities in class to create such environment with reference to such needs TABLE OF CONTENTS Certificate of originality i Retention and use of the thesis ii Acknowledgements iii Abstract iv Table of contents v List of abbreviations xi List of tables .xii List of figures xiii CHAPTER INTRODUCTION 1.1 THE PROBLEM AND RATIONALE OF THE STUDY 1.2 AIMS OF THE STUDY, RESEARCH QUESTIONS AND OVERVIEW OF THE THESIS 1.3 OVERVIEW OF THE THESIS CHAPTERS CHAPTER LITERATURE REVIEW 2.1 READING IS NOT A SIMPLE PROCESS 2.1.1 What is reading comprehension? 2.1.2 Reading purposes and strategies 10 2.1.3 Reading process 13 2.2 PERSPECTIVES ABOUT FOREIGN LANGUAGE TEACHING AND LEARNING .15 2.2.1 Motivation is one of the key factors that influence the rate and success of foreign language learning .15 2.2.1.1 What is the success of a learning activity dependent on? 15 2.2.1.2 Which form of motivation is more powerful? 18 2.2.2 Sustaining motivation is one of the keys to the success of teaching 20 2.3 A LEARNER-CENTERED ENVIRONMENT IS ADAPTABLE TO MEET ADULT LEARNERS’ NEEDS IN READING COMPREHENSION LESSONS……23 2.3.1 Learner-centeredness in effective teaching 24 2.3.1.1 Defining learner-centeredness 26 2.3.1.2 How can the role of teachers be characterized in learner-centered classrooms? 27 2.3.2 Towards promoting an environment for learner-centered education in teaching reading comprehension to adult learners 27 2.3.2.1 How adults learn? 27 2.3.2.2 Adult learners’ needs 28 2.3.2.3 When are pedagogical methods most appropriate for adults? .29 2.3.2.4 To what extent are the learner-centered practices actually used by adult teachers of English in these adult classes? .29 2.4 SUMMARY 32 CHAPTER METHODOLOGY 35 3.1 AN OVERVIEW OF THE LEARNING AND TEACHING OF ADULT CLASSES AT ASIE 35 3.1.1 The learners 35 3.1.2 The teachers 36 3.1.3 The teaching and learning reading comprehension in the intermediate adult classes of ASIE 36 3.2 RESEARCH DESIGN 38 3.2.1 Research question 38 3.2.2 Research methodology 39 3.2.3 Materials 40 3.2.3.1 Questionnaires 40 3.2.3.2 Descriptive statistics for analyzing survey results 44 3.2.3.3 Interview 45 3.3 SUMMARY 47 CHAPTER RESULTS AND DISCUSSION 48 4.1 RESULTS FROM THE SURVEY AND THE INTERVIEW .48 4.1.1 Results from the survey .48 4.1.1.1 The respondents’ background 48 4.1.1.1.1 The learners’ genders 48 4.1.1.1.2 The learners’ ages 49 4.1.1.1.3 The learners’ occupation 50 4.1.1.2 The respondents’ view on learning reading comprehension 51 4.1.1.2.1 The role of reading comprehension 51 4.1.1.2.2 What need to be taught in a reading lesson 54 4.1.1.2.3 When reading comprehension is taught 56 4.1.1.2.4 How reading comprehension is taught 58 4.1.1.2.5 How reading comprehension is assessed 63 4.1.1.2.6 The learners ’comments on their reading lessons 64 4.1.2 Results from the interview…………………………………………………………… 69 4.1.2.1 Issues to consider when teaching reading comprehension to intermediate adult learners……………………………………………………………………………… 69 4.1.2.2 Methodology in teaching reading comprehension to intermediate adult learners 71 4.2 DISCUSSION ABOUT THE RESULTS OF THE SURVEY AND THE INTERVIEW 73 4.2.1 Discussion about the results of the survey .73 4.2.1.1 Motivating the intermediate adult learners in reading lessons 73 4.2.1.2 At the centre of a reading lesson are the intermediate adult learners 74 4.2.2 Discussion about the results of the interview 75 4.2.2.1 The difficulties the teachers have in sustaining their intermediate adult learners’ motivation when they teach reading comprehension 75 4.2.2.2 The teachers’ activities to sustain the learners motivation in reading comprehension 76 4.3 SUMMARY 77 CHAPTER SUMMARY OF MAIN FINDINGS, SUGGESTED SOLUTIONS, AND CONCLUSION 78 5.1 SUMMARY OF MAIN FINDINGS 78 5.2 SUGGESTED SOLUTIONS .82 5.2.1 Creating a clear picture of the goals and objectives 82 5.2.2 Using pair and group work in reading classes with a variety of learners’ backgrounds 83 5.2.3 Making reading materials closer to the learners’ needs and the objectives of the course 84 5.2.4 Time management in reading comprehension lessons 85 5.2.5 Teaching reading as a component of the four skills 86 Rất mong Anh/Chị vui lòng bớt chút thời gian trả lời câu hỏi sau cách đánh dấu (×) vào câu trả lời chọn Đối với câu hỏi mở, xin Anh/Chị ghi rõ vào khoảng trống chừa sẵn Những câu trả lời Anh/Chị quan trọng cho thành công đề tài Chúng sử dụng vào mục đích nghiên cứu xin hứa không tiết lộ thông tin cá nhân người trả lời Thông tin cá nhân Họ tên: _ Tuoåi: Nam  Nữ  Nghề nghieäp: _ 1) Phần thi cuối khóa theo Anh/ Chị khó nhất?  Ngữ pháp từ vựng  Đọc hiểu  Viết luận 2) Anh/ Chị dành nhiều thời gian cho phần:  Ngữ pháp từ vựng  Đọc hiểu  Viết luận 3) Anh/ Chị học kó đọc hiểu mục đích sau đây:  có thêm thông tin chủ đề ưa thích  biết thêm số kó để thực hoạt động sống  tham gia vào kịch, chơi trò chơi hay trả lời câu đố  liên lạc với bạn bè, người thân hay việc kinh doanh qua thư  để dự đoán việc xảy  để cập nhật tin tức thời  thích đọc để giải trí 107 4) Những chủ đề Anh/ Chị đề nghị để đọc thêm lớp: _ _ 5) Anh/ Chò thích học đọc hiểu vào lúc buổi học:  Đầu học  Giữa học  Cuối học 6) Ở lớp, Anh/ Chị thích học đọc hiểu khoảng thời gian:  30 phút  30 đến 60 phút  60 phút 7) Trong buổi học Anh/ Chị thích học kỹ đọc hiểu kết hợp với kỹ năng:  Nghe  Nói  Viết 8) Anh/ Chị thích học đọc hiểu   theo cặp  theo nhóm nhỏ (3 đến người)  theo nhóm lớn (trên người) 9) Anh/ Chị thích làm tập đọc hiểu nhà không?  Có ( _ giờ)  Không 108 10) Ở nhà, rèn luyện kỹ đọc hiểu, Anh/ Chị thích dành thời gian cho  Chuẩn bị cho học tới  Ôn lại học  Làm loại tập khác 11) Anh/ Chị thích tiến kỹ đọc hiểu đánh giá thông qua  kiểm tra viết  hoạt động nói lớp đọc hiểu vừa học  kiểm tra nghe có nội dung liên quan đến đọc hiểu  dịch có liên quan đến nội dung đọc hiểu  việc áp dụng kiến thức ngôn ngữ vừa học vào tình thực tiễn 12) Những đọc hiểu giáo trình học theo Anh/ Chị  đủ  cần thêm khác 13) Theo Anh/ Chị cách đọc hiểu sau giúp học tốt kó đọc hiểu  tập trung vào việc hiểu nghóa từ, cấu trúc ngữ pháp câu đọc  vận dụng kiến thức nền, khả phán đoán, lấy ý đọc lướt để hiểu đọc  áp dụng kiến thức hiểu từ đọc để giải tình  chủ động lập kế hoạch chiến lược đọc hiểu  kiểm tra, ôn lại học 109  tự ý thức bước tiến trình học đọc hiểu  phân tích lỗi trình học đọc hiểu cố gắng khắc phục 14) Anh/ Chị có nhận xét chung học đọc hiểu lớp:  thú vị phù hợp với mục đích  phù hợp với mục đích không thú vị  thú vị không phù hợp với mục đích  vừa không thú vị vừa không phù hợp với mục đích 15) Theo Anh/ Chị trở ngại lớn kỹ đọc hiểu gì? Nguyên nhân? _ _ _ Xin chân thành cảm ơn! APPENDIX Questionnaire for surveyed intermediate adult learners (English version) QUESTIONNAIRE Dear research participants, 110 This questionnaire aims at collecting data for a study entitled: “An effective way to teach reading comprehension to intermediate adult learners at ASIE (American South International English School)” Would you please read all the options and answer the questions by putting an ‘’ in the boxes next to them? To open questions, please write your answers in the space provided Your answers are very important to the success of the study All of them are used for research purposes only and we promise that your personal information will be kept confidentially Respondent’s name: _ Age: Male  Female  Occupation: _ 1) Which part of the final paper test is the most difficult to you?  Grammar and Vocabulary  Reading comprehension  Writing 2) You spend most of your time on:  Grammar and Vocabulary  Reading comprehension  Writing 3) You learn reading comprehension for which of the following purposes:  To obtain information for some purpose or because we are curious about some topic 111  To obtain instructions on how to perform some task for our work or daily life (e.g., knowing how an appliance works)  To act in a play, play a game, a puzzle  To keep in touch with friends by correspondence or to understand business letters  To know when or where something will take place or what is available  To know what is happening or has happened (as reported in newspapers, magazines, reports)  For enjoyment or excitement 4) What topics are you interested in learning reading in class: _ _ 5) When you like to learn reading in a lesson: 6)  At the beginning  In the middle  At the end How much time you need for reading comprehension in class:  Less than 30 minutes  From 30 to 60 minutes  Over 60 minutes 7) Which of the following skills you like to learn with reading comprehension:  With listening  With speaking  With writing 8) You prefer to learn reading comprehension  Alone 112  In pairs  In small groups (3 - people) 9) Do you like doing homework?  Yes ( _ hours)  No 10) To practice reading comprehension at home, you often  Prepare the next lesson  Review the previous lesson  Do other exercise given by your teacher  Others 11) You like your reading comprehension to be assessed through  A writing test for reading comprehension  Oral activities with the topic relating to that of the reading text  A listening test relating to what have been learnt from the reading exercise  A translation exercise relating to the contents of the reading text  Use the knowledge from the reading text for problem solving 12) According to you, the reading exercises provided by your cousebooks are  enough  not enough 13) Which of the following strategies can help you to improve your reading comprehension  Bottom-up strategy  Top-down strategy  Checking the outcome of any reading attempt in problem solving  Planning the next move in reading  Monitoring the effectiveness of any attempted action  Testing and revising what you have read 113  Evaluating your own strategies 14) Your comments on the reading lessons :  Interesting and good for your purpose  Not interesting but good for your purpose  Interesting but not good for your purpose  Not interesting and not good for your purpose 15) Which is your biggest problem when you learn reading comprehension? Why? Thank you so much for your help and cooperation! 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