The instruction of efl reading strategies at hung vuong highschool an investigation

VIET NAM NATIONAL UNIVERSITY - HOCHIMINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES THE INSTRUCTION OF EFL READING STRATEGIES AT HUNG VUONG HIGHSCHOOL: AN INVESTIGATION A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts (TESOL) Submitted by LÊ VƯƠNG LY Supervisor Dr VŨ THỊ PHƯƠNG ANH Ho Chi Minh City June, 2006 CERTIFICATE OF ORIGINALITY I certify my authorship of the thesis submitted today entitled: THE INSTRUCTION OF EFL READING STRATEGIES AT HUNG VUONG HIGHSCHOOL: AN INVESTIGATION in terms of the statement of Requirements for Theses in Master’s Programmes issued by the Higher Degree Committee Ho Chi Minh City, June , 2006 LEÂ VƯƠNG LY i RETENTION AND USE OF THE THESIS I hereby state that I, LÊ VƯƠNG LY, 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 Library In terms of these conditions, I agree that the original of my thesis deposited in the library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Library for the care, loan or reproduction of theses Ho Chi Minh City, June , 2006 LÊ VƯƠNG LY ii ACKNOWLEDGEMENTS I would like to express my deepest gratitude to my thesis supervisor, Dr Vũ Thị Phương Anh, for her insightful discussions, constructive criticisms, valuable comments, and continuing support in the preparation and completion of this thesis I am greatly indebted to all the lecturers of the TESOL graduate program at the University of Social Sciences and Humanities for their dedication and helpful instruction during the course from the year 2002 to 2005 My special thanks go to Mr Dennis Berg, Professor of California State University - Fullerton, for his useful advice on the questionnaires, and to Mr Leâ Văn Minh, Principal, and Mr Trương Công Chánh, Vice-Principal of HVHS for their support in the process of doing the thesis I also thank all the teachers and students at HVHS for their cooperation in the study Last but not least, my deepest gratitude and thanks are sent to my parents and all of my sisters and brothers who cared, encouraged and supported me greatly during the time of completing this thesis iii ABSTRACT Reading strategies have been found to be important tools that help readers construct meanings from texts This thesis aims at studying what strategies Vietnamese high-school students frequently use Besides, the thesis also investigates teachers’ current ways of teaching EFL reading, and more importantly, the reasons why teachers not teach students to use strategies that are known to have positive effects on performance The findings from the study will shed light on how to improve teaching and learning EFL reading comprehension To achieve this, a survey research was conducted at Hung Vuong highschool (HVHS) of Binh Duong province Data were collected using the following instruments: two questionnaires, one of which given to 11 teachers and the other to 310 eleven-form students, followed by class observations, lesson plans, recent high-school graduation exam papers, interviews and an independently–constructed proficiency test of reading for 310 students The data collected were then analyzed in the following ways: (a) descriptive analyses of students’ and teachers’ surveys to investigate the most frequently used strategies by students and strategies teachers considered most important in a reading class, (b) a critical analysis of lesson plans and class observations to further investigate how teachers trained students in using these strategies, and (c) another analysis of interviews and some recent high-school graduation exam papers to find out the reasons why teachers not teach students to use good strategies in comprehending a reading text Findings revealed that firstly, strategies students frequently used were bottom up, decoding strategies: word-by-word decoding by looking up words in iv the dictionary and translating into Vietnamese Secondly, the only strategies taught by teachers to their students are also decoding strategies, which affects students a lot Lastly, there are three main reasons why teachers not instruct students to use good strategies One is the system of examinations in which there is still a mismatch between the examination and the requirement of new methodology The other can be mentioned is that teachers’ lack of time and awareness of the application of good strategies in teaching English reading The last reason concerns the lack of investing in their field of expertise Based on these findings, the study suggests that teaching methods need to be improved with more attention paid to the strategy training, especially including top-down strategies in the reading instruction in class The system of testing should be changed and the management plays a decisive role in supporting what happens in the classroom and should be included in studies on pedagogical practices for the successful innovation of new methodology as to teaching EFL reading comprehension at high-school v TABLE OF CONTENTS Certificate of originality i Retention and use of the thesis ii Acknowledgements iii Abstract iv Table of contents vi List of figures xi List of tables xii List of abbreviations xiv INTRODUCTION 1 The problem Aims of the research and overview of the thesis 3 Significance of the study Limitations CHAPTER BACKGROUND TO THE RESEARCH 1.1 Description of the current English courses and syllabus at high schools 1.1.1 Aims and objectives of the syllabus 1.1.2 Time distribution for the implementation of the syllabus 1.1.3 Contents and constructions of each unit in each grade 1.2 Characteristics of students and the teaching staff 11 1.2.1 Characteristics of the students 11 1.2.2 Characteristics of the teaching staff 12 1.3 The current methods being used 13 vi 1.4 Summary 17 CHAPTER LITERATURE REVIEW 18 2.1 Strategies 18 2.1.1 Definitions of reading strategies 18 2.1.2 The importance of strategies to the reading process 19 2.2 Instruction of reading strategies 20 2.2.1 Main goal of teaching L2 reading 20 2.2.2 Goal of strategy training 21 2.2.3 Strategy instruction and its conditions needed in a reading class 22 2.2.3.1 Strategy instruction 22 2.3.2.2 Conditions strategy instruction being based on 24 2.2.4 The effects of reading strategies on reading comprehension 24 2.3 Role of the management 30 2.3.1 Incentives 31 2.3.1.1 Definitions of incentives 31 2.3.1.2 Creating teacher incentives 31 2.3.2 Improving reading tests 33 2.3.2 Training and supporting teachers’ initiatives 35 2.3.2.1 Training and developing staff 35 2.3.2.2 Managing curriculum and instruction 37 2.3.2.3 Supplying resources and materials for teaching reading 39 2.3.2.4 Allocating appropriate time 39 2.3.2.5 Being sensitive to and supporting individual needs 40 2.4 Summary vii 40 CHAPTER METHODOLOGY 41 3.1 Research questions 41 3.2 Research design 41 3.2.1 Subjects 42 3.2.1.1 Characteristics of students 43 3.2.1.2 Characteristics of the teaching staff 44 3.2.2 Instruments 45 3.2.2.1 Questionnaires 45 3.2.2.2 Lesson plans 47 3.2.2.3 Class observations 47 3.2.2.4 Interviews 48 3.2.2.5 Recent high-school graduation exam papers 48 3.2.2.6 Proficiency reading test 48 3.2.3 Data collection procedures 51 3.2.3.1 Administration of survey 51 3.2.3.2 Scoring of the reading test 52 3.3 Summary 53 CHAPTER DATA ANALYSIS AND FINDINGS 54 4.1 Analysis of student survey results 54 4.1.1 Students’ responses to the questionnaires 55 4.1.2 Descriptive analysis of reading test scores 63 4.2 Analysis of teacher survey results 64 4.2.1 Teachers’ responses to the questionnaire 64 4.2.2 Critical analysis of lesson plans 73 viii 4.2.3 Analysis of class observations 75 4.2.4 Analysis of interviews 78 4.2.5 Analysis of exam papers 81 4.3 Findings 82 4.3.1 Findings from the student survey & reading test scores 82 4.3.2 Findings from the teacher survey 84 4.3.2.1 Findings from teacher questionnaires 84 4.3.2.2 Findings from lesson plans and class observations 84 4.3.2.3 Findings from the interviews and exam papers 85 4.4 Summary 87 CHAPTER RECOMMENDATIONS AND CONCLUSION 90 5.1 Recommendations 90 5.2 Conclusion 92 REFERENCES 96 APPENDICES Appendix Questionnaire for students A English version 107 B Translated version 109 Appendix 2.A Questionnaire for teachers A English versions 111 B Translated version 113 Appendix Proficiency reading test 115 Appendix Answer key 120 ix - 140 - - 141 - - 142 - APPENDIX 9: EXAM PAPERS BỘ GIÁO DỤC VÀ ĐÀO TẠO KỲ THI TỐT NGHIỆP TRUNG HỌC PHỔ THÔNG -NĂM HỌC 2002-2003 ĐỀ CHÍNH THỨC -MÔN THI: TIẾNG ANH (7 năm) Thời gian làm bài: 90 phút, không kể thời gian giao đề -(Đề thi gồm hai trang) QUESTION I: Put in the correct tense of each verb in brackets (2.0p) A - John (1 lose) his job last month and since then he (2 be) out of work - Do you know why he (3 lose) his job? - Because he (4 be) very rude to his boss B Yesterday morning, when I (1 arrive) at the airport, Sophie (2 wait) for me She (3 wear) a pink dress and (4 look) very pretty QUESTION II: Complete each of the following sentences by choosing the best option (1.5p) English belongs from / to / on ) those who use it Clean air provides us (for / at / with) a healthy supply of oxygen My brother is very interested (in / at / with) chess but he is not very good at it I don’t think he was present (about / in / at) the meeting yesterday Are you serious (for / about / with) learning to be an architect? She has become very famous (for / at / on) her novels QUESTION III: Give the correct form of the words in brackets (1.5p) It is (REASONABLE) to regard any language as the possession of a particular nation If you need any help, you can ask Tom He’s very (HELP) My daughter spends two hours (STUDY) mathematics every day The city has been (POLLUTE) with toxic waste from local factories They have tried to increase (PRODUCE) by using better methods and tools I have a (TEND) to talk a lot whenever I am nervous QUESTION IV: Read the passage and answer the questions below (2.0p) The search for alternative resources of energy has resulted in various directions Many communities are burning garbage and other biological waste products to produce electricity Changing waste products into gases or oil is also an efficient way to dispose of waste Experimental work is being done to make synthetic fuels from coal, or coal tars But to date, that process has proved expensive Other experiments are underway to harness power with giant windmills Geotherrnal power, heat from the earth, is also being tested Some experts are trying to revive hydroelectric power which is derived from streams and rivers Fifty years ago, hydroelectric power provided one third of the electricity used in the United States, but today it supplies only four per cent The oceans are another source of energy Scientists are studying ways to change the energy of ocean currents, tides, and waves into electricity Experiments are also underway to make use of temperature differences in ocean water to produce energy What are many communities doing to produce electricity? Has the process of making synthetic fuels from coal, or coal tars proved cheap? Where is hydroelectric power derived from? What percentage of the electricity used in the United States does hydroelectric power provide today? - 143 - QUESTION V: Fill in each space with a suitable word (1.0p) British and American English have a lot of words which look the same but have different meanings Nobody ever gets (1) trouble if they make a mistake, although you may get a strange look if you ask for the wrong clothes There are some American English words that the British don’t use at (2) However, most of the (3) between British and American English are small You can usually understand what words (4) from the context QUESTION VI: Finish each of the following sentences in such a way that it is as similar as possible in meaning to the original sentence (2.0p) “Please sit down,” the teacher said to me The teacher asked me Let’s go camping tomorrow Why don’t I felt asleep because the film was boring The film was so “What are you doing?”, she asked me She wondered Cars cause pollution but people still want them Although Please don’t play your music so loudly Would you mind ? I don’t find it difficult to get up early in the morning I am used Lary didn’t buy the shirt because she didn’t have enough money If Lary - - - - - - THE END - - - - - - - Họ tên thí sinh: Soá baùo danh: Chữ ký giám thị 1: Chữ ký giám thị 2: - 144 - BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐỀ CHÍNH THỨC KỲ THI TỐT NGHIỆP TRUNG HỌC PHỔ THÔNG NĂM HỌC 2003-2004 MÔN THI: TIẾNG ANH (HỆ NĂM) Thời gian làm bài: 90 phút, không kể thời gian giao đề (Học sinh làm giấy thi) QUESTION I: Put each verb in brackets in the correct tense (1.5p) A Yesterday Ann introduced me to her husband As I (see) him, I (know) that I (meet) him before We went to primary school together B When she (go) out of the house this morning, she (take) her umbrella because it (rain) QUESTION II: Complete each of the following sentences by choosing the best option (2p) Mary always takes good care (for / of / to / with) her chidren How (much / many / little / few) coffee did she buy? My sister enjoys (read / to read / reading / to be reading) at night Farmers can protect their land by (grow / growing / grew / grown) different crops on the same land Do you know the reason (why / when / where / which) the English drive on the left? We’ll meet him at the post office (when / that /what / where) we last met Henry was born (on / in / at/ to) 1992 Lisa is very good (at / with / in / about) mathematics The forest fire went (after / off / out / along) after two days 10 I always find it hard to keep pace (up / with / for / on) Nam, one of the best students in my class 11 The laser beam can kill (healthy / diseased / neighboring / unharmed) cells 12 John used to (play / playing / played / be playing ) rugby Now he plays tennis 13 English is spoken as the (second / first / foreign / international) language in Australia 14 There’s a tendency (to work / working / worked / be working) for foreign companies 15 The custom dates back to the days (where / when / why / which) the Englsih traveled on horseback 16 Would you like something (to drink / drank / drinking / drink)? QUESTION III: Give the correct form of the words in brackets (1.5p) Lasers can be used to treat Smoking can cause diseases Fertilizers can help the soil Hundreds of have been involved in the research Nitric oxide is poisonous The man took his time over a smoke to finish the following sentences (deaf) (danger) (rich) (science) (high) (comfort) QUESTION IV: Fill in each blank with one suitable word to complete the following passage (1p) A million years (1) there were a lot more species of animal (2) there are now Some species (3) naturally, but today they are disappearing faster than before Some of them are in (4) from natural accidents, some animals die because of small changes in the weather or because of our behaviour QUESTION V: Read the passage then decide whether each of the sentences below is TRUE or FALSE (1p) New Year’s Eve is on 31 December, the last day before the New Year begins In many places people go to parties, bars or restaurants with their friends in the evening - 145 - In London, people go to Trafalgar Square Just before midnight, they look at the clock and together they count the last ten seconds before the New Year begins Many people drink a glass of champagne, light some fireworks or dance until the sun comes up December is the last day of the year In many places people go to parties, bars with friends on New Year’s Day On New Year’s Eve, Londoners go to Trafalgar Square and just before midnight, together they count the last ten minutes of the year Many people light some fireworks or dance until the sun rises QUESTION VI: Finish each of the following sentences in such a way that it is as similar as possible in meaning to the original sentence (2p) “Study hard, boys.” t She told the boys The coat is too small for him to wear t The coat isn’t “Let’s get together next Saturday.” t How about ? John didn’t go to work because he was seriously ill t If It was such a boring film that she fell asleep t The film was Today American women often earn their own money t Today American women are used Many years ago people believed the earth was flat t Many years ago the earth I’ll give Nick a map I want him to find the way all right t I’ll give Nick a map so QUESTION VII: Use the suggested words to make complete sentences (1p) Language / not / private property / those / use it // Many foods / drinks / sold / plastic bottles / boxes / which / reused // THE END - Họ tên thí sinh: Soá baùo danh: Chữ ký giám thị 1: Chữ ký giám thị 2: - 146 - BỘ GIÁO DỤC VÀ ĐÀO TẠO KỲ THI TỐT NGHIỆP TRUNG HỌC PHỔ THÔNG NĂM HỌC 2004-2005 ĐỀ CHÍNH THỨC -Thí sinh phải kiểm tra: Đề thi có 02 trang MÔN THI: TIẾNG ANH (HỆ NĂM) Thời gian làm bài: 90 phút, không kể thời gian giao đề (Học sinh làm giấy thi) CÂU I: (1,5 điểm) Chọn dạng thích hợp cho động từ ngoặc đoạn văn sau (trong làm cần viết chữ số chữ A, B, C D tương ứng với từ/cụm từ chọn): Mary had to go to New York last week, but she almost 1(miss) the plane She (stand) in the queue at the check-in desk when she suddenly _ 3(realize) that she _4(leave) her passport at home Fortunately, she _5(not/live) very far from the airport, so she _6(have) time to take a taxi home to get it A missed B was missing C had missed D had been missing A stood B had stood C was standing D had been standing A was realizing B realized C had realized D would realize A was leaving B left C had left D would leave A hadn’t lived B hasn’t lived C isn’t living D doesn’t live 6.A has B had C had had D.has had CAÂU II: (3,5 điểm) Chọn từ/ cụm từ thích hợp cho chỗ trống câu sau (trong làm cần viết chữ A, B, C D tương ứng với từ/ cụm từ chọn): Hurry up or you’ll be late _ school A on B in C to D for May I introduce you _ Mrs Brown? A for B with C to D of _ the students in my class enjoy taking part in social activities A Most of B Most C Many D The number of He’s always busy He has _ time to relax A much B little C a little D plenty of I am used to _ by plane A travel B to travel C travelled D travelling Doctors use laser beams _ bone in ear surgery A on B in C to D for 7.We set off early _ we wouldn’t get stuck in the traffic A because B so that C although D in case He always wears clothes _ are too small for him A why B what C which D where He felt _ with the results of his exam A disappointing B disappointed C disappointedly D disappointment 10 Don’t be afraid This snake is _ A harm B harmful C harmless D unharmed 11 Fortunately, the plane landed _ after the violent storm A safe B safely C unsafe D safety 12 During his _ , his family lived in the United States A child B childish C childlike D childhood 13 She did the job _ A succeed B successful C successfully D unsuccessful 14 There are a lot of _ jobs in this company A attractive B attracted C attract D attraction - 147 - CÂU III: (1điểm) Điền từ thích hợp vào chỗ trống đánh số đoạn văn sau: Rivers are one of the worlds’ most important Many cities are on large rivers, and almost every country at least one river that plays an important part the lives of its people Besides transportation, rivers supply food, water for crops, water to drink, opportunities for recreation CAÂU IV: (1,5 điểm) Hãy cho biết nhận xét sau đoạn văn ĐÚNG (TRUE) hay SAI (FALSE) so với nội dung đoạn văn Viết chữ số TRUE FALSE cho câu vào làm: Air pollution is a serious problem in many cities Motor vehicles, factories and other sources create so much air pollution that it may hang in the air like dirty fog Air pollution threatens the health of the people who live in cities City wastes cause water polluion when they are poured into the waterways These wastes kill fish and make some areas unfit fot swimming In addition, many large cities have difficulties in disposing of their garbage The amount of garbage grows each year, but places to put it are quickly filling up Citizens, governments, industries, scientists, and business people must work together in different ways to gradually reduce pollution For example, most cities have introduced recycling programmes Motor vehicles and factories are among some sources of air pollution Air pollution doesn’t endanger people’s health in some cities Air pollution is the only problem of the environment mentioned in this passage Garbage disposal is a problem in many large cities Everyone must cooperate to reduce pollution We can reduce pollution by recycling programmes only CAÂU V: (2 điểm) Hoàn thành câu sau cho nghóa chúng tương đương với câu cho Hãy bắt đầu cụm từ cho sẵn: Would you please give me a hand? t Would you mind ? I can’t understand him because he speaks so quickly t If he didn’t _ Although he took a taxi, he arrived late for the concert t In spite of The suitcase is so heavy that I can’t carry it t It is such _ People say that he is an excellent footballer t He is Barbara cooks better than Mike does t Mike doesn’t _ She asked, “How many Japanese students are there in your class, Tom?” t She asked Tom Julia has been working for this company for six years t Julia started _ CAÂU VI: (0,5 điểm) Dùng từ/ cụm từ gợi ý để viết thành câu hoàn chỉnh: Conservation / safeguarding / preservation / natural resources // When / woman / man / introduced / shaking hands / up to / woman// ……….HẾT……… Thí sinh không dùng tài liệu Gíam thị không giải thích thêm Họ tên thí sinh: …………………………………………………………………………………………………… Số báo danh: ……………………………… Chữ ký giám thị 1: …………………………………………………………… Chữ ký giám thị 2: ………………………………………… - 148 - APPENDIX 10: LAWS ON EDUCATION - 149 - - 150 - - 151 - - 152 - - 153 - - 154 -