The effect of know want learned strategy on eighth graders’ reading comprehension at an phu dong secondary school

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY ∞0∞ LE PHUONG THAO THE EFFECT OF KNOW - WANT - LEARNED STRATEGY ON EIGHTH-GRADERS’ READING COMPREHENSION AT AN PHU DONG SECONDARY SCHOOL MASTER OF ARTS IN TESOL HO CHI MINH CITY, 2022 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY ∞0∞ LE PHUONG THAO THE EFFECT OF KNOW - WANT - LEARNED STRATEGY ON EIGHTH-GRADERS’ READING COMPREHENSION AT AN PHU DONG SECONDARY SCHOOL Major: Teaching English to Speakers of Other Languages Major code: 14 01 11 MASTER OF ARTS IN TESOL Supervisor: Assoc Prof Dr PHAM VU PHI HO, PhD HO CHI MINH CITY, 2022 TRƯỜNG ĐẠI HỌC MỞ THÀNH PHỐ HỒ CHÍ MINH KHOA ĐÀO TẠO SAU ĐẠI HỌC CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập – Tự – Hạnh phúc GIẤY XÁC NHẬN Tôi tên là: LÊ PHƯƠNG THẢO Ngày sinh: 07/10/1995 Nơi sinh: TP Hồ Chí Minh Chuyên ngành: Lý luận phương pháp giảng dạy Tiếng anh Mã học viên: 1881401110031 Tơi đồng ý cung cấp tồn văn thông tin luận văn tốt nghiệp hợp lệ quyền cho Thư viện trường đại học Mở Thành phố Hồ Chí Minh Thư viện trường đại học Mở Thành phố Hồ Chí Minh kết nối tồn văn thơng tin luận văn tốt nghiệp vào hệ thống thông tin khoa học Sở Khoa học Công nghệ Thành phố Hồ Chí Minh Ký tên Lê Phương Thảo i STATEMENT OF AUTHORSHIP I certify that this thesis entitled “The Effect of Know – Want- Learned Strategy on Eighth-Graders’ Reading Comprehension at An Phou Dong Secondary School” is my own work for the requirement in Master’s Program Except where reference is made in the text of the thesis, this thesis contains no material published elsewhere or extract in whole or in part from a thesis by which I have qualified for or been awarded another degree or diploma No other person’s work has been used without due acknowledgement in the main text of the thesis This thesis has not been previously submitted for the award of any degree or diploma in any other tertiary institution Ho Chi Minh City, October 2022 Le Phuong Thao ii ACKNOWLEDGEMENTS This thesis has come into completion thanks to the support of many people throughout the duration of this study First of all, the assistance provided by Assoc Prof Dr Pham Vu Phi Ho was greatly appreciated No words can describe my deep gratitude to him who spent precious time for comments, guidance and the provision of useful materials All of them is truly valuable for my research Secondly, I would like to express my special thanks to all the lecturers in the course MTESOL018A Due to their deep insights of subjects, I was well-equipped with knowledge and methods for doing research I have benefited a lot from their lessons during my study Thirdly, I am also sincerely grateful to Management Board and my colleagues at An Phu Dong Secondary School for supporting and encouraging me in many possible ways to finalize this project Last but not least, I would like to send my sincere love for my students in class 8/6 and 8/7 Without their participation and cooperation, my study could not have been accomplished iii ABSTRACT Reading is one of the skills that learners should master in the route of language acquisition As a matter of fact, reading comprehension can be challenging for some students Students at An Phu Dong Secondary school are not exception Their reading scores were not high in the final exam As a consequence, there was an urgent alarm that teachers should seek out an instructional strategy to help learners enhance their reading comprehension Know-Want-Learned is one of the strategies that worth considering in facilitating the reading process Therefore, this study was carried out with the purpose of finding out the effectiveness of KWL on learners’ reading comprehension and their attitudes towards the use of this chart in reading classes To fulfill this aim, in the school year 2020-2021, the researcher exploited mix-methods design with the population of classes 8/6 and 8/7 at An Phu Dong Secondary School 80 male and female students participated in the study There were three main instruments: tests, questionnaire and interview which was used to collect the data within 16-week intervention After that, the data was analyzed by SPSS software to compare the scores between two groups and explore students’ attitude based on the questionnaire and interview The result indicated that students learning with KWL instruction achieved better in reading comprehension tests than those were taught with traditional one Also, they showed positive attitude towards the use of KWL strategy Later, they also shared some difficulties and expectation in learning with KWL through the interview The findings revealed implications for teachers to make use of the advantages of KWL strategy to help students get better in their reading skill It led to some recommendations for further studies with the hope of contributing to teaching reading aspect in the future iv LIST OF ABBREVIATIONS CG Control Group EG Experimental Group KWL Know – Want – Learned Strategy KET Key English Test MOET Ministry of Education and Training v LIST OF TABLES Table 2.1 Summary of related studies 31 Table 3.1 Selected units 37 Table 3.2 Summary of demographic information of participants 40 Table 3.3 Summary of the experimental process 42 Table 3.4 Summary of teaching procedures 42 Table 3.5 Specifications of the pre-test and post-test 47 Table 3.6 Cognitive attitude towards KWL Strategy 49 Table 3.7 Affective attitude towards KWL Strategy 50 Table 3.8 Behavioural attitude towards KWL Strategy 50 Table 4.1 Tests of normality for the pre- and post-test scores in both groups 59 Table 4.2 Independent samples t-test results of the pretests 62 Table 4.3 Paired Samples Test Results of the control group after the treatment 63 Table 4.4 Paired Samples Test Results of the experimental group after the treatment 64 Table 4.5 Independent samples t-test results of the posttests 65 Table 4.6 The Students’ Cognitive Attitudes towards KWL 69 Table 4.7 The Students’ Affective Attitudes towards KWL 71 Table 4.8 The Students’ Behavioral Attitudes towards KWL 73 Table 4.9 Students’ opinion about learning reading with KWL strategy 75 Table 4.10 Students’ perception about impacts of KWL on reading comprehension 77 Table 4.11 Students’ choice between KWL strategy and traditional method 78 Table 4.12 Students’ challenges or difficulties when learning with KWL strategy 80 Table 4.13 Students’ challenges or difficulties when learning with KWL strategy 82 vi LIST OF FIGURES Figure 2.1 Conceptual framework of the study 35 Figure 4.1 The Normal Q-Q Plot of the pre-test scores for the two groups 60 Figure 4.2 The Normal Q-Q Plot of the post-test scores for the two groups 60 Figure 4.3 Distribution of the pretest scores in control group and experimental group 61 Figure 4.4 Distribution of the posttest scores in control group and experimental group 65 Figure 4.5 Mean scores of the pretests and the posttests 66