(Skkn 2023) using extensive reading to improve teaching reading skill for the 11th graders at a high school

LIST OF ABBREVIATIONS CLT : Communicative language teaching EFL : English as Foreign Language ER : Extensive Reading ESP : English For Specific Purpose GER : Guided Extensive Reading PART I: INTRODUCTION 1 Rationale of the study In recent years, English has become a language for global communication and has been considered as an effective means of access to scientific and technological development To meet these requirements, English has been widely taught almost everywhere in Vietnam, not only at all colleges and universities, but also at almost every senior high schools, and English is seen a compulsory subject In the process of teaching and learning English as a foreign language, reading is regarded as the most significant skill for students to gain the knowledge; Alan contends that “Reading is the most important skill a child can develop, learning to read is an important skill every child must develop to be successful in school” (2011:37) In order to develop reading skill, students have to learn strategies to enhance their vocabulary, their speed of reading, improve their motivation, attitude and proficiency However, due to some objective and subjective reasons, teaching and learning English in general and teaching and learning reading in particular does not come up to the study aims Although teachers always make great effort to provide students with many opportunities to learn and develop their communicative skills, how to teach and learn reading effectively is still a big challenge to both teachers and students at many high schools As the teachers of foreign language of a high school, we realize that students‟ reading skill is limited which affects the acquisition of their four language skills It is not easy for teachers to motivate students to take part in the activities of reading skill comfortably in reading lessons Most of them often feel hesitant and anxious when presenting before class They not pay more to their attention to their reading skill They usually keep silent in reading lessons or they often use mother tongue instead speaking English Moreover, it is also not enough time for students to complete all tasks in reading activities and the teacher may almost have not enough time for the lectures while students are passive through activities The authors, therefore, carried out an extensive reading to improve the students‟ reading learning This study aims to investigate the effects of extensive reading and their attitudes towards the extensive reading Our teaching experience is titled: “Using Extensive Reading to improve teaching reading skill for the 11th graders at a high school ” 1.2 The aims of the study: The study was conducted in order to improve students’ reading through Extensive Reading at a high school and to make them interesting, exciting and active in learning and practicing their English, especially reading skill by using Extensive reading and also to see whether it will be helpful and enjoyable or not for them in practicing their English 1.3 The significance of the study: The results of this study are expected for groups: - The teachers: the teachers based of this study, the writers expected Extensive Reading can be one of the effective method that it will be implemented by the teachers in term of teaching English reading skill and to solve problems of students’ difficulties in learning reading skill then it will make the learning process in and outside more interesting and active for students especially for the 11 th graders at a high school - The students: For students, this study expected to give the students the useful and wonderful English lessons By using extensive reading will make students feel excited and interested when they take part in learning English in classroom or at home Then it can solve their problems in understanding the meaning of words in the sentences easily, improve their motivation, attitude, proficiency and enhance speed of reading As a result, students are always eager to open their hearts , their mind to welcome to the new meaningful and cheerful English lessons 1.4 Methods of the study: Quasi- experimental design PART II: CONTENTS 1.THEORETICAL BACKGROUND 2.1.1 Nature of reading 2.1.1.1 Definitions of reading Reading, in general, is a natural and common habit in human life and in particular, is one of the four main language skills for the foreign language learners In teaching reading, it is very important for teachers to understand what reading is For teachers of foreign languages, understanding the nature of reading has much influence on what they will teach in a language classroom, especially in reading lessons Therefore, many theorists have studied and given definitions of reading Their definitions reflect different points of view The earliest definition of reading can be tracked back to Huey (1908) Huey viewed reading as gathering or choosing from what was written, suggesting that constant feeling of values which goes on in all effective reading Huey was concerned with the process used to gained information from printed page and focused particularly on the ideas represented in printed form and the means by which the mind takes note of them Thorndike (1917: 323 - 332) characterized reading as reasoning and assumed that it was an active process related to problem solving Huey and Thorndike both reflect the belief that reading requires both visual and non-visual information, which supports recent findings that prior knowledge about experience involving language - the syntactic, semantic, and orthographic elements used to create text - is stored in the reader's mind, enabling them to predict meaning Reading can be seen as "a process whereby one looks at and understands what has been written" (Williams, E., 1986:2) It is noted that reading aloud without understanding does not count reading However, it does not mean that a reader needs to understand everything in a text as well as to look at all written symbols that appear on the page Simply, reading means "reading and understanding" (Ur, P 1996: 138) Harmer J (1991: 190) seems to be interested in the notion of reading He says "reading is an exercise dominated by the eyes and the brain The eyes receive message and the brain then has to work out the significance of these message" Moreover, Rubin, J and Thompson, I (1982:91) offer another definition of reading as follow: "Reading is an active informationseeking process in which readers relate information in the text to what they already know" From this point of view, the reader's knowledge of the language and knowledge of the world is of important to their reading success In the book "Becoming an effective reading teacher" (1941) Robinson and Good write "Reading comprehension is best described as an understanding of the printed page based on the individual's unique background of experience Reading is much more than just pronouncing words correctly or simply knowing what author intends It is the process whereby the printed page stimulates ideas, experiences and responses that are unique to an individual Reading can simply be thought of as a personal encounter with the printed page." In addition, reading in language teachers' opinions is "a developmental process" Students learn to read and achieve the accomplishment not in one effort but gradually through continuous and sequential learning and practice 2.1.1.2 The importance of reading skill: Reading is one of the four main language skills that a learner must acquire in the process of mastering a foreign language "Reading is a complex act that must be learnt It is also a means by which further learning takes place" ("Teaching Reading in Today's Elementary Schools," 1984) Burns-RoeRoss point out the role of reading in learning a foreign language Foreign language learners would read to get information and learn rather than for pleasure For this purpose, reading comprehension becomes a means of learning First of all, reading comprehension helps learners get necessary information and widen their knowledge through reading; through which, new words and ideas are learnt, concepts are enlarged and clarified, and information is digested and combined with what known before To make it clearer, Bright and Gregor (1970, p.52) write, "Books provide most pupils with the situation in which learning takes place Where there is little reading there will be little language learning Next, reading offers language learners ground to improve other language skills and language elements in learning a foreign language Reading enriches learner's vocabulary and grammar as well Reading well will help students learn writing, speaking and listening much better Last but not least, reading activity occurs not only at school but also in students’ daily life They are curious about everything and they always wish to discover things by themselves Hence they tend to read more to meet their everyday needs In conclusion, reading really plays a significant role in learning a foreign language It helps students widen their knowledge, improve other languages skills and succeed in their future life Having an effective way of reading, students will learn English much better 2.1.1.3 Model of the reading process a) Bottom-up vs Top-down: Researchers have confined the interaction between reader and text to bottom-up and top-down models In bottom-up model, the reader constructs meaning from the smallest units (from letter to words to phrases to sentence, ect) and then processes the text in a linear fashion Bottom-up mode can be understood as text-driven process in which the reader plays a relatively passive role in performing two tasks of reading process; namely decoding and comprehending From this point of view, the process of constructing the text from small units becomes so automatic that the reader is not aware of how it operates In contrast, top-down theory argues that reader is at the heart of the reading process, and that he or she brings knowledge, past experience, language intuitions, expectation, assumptions and questions to the text in order to confirm their predictions The top-down school of reading also argues that reader fit the text into knowledge he or she already possess then checks back when new or unexpected information appears b) The interactive model Stannovich, K (1980, in Nunan, D., 1991) b) The interactive model Stannovich, K (1980, in Nunan, D., 1991) shows the major deficiency of the bottom-up model that it assumes the initiation of higher-level processes, such as use of background knowledge, must wait lower level decoding processes On the other hand, the top-down model does not allow lower level processes to direct higher-level ones He claims that the interactive model is the best description of reading process because it deals with the shortcomings inherent in bottom-up and top-down model The interactive theorists argue that both top-down and bottom-up processes are occurring either alternatively or at the same time It is a process that moves both bottom-up and top-down depending on the type of text as well as on the reader's background knowledge, language proficiency level, motivation, strategy use and culturally shaped belief about the reading c) Reasons for reading It is clear that people generally read when they have a reason for reading, i.e they have need of some kind that can be satisfied through reading Wallace, 10 C (1992) mentions three personal reason for reading, namely reading for survival, reading to learn and reading for pleasure - Reading for survival: reading in response to the living environment is called reading for survival Survival reading is to serve immediate needs or wishes, for example, reading forms, bills, official notices, directions, bus and train tables, etc - Reading to learn: It is nearly almost everyone has to learn to read because learners "read to learn" The point of teaching reading curriculum is partly to develop the ability to learn from books Although there are many other reasons for reading but reading to learn closely relates to the reader's general intellectual growth that is a crucially important skill to acquire - Reading for pleasure: When readers read for pleasure, they read frequently with a habit of reading and they often follow their own reading interests The foreign language teachers should recognize that language is not for classroom purposes only but for other necessary living activities Nuttall, C (2000:3) believes that "the motivation of needing to read is powerful" Clearly, the learners have a variety of purposes for reading as they have when dealing their mother tongue The teacher can, thus motivate the students by making their foreign language reading lesson interesting in itself by giving more purposeful reading activities and making class livelier 2.1.1.4 Types of reading People usually read different reading materials in different ways Williams (1986, p.10) says: “There are different styles of reading, and that these are determined not only by the text, but by the readers’ reason for reading” The reasons and purpose of reading determines the styles of reading and relevant reading strategies the readers may use According to him, there are four main different styles of reading, namely skimming, scanning, intensive and extensive reading - Skimming: Skimming is an important skill for reader to an overview, by 12 skimming we mean the eyes going through the reading materials quickly in order to discover what the main ideas and the gist are about According to Williams in “Reading in the language classroom” (1996, p.96), “skimming differs from general rapid reading in that the reader goes through the text extremely quickly, merely dipping into it or sampling it at various points The purpose of skimming is simply to see what a text is about” - Scanning: According to Nutall, C (1989), scanning means the reader goes through the text quickly in order to find particular point of information or to get an initial impress of whether the text is suitable for a given purpose Scanning is the reading skill we use when we want to find the answer to a specific question - Extensive reading: Extensive reading is considered as a type of reading outside the classroom because of the lack of time and the great amount of reading, which is needed to achieve in classroom Levis, M and Hill, J (1985: 100) defines "extensive reading means students have a general understanding of the text without necessarily understanding every word" Extensive reading is a fluency activity, mainly involving global understanding It is considered to be useful for students' self-learning Their reading habit and passion for reading are also formed through ER The students can choose the topics they like and read for their own purpose for pleasure or entertainment However, it is more effective if students" extensive reading is followed an instructional program with the help of the reading teacher Intensive reading "Intensive reading means reading short text to extract specific information Intensive reading is also called study reading so it is very significant for foreign language learning in EFL classroom While extensive reading aims at maintaining interest and does not require the help of the teacher, this "study reading" involves the close study of a text under the close guidance 13 of the teacher The students are expected to "arrive at a profound detailed understanding of the text, not only of what it means, but also of how the meaning is produced" (Nutall, 1989, p.23) In short, types of reading are not mutually For instance, the readers often skim through the passages to see what they are about before deciding whether it is worth scanning a particular paragraph for the information they are looking for Similarly, intensive and extensive reading are not contrastive but complementary in terms of an important and necessary means for students not only to gain knowledge but also to develop other language skills 2.1.2 Extensive reading 2.1.2.1 Definitions of extensive reading Extensive reading (ER) has been defined in various ways by educators, researchers, and reading specialists The first person to apply the term “extensive reading" in foreign language (FL) or second language (L2) pedagogy (Louis 1969 cited in Day and Barmford 1998: 5) was Harold Palmer (1949) one of the most prominent applied linguists in British twentieth-century language teaching, who defines the extensive reading as rapidly reading book after book where the reader's attention should be on the meaning, not the language of the text He chose the term "extensive reading" to distinguish it from intensive reading (IE) which often refers to the careful reading (or translation) of shorter, more difficult foreign language texts with the goal of complete and detailed understanding and skills practice such as distinguishing the main idea of the text from the detail, finding pronoun referents, or guessing the meaning of unknown words (Bamford and Day, 1997) The relevant definition of extensive reading on basis of theory and practice which was developed from the earliest definition stated above is an approach to learning to read a second language, ER may be done in and out of the classroom Outside the classroom, extensive reading is encouraged by 14 allowing students to borrow books to take home and read In the classroom, it requires a period of time, at least 15 minutes or so to be set aside for sustained silent reading, which is for students - and perhaps the teacher as well - to read individually anything they wish to (Day and Bamford 1997:7) Aebersold, J A., & Field, M L (1997) also assert that extensive reading is reading large amounts of material to get an overall understanding while focusing on the meaning of the text than the meaning of individual words or sentences As an approach to teaching reading, it may be thought of in terms of purpose or outcome Additionally, an ER approach introduces students to the dynamics of reading as it is done in real life by including such key elements of real-life reading as choice and purpose.' That is, reading is an individual activity and thus students can read at their own level and pace in their own time including when and where they choose, this increase their motivation for learning and fosters them to engage in sustained silent reading Different researchers define extensive reading differently Parrot (1993) says that extensive reading is usually for one's own pleasure For Lewis and Hill (1985), ER means students have a general understanding of the text without necessarily understanding every word They also pointed that ER means reading in quantity to gain a general understanding of what is read and develop good reading habit or encourage a liking for reading Therefore, in the early part of this century, ER took on a special meaning in the context of teaching modern languages (Bamford and Day 1997) It is defined as an approach to foreign language teaching and learning in general, and as a method or procedure in the teaching and learning of a foreign language reading in particular The theory and practice of ER has been worked out by pioneers such as Harold Palmer in Britain and Michael West in India, the parents of second language ER in modem times (Day and Bamford 2004) And 15 whatever name is used, the characteristics of extensive reading generally include (a) fast reading of large quantities of material or long texts; (b) global or general understanding; (e) with the intention of obtaining pleasure from the text Further, because (d) reading is individualized, with students choosing the books they want to read; (e) the books are not discussed in class" (Robb and Susser (1989, p3) ER often ensures three aspects as follow: large quantities, general comprehension and pleasure reading Large quantities are essential for this procedure to be "extensive", but there is no agreement on how much "extensive" is Each author or researcher has different views on it Some measure it in page or word, as the following examples: thirty pages an hour (Hill and Thomas, 1988, p.50) ; three pages an hour (Susser and Robb, 1990); one page per day and three pages per day during summer vacation (for Japanese high school students) (Matsumura, 1987,cited in Susser and Robb, 1990, at a rate of at least 200 words thirty pages an hour (Hill and Thomas, 1988); other authors think of reading measure in hour or minutes: an hour per evening (Krashen, 1981, cited in Susser and Robb, 1990 ); five hours by a specified date (Bowen, Madsen and Hilferty, 1985, cited in Susser and Robb, 1990 ) an hour of extensive for every hour of intensive; thirty minutes per day for five stories, poems, or essays per week (Dalle, 1988, cited in Susser and Robb, 1990): many researchers believe that reasonable quantity should be measured by chapter or reader: a chapter per week, one reader per week (Stoller, F.L 1994), at least two books a week (Carroll, 1972, cited in Susser and Robb, 1990 ); a minimum of 36 simplified readers per year (Hill, 1983, cited in Susser and Robb, 1990); 60 books a year (Bright & McGregor, 1970 , edited in Susser and Robb, 1950.This variety suggests that quantity of reading is not absolute number of hours, pages or words, it depends on teacher and student perceptions The amount of extensive reading will y according to type of 16 program, level and other variables By focusing ont general comprehension, this procedure reduces both teacher demands on the student and student demands on the text to attain the objectives of fluency and speed as well as comprehension Broughton et al.'s comment that extensive reading must imply a "relatively low degree of understanding" (1978, cited in Susser and Robb, 1990 ) must be taken in context: we want students to achieve a degree of understanding sufficient for pleasure reading If the student finds the book too difficult to enjoy, the extensive reading procedure requires that the book be changed, and not that the student be made to study it more closely The level of global understanding required varies with the student's language proficiency, the nature of the text, and other factors Pleasure may seem dubious, because, after all, the reading is an assignment, and most of us not take pleasure in assignments However, pleasure, like quantity, is relative The procedure assumes that students will enjoy reading books that they have chosen on topics of interest to them more than they will enjoy assigned readings from a reader If they have chosen correctly, the book should be easy to read for general understanding Any EFL reading teacher can supply anecdotal counter-evidence Further, even learners who are far from fluent derive pleasure from the very experience of reading a book in a foreign language Students in extensive reading courses regularly comment on their joy at having finished whole books in the target language Having some ideas and aspects of extensive reading, the following section will present some its benefits in EFL context 2.1.2.2 The benefits of extensive reading in foreign language learning A large amount of research has been conducted over the last 20 years in order to reveal its benefits in different aspects of language learning in EFL/ ESL context According to Nutall, "The best way to improve your knowledge of a foreign language is to go and live among its speakers The next best way is to 17 read extensively in it" (Nutall, 1982) Therefore, reading extensively is the best way for EFL students to improve their English ER has been proved a large number of benefits to different aspects of learning Grabe & Stoller (2002) reviewed eight benefits of ER on learners’ reading: ER helps readers develop automatic word recognition, a large recognition vocabulary, general background knowledge, and reading proficiency It also has positive effects on readers' motivation to read, their learning and using of strategies, their ability to "read to learn", and their continuous learning on their own when instruction is absent APPENDIX 1D: KEYS OF THE POST – TEST PART 1: A C PART 2: F G PART 3: 11 C 12 C PART 4: 16 G 17 E PART 5: 21 C 22 A PART 6: 27 every/ each 32 your C B A B C 10 H 13 D 14 A 15 B 18 F 19 B 20 D 23 B 24 A 25 C 26 D 28 if 29 to 30 so 31 of APPENDIX 2: QUESTIONNAIRES (English Version) This questionnaire is designed to seek for the information of students’ attitude towards extensive reading in improving reading skill for the 11th graders at a High School The answer will be used as important data for the research not for any other purposes The answer, therefore, should be frank and accurate to your own ideas and teaching context Thank you very much for your cooperation! Please put a tick (√) on the answer you choose ………………………………………………………………………… ………… What type of extensive reading would you like best to read in this study?  English songs  Short stories  Movies or movie clip  New reports  Other (please specify) What topics are you interested in most? (You may choose one or more)  Sports  Fashion  Teenage issues: school, sex, dating, sex, stress  Romance  Travel  Current events  Controversial issues: politics, economics, history, environment, media  Others (please specify) Do you think extensive reading activities are fun? Yes  No  Not sure  Never What does extensive reading benefit you? Tick the things that are true to you in learning circumstance  Extensive reading activities help me realize that learning reading is meaningful  Extensive reading is a good activity to develop my reading fluency  I can increase my English vocabulary through extensive reading activities  Extensive reading makes me more confident when I communicate with other people in English Extensive reading motivates and encourages me to keep reading even if nobody asks me to it in the future  Strongly agree  Agree  Disagree  Strongly disagree APPENDIX 3A: SURVEY ON THE URGENCY AND FEASIBILITY OF PROPOSED MEASUREMENTS Purpose of the survey: This survey is confirmed the urgency and feelability of proposed measurements used in the the teaching experience “Using Extensive Reading to improve teaching reading skill for the 11th graders at a high school.”From that, we continue completing the valuable measurements appropriately to the practical conditions Survey content and methods 2.1 Survey content The survey focused on two main issues: 1) Survey on the urgency of using extensive reading toward to improve reading skill, learning English, students’ motivation, attitude, proficiency 2) Survey on the feasibility of using extensive reading toward to improve reading skill, learning English, students’ motivation, attitude, proficiency 2.2 Survey methods and rating scale The method used for the survey is exchanged by Question sheets with levels (corresponding to scores from to 4): Not urgent (1); less urgent(2); urgent (3) and very urgent (4) Not feasible (1); less feasible (2); feasible (3) and very feasible (4) Calculate the average score according to Google form sheet and excel soft ware Participant Order Summary of survey participants Participants Teachers students ∑ Number 24 175 199 Survey results on the urgency and feasibility of the proposed measurements 4.1 The urgency of the proposed measurements Assessements the urgency of the proposed measurements Levels of evaluation Order Measures Very urgent Number - Using Extensive Reading to improve reading skill for students in English Encouraging students to use Extensive Reading regularly effectively - Using Extensive Reading to help students to remember vocabulary more easily or broaden sources of vocabulary - Using Extensive Reading to improve students’ reading speed - Using Extensive Reading to enhance students’ positive motivation, attitude in learning English Average urgent Not urgent Less urgent scores Number scores Number scores 144 576 55 165 0 132 528 64 192 143 572 53 159 136 544 63 189 139 556 60 180 694 2776 295 885 ∑ Mean Level s Number scores 741 3.72 1 725 3.64 1 736 3.69 0 733 3.68 0 0 736 3.69 2 3671 3.68 - Evaluation of the urgency of the measures: The survey results in Table 4.1 show that the groups of subjects surveyed have assessed the urgency of the measures used in the the teaching experience “Using Extensive Reading to improve teaching reading skill for the 11th graders at a high school” has a high degree of urgency, with the overall average score of all measures 3.68 points Although the survey subjects have different evaluation methods, according to the law of large numbers, it can be thought that the majority of opinions agree that all proposed measures are urgency Measurement which is called “Using Extensive Reading to improve reading skill for students in English” is evaluated with the highest score (741 points, its mean score is 3.72), ranked first Meanwhile, measure 5: "Encouraging students to use Extensive Reading regularly ” is rated as least necessary with X = 3.64, ranked fifth (5/5) The rest of the measures have average scores respectively from X = 3.68 to X = 3.69 It can be seen that the level of need for the proposed measures is relative, the distance between the mean scores is not too far apart (the difference between X max and X is 0.03) 4.2 The feasibility of the proposed measurements Levels of evaluation Order Measures Very feasible feasible Number scores Number - Using Extensive Reading to improve reading skill for students in English Encouragin g students to use Extensive Reading regularly effectively - Using Extensive Reading to help students to remember scores Less feasible Not feasible Number scores Number scor es 1 145 580 52 156 140 560 57 171 137 548 61 183 ∑ Mean Le vel s 739 3.71 735 3.69 734 3.68 4 vocabulary more easily or broaden sources of vocabulary - Using Extensive Reading to improve students’ reading speed - using Extensive Reading to enhance students’ positive motivation, attitude in learning English Average 128 512 68 204 0 3 719 3.61 142 568 57 171 0 0 739 3.71 692 2768 295 885 3666 3.68 - Assessment the feasibility of the proposed measurements: The results of the feasibility survey in Table4 proves that the subjects participating in the survey evaluated the feasibility of measures to improve reading skill for the 11th graders at a high schools through using Extensive Reading is relatively similar even The mean score of all measures is 3.68 points The distance between the mean score values is zero too far apart (difference between X max and X is 0.1) This proves that, although the survey subjects are different in terms of their working positions, the general opinions are relatively consistent However, going into each specific measure and each specific group of assessors, there are also some differences That difference is taking place according to the law of forward, the same increase, the same decrease Measurement and measure named “Using Extensive Reading to improve reading skill for students in English” and “Using Extensive Reading to enhance students’ s positive motivation, attitude in learning English” are the measures with the highest possible level with X = 3.71 points Measure 4: “Using Extensive Reading to improve students’ reading speed” is the measure with the lowest score with X = 3.61 points, ranked 5/5 The remaining measures are feasible with a mean score of 3.68-3.69 points The level of feasibility assessment of the proposed solutions is shown in chart APPENDIX 3B: RESULTS OF SURVEY ON THE URGENCY OF STUDENTS RESULTS OF SURVEY ON THE FEASIBILITY OF STUDENTS APPENDIX 3C: SURVEY QUESTIONS ON THE URGENCY AND FEASIBILITY OF PROPOSED MEASUREMENTS ( FOR TEACHERS) A SURVEY QUESTIONS ON THE URGENCY Question 1: How urgent is using Extensive Reading to improve reading skill for students in English? A very urgent B urgent C less urgent D not urgent Question 2: How urgent is encouraging students to use Extensive Reading regularly effectively? A very urgent B urgent C less urgent D not urgent Question 3: How urgent is using Extensive Reading to help students to remember vocabulary more easily or broaden sources of vocabulary? A very urgent B urgent C less urgent D not urgent Question 4: How urgent is using Extensive Reading to improve students’reading speed? A very urgent B urgent C less urgent D not urgent Question 5: How urgent is using Extensive Reading to enhance students’ s positive motivation, attitude in learning English? A very urgent B urgent C less urgent D not urgent B SURVEY QUESTIONS ON THE FEASIBILITY Question 1: How feasible is using Extensive Reading to improve reading skill for students? A very feasible B feasible C less feasible D not feasible Question 2: How feasible is encouraging students to use Extensive Reading regularly effectively A very feasible B feasible C less feasible D not feasible Question 3: How feasible is using Extensive Reading to help students to remember vocabulary more easily or broaden sources of vocabulary? A very feasible B feasible C less feasible D not feasible Question 4: How feasible is using Extensive Reading to improve students’reading speed? A very feasible B feasible C less feasible D not feasible Question 5: How feasible is using Extensive Reading to enhance students’positive motivation, attitude in learning English ? A very feasible B feasible C less feasible D not feasible APPENDIX 3D: SURVEY QUESTIONS ON THE URGENCY AND FEASIBILITY OF PROPOSED MEASUREMENTS ( FOR STUDENTS) A SURVEY QUESTIONS ON THE URGENCY Question 1: How urgent is using Extensive Reading to improve reading skill for students in English? A very urgent B urgent C less urgent D not urgent Question 2: How urgent is encouraging students to use regularly effectively? A very urgent B urgent C less urgent Extensive Reading D not urgent Question 3: How urgent is using Extensive Reading to help students to remember vocabulary more easily or broaden sources of vocabulary? A very urgent B urgent C less urgent D not urgent Question 4: How urgent is using Extensive Reading to improve students’reading speed? A very urgent B urgent C less urgent D not urgent Question 5: How urgent is using Extensive Reading to enhance students’ positive motivation, attitude in learning English? A very urgent B urgent C less urgent D not urgent B SURVEY QUESTIONS ON FEASIBILITY Question 1: How feasible is using Extensive Reading to improve reading skill for students? A very feasible B feasible C less feasible D not feasible Question 2: How feasible is encouraging students to use Extensive Reading regularly effectively A very feasible B feasible C less feasible D not feasible Question 3: How feasible is using Extensive Reading to help students to remember vocabulary more easily or broaden sources of vocabulary? A very feasible B feasible C less feasible D not feasible Question 4: How feasible is using Extensive Reading to improve students’reading speed? A very feasible B feasible C less feasible D not feasible Question 5: How feasible is using Extensive Reading to enhance students’positive motivation, attitude in learning English ? A very feasible B feasible C less feasible D not feasible APPENDIX 4: REPORT ON EXTENSIVE READING This report is designed to reflect you reading process Please choose at least tow favorite materials or sources to listen every week then complete the report follow Your answer needs to be posted on the forrum of our class Thank you for your coorperation …………………………………………………………………………………… I Story /fairy tale /journal/ video clip information: Title: ……………………………………………………………… Year: ……………………………………………………………… Publisher/ Author(s): ………………………………………………………… Producer: ………………………………………………………… (5 Characters) Link: ……………………………………………………………… II Usefulness for language learning Age ( Who is appropriate to the reading material? )………………… … Proficiency level (Beginning/ Intermediate/ Advanced level)………… …… Incidental vocabulary/ Structure learning Please list: - three words you have never known before: …………………………………………………………………… - one structure you have never used before: …………………………………………………………………………………… Tell about the most interesting thing you learned from this material and why you find it useful to suggest to your classmate: ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… TABLE OF CONTENTS PART I: INTRODUCTION 1 Rationale of the study 1.2 The aims of the study: 1.3 The significance of the study: 1.4 Methods of the study: Quasi- experimental design PART II: CONTENTS 1.THEORETICAL BACKGROUND 2.1.1 Nature of reading 2.1.1.1 Definitions of reading 2.1.1.2 The importance of reading skill: 2.1.1.3 Model of the reading process 2.1.1.4 Types of reading 2.1.2 Extensive reading 2.1.2.1 Definitions of extensive reading 2.1.2.2 The benefits of extensive reading in foreign language learning 2.1.2.3 Instruments used to monitor students' reading in an extensive reading activity 12 2.1.2.4 Ten top principles for an extensive reading activity 12 1.2.5 Choice of Extensive reading activities 14 2.1.2.6 Internet Sources and Materials for Extensive Reading 16 2.2 PRACTICAL BACKGROUND 17 2.2.1 Setting of the study 17 2.2.1.2 Difficulties from the teachers 18 2.1.3 Difficulties from the students: 18 2.2.1.4 Low English proficiency 18 2.2.1.5 Mixed- ability level 19 2.2.1.6 Lack of motivation 19 2.2.2.Methods of the study 19 2 2.1 Quasi- experimental design: 19 2.2.2 Instruments of the Research 20 2.2.2.1 Pre-test and Post-test 20 2.2.2.2.2 Questionnaire and survey 20 2.2.2.2.3 Learning Journal and books 21 2.2.2.3 Analysis of the Pre Test and Post- test 21 2.2.2.3.2.The Analysis of Questionnaire and survey 24 2.2.2.3.3 Discussion: 35 PART III: CONCLUSION 38 3.1 Summary of the study: 38 3.2 Limitation of the study: 38 3.3 Suggestion for further study: 39 REFERENCES 40 NGHE AN DEPARTMENT OF EDUCATION AND TRAINING TEACHING EXPERIENCE Topic: “Using Extensive Reading to improve teaching reading skill for the 11th graders at a high school.” School year 2022 - 2023 NGHE AN DEPARTMENT OF EDUCATION AND TRAINING NAM DAN HIGH SCHOOL TEACHING EXPERIENCE Topic: “Using Extensive Reading to improve teaching reading skill for the 11th graders at a high school” Author: Nguyễn Thị Mai Hương Phone number: 0834 867 784 Author: Lê Thị Hằng Phone number: 0946.755.987 Group: Foreign Language School year 2022 - 2023