An investigation into difficulties in learning efl english reading comprehension faces by students at grade 11 a case sudy at no trang long ethnic minority boarding high school daklak province

TABLE OF CONTENT Content Pages SUBCOVER PAGE STATEMENT OF AUTHORSHIP ACKNOWLEDGEMENT TABLE OF CONTENTS LIST OF ABBREVIATIONS LIST OF TABLES LIST OF CHARTS ABSTRACT CHAPTER 1:INTRODUCTION 1.1 Rationales 1.2 Aims of the research 10 1.3 Objectives of the research 11 1.4 Research questions 11 1.5 Scope of the research 11 1.6 Significance of the research 12 1.7 The structure of the research 12 CHAPTER 2: THEORETICAL BACKGROUND 2.1 Nature of reading and reading comprehension 13 2.1.1What is reading? 13 2.1.2 What is reading comprehension? 16 2.1.3 The importance of reading 17 2.1.4 Intensive reading and extensive reading 18 4.1.4.1 Intensive reading 18 4.1.4.2 Extensive reading 18 2.1.5 Different approaches in interpreting a text 19 2.1.5.1 Bottom-up approach 19 2.1.5.2 Top-down approach 20 2.1.5.3 Interactive model 21 2.1.6 Factors influencing reading comprehension 21 2.1.6.1 Background/ Schematic knowledge 21 2.1.6.2 Linguistic knowledge 22 2.1.6.2.a Vocabulary 22 2.1.6.2.b Syntax 23 2.1.6.2.c Cohesion 24 2.1.6.3 Readers‟ motivation 24 2.2 The learning of reading 25 2.2.1 Basic skills in reading 25 2.2.1.1 Skimming 25 2.2.1.2 Scanning 25 2.2.1.3 Word attack skill 26 2.2.2 Some strategies in reading 28 2.2.2.1 Knowing what to know in reading 28 2.2.2.2 Knowing how deeply to study the material 28 2.3 The teaching of reading 29 2.3.1 Techniques used in teaching reading 29 2.3.1.1 Techniques used in „Pre‟ reading 29 2.3.1.2 Techniques used in “While” stage 29 2.3.1.3 Techniques used in “Post” stage 29 2.3.2 Dealing with new words in teaching reading 29 2.3.3 The language of teachers‟ questions 30 2.4 The reading curriculum for grade 11 at high school 30 2.4.1 Content map for reading section 30 2.4.2 Requirements for 11th grade students at reading set by the MOET 32 2.5 Summary 32 CHAPTER 3: METHODOLOGY 3.1 Research methods 34 3.2 Subjects 35 3.3 Data collection instruments 37 3.3.1Questionnaires 37 3.3.2 Oral semi-instructed interviews 39 3.3.3 Reading Test 40 3.4 Data collection procedure 41 3.5 Data analysis 45 3.6 Summary 45 CHAPTER 4: FINDINGS AND DICUSSION 4.1 Perceptions of students of reading comprehension 47 4.1.1 The purposes of reading comprehension 47 4.1.2 The role of reading skill to students‟ English learning 49 4.1.3 Level of students‟ interest in English reading 50 4.1.4 Frequency that students read in English 50 4.1.5 Students‟ favorite genres for reading 51 4.2 The reality of the teaching and learning of EFL English reading comprehension at NTL EMBHS 53 4.2.1 Mental factors hindering students from reading comprehension 53 4.2.2 Psychological factors hindering students from reading comprehension 55 4.2.3 Activities carried out by the teacher in reading sections 57 4.2.4 Activities used to monitor the class in reading sections by the teachers 59 4.2.5 Activities done by the students in learning reading 61 4.2.6 Skills applied by the students in reading a text 63 4.2.7 Factors relating to learning material which usually hindered students from reading comprehension 64 4.2.8 Students‟ result of doing a reading test 65 4.2.9 Skills that students are able to apply in English reading after six years of leaning English reading 66 4.3 Solutions to help students improve their reading competence 68 4.3.1 Things that the teacher should apply in teaching reading comprehension 68 4.3.2 Activities that teacher should in teaching reading comprehension 71 4.3.3 Things that students should to be good at English reading 72 4.3.4 Characteristics of a reading text to help students read effectively 74 4.3.5 Overall elements beneficial for students‟ English reading comprehension 76 4.4 Conclusion 77 CHAPTER 5: CONCLUSION AND IMPLICATIONS 5.1Conclusion 78 5.2 Implications 81 5.2.1For the leaders at NTL EMBHS 81 5.2.2 For the textbook designers 81 5.3 Limitation of the research 81 5.4 Recommendation for further research 82 REFERENCES 83 APPENDICES Appendix 1: Findings from questionnaire Appendix 2: Findings from the reading test Appendix 3: Questionnaire for students Appendix 4: Bảng câu hỏi điều tra cho học sinh Appendix 5: Questions to interview teachers Appendix 6: Questions to interview students Appendix 7: Reading Test REFERENCES LIST OF ABBREVIATION NTL EMBHS : No Trang Long Ethnic Minority Boarding High School EFL : English as a Foreign Language TEFL : Teaching of English as a Foreign Language MOET : Ministry of Education and Training GCSE : General Certificate of Secondary Education CLT : Communicative Language Teaching LIST OF TABLES Pages 2.4.1: Content map for reading sections 30 3.4: Data Collection Procedure 44 3.6: Research questions, data collections instruments and data analysis 46 4.1 1: The purposes of reading comprehension 47 4.1.5: Students‟ favorite genres for reading 51 4.2.1: Mental factors that usually hindered students from reading comprehension 53 4.2.2: Psychological factors that usually hindered students from reading comprehension 55 4.2.3: Activities carried out by the teacher in teaching reading 57 4.2.4: Activities used to monitor the class in reading sections by the teacher 59 4.2.5: Activities usually done by the students in learning reading 61 4.2.6: Skills applied by the students in interpreting a text 63 4.2.7:Factors relating to Learning material hindering students from reading comprehension 64 2.9: Skills that students are able to apply in English reading after years of learning English reading 66 4.3.1 :Things that the teacher should apply in teaching reading comprehension 68 4.3.2 : Activities that teacher should in teaching reading comprehension 71 4.3.3: Things that students should to be good at reading 72 4.3.4: Characteristics of a reading text to help students read effectively 74 4.3.5:Overall beneficial elements for students‟ English reading competence 76 LIST OF CHARTS Pages 4.1.2: The role of reading skill to students‟ English learning 49 4.1.3: Level of students‟ interest in English reading 50 4.1.4: Frequency that students read in English 50 4.2.8: Students‟ result of doing a reading test 66 ABSTRACT This research is carried out to investigate difficulties in learning EFL English reading comprehension faced by 11th grade students at No Trang Long Ethnic Minority Boarding High School (NTL EMBHS) in Daklak province and therefore to offer appropriate suggestions to help the students at the school improve the learning of EFL English reading comprehension To gain this target, data collection instruments, namely a questionnaire for students, semi-instructed interviews with students and teachers of English and a reading test for students, were applied in this research All of data gained from investigation process was analyzed with both qualitative and quantitative methods The result of data analysis showed that 11th grade students at the school did not face any difficulties relating to the issue of perceptions of reading comprehension However, a number of difficulties hindering the students from reading comprehension were found to be caused by teaching method of the teachers, by learning method of the students and by learning material In other words, shortcomings relating to students‟ learning motivation, knowledge of linguistic elements along with shared knowledge and reading habit and teachers‟ guiding questions are those necessary to concern to improve the effectiveness of the teaching and learning of EFL English reading comprehension for 11th grade students at the school Long texts, complicated language and the lack of illustrations in reading texts, additionally, were found to exert negative influences on students‟ reading comprehension Similarly, the lack of supplementary reading material and lack of dictionaries also hindered the students from improving their reading competence Consequently, solutions relating to these shortcoming were pointed out with the desire to make the learning of EFL English reading comprehension of 11th grade students at the school become more effective CHAPTER 1: INTRODUCTION 1.1 Rationale In the context that Vietnam is undergoing a vigorous change to integrate into the world, foreign languages, especially English, clearly define their vital roles as a linguistic bridge between the country and other countries It cannot be denied that English as a Foreign Language is considered as one of the beneficial means of international communication and partly contributes to the development of Vietnam Therefore, English holds essential positions in all fields in the society and especially in education and training whose main aim is to enrich intellectual human resources for all of working branches at all levels Accordingly, the teaching and learning of English as a Foreign Language in Vietnam always receive a great deal of concern from governmental and local authorities, from managers and trainers of education and definitely from teachers and learners of English Nevertheless, we have to admit that there are still many problems existing in the teaching and learning English for EFL learners at every region all over the country, at both Plains and High Lands As a matter of fact, even though many efforts have been done in the Teaching of English as a Foreign Language (TEFL), Vietnamese learners‟ English competence still hardly meets the proposed educational requirements Recent rate of the students passing in English, which has been taught nationally from lower to higher secondary schools, in the General Certificate of Secondary Education (GCSE) has showed an alarming situation According to the document No 370/BC-BGDDT by the Ministry of Education & Training of Vietnam, the average mean of students passing in English in the GCSE in 2010 accounted for only 57,30 %, being lowest in comparison with other compulsory subjects of the exam This number indicates that the effectiveness of the teaching and learning of EFL in Vietnam is still rather limited Particularly, EFL teaching and learning in the Central Highland of Vietnam, especially in Daklak province still leave problems which are worth being concerned Regional characteristics of a mountainous area partly lead to the fact that educational conditions in Daklak province are comparatively poorer than other areas In detail, mountainous position of the province seems to make it lack essential elements for effective EFL English teaching and learning such as English material, teaching aids, EFL effective learning environment Especially, from the experience gained from my own teaching context, I find that EFL learners face many problems in their learning They cannot learn English as being expected and therefore English subject tends to be a burden to the learners Some of my students reveal that they feel frightened to EFL learning Moreover, they admit to “know nothing” after a long period spent on EFL learning, which partly leads to the fact that learners‟ motivation in learning foreign language simultaneously becomes affected In reality, there have been many times when I stepped out of EFL classes, with the role of a teacher of English, my mind was full of worries about the students‟ motivation and attitudes in English learning In classes, most of the students seem to be rather passive, unwilling and even lazy in English learning Gradually, these worries have partly made me have unsatisfying feelings in carrying out my teaching job, which generally makes my own teaching ineffective and certainly lead to negative affects on the learning of students To improve this situation, Nuttal (2000, p.10) pointed “recognizing that you have problems is the first step to solving them” In other words, with the desire to improve EFL learning and teaching, I find it necessary to find out difficulties and the reasons of this matter Additionally, the reality of English-skill learning is worth being taken into account in the current context It cannot be denied that in current educational conditions, there are many advantages in EFL learning especially of English They are, for instance, the advantages of foreign language textbooks compiled from communicative approach‟s viewpoints which could help EFL learners practice all of the four language skills: listening, speaking, reading and writing In addition, facilities equipment for foreign language teaching and learning like CD-players, language laboratory rooms, visual aids and such of things have gradually been improved Besides, EFL learners have also an environment to practice their target language in the real life when there are more and more foreigners coming to many regions in our country Especially, the staff of qualified foreign language teachers could improve the effectiveness of the teaching and learning of language skills Nevertheless, the learning of skills of English language still faces a great deal of difficulties, especially the ones in learning EFL English reading comprehension These difficulties possibly caused by teaching methods, learners‟ motivation, from learners‟ learning styles and partly from remaining shortcomings of learning materials They might also caused by the shortage of supplementary reading material for EFL learners to practice reading skills outside of classroom Besides, the difficulties in learning EFL English reading comprehension might simultaneously be afffected by the lack of space for extensive reading in English textbooks Such difficulties in the learning of EFL English reading seems to be familiar to many high schools in Daklak province, where the material and intellectual sources mentioned previously tend not to be equipped fully As a matter of fact, No Trang Long Ethnic Minority Boarding High School in Daklak province is no exception Many educational researches on different issues relating to EFL reading comprehension have been done by different researchers, including both Vietnamese and non-Vietnamese ones However, difficulties in learning EFL English reading comprehension still leave many things to study, especially at No Trang Long Ethnic Minority Boarding High School, Daklak province Meanwhile, I am really concerned and interested in studying difficulties that students at the school encounter in learning EFL English reading comprehension For these reasons, I managed the time to this research with the wish to contribute a humble part to improving the quality of EFL learning in general and the quality of learning EFL English reading comprehension in particular 1.2 Aims of the research This research aims to understand the nature of EFL learning in general and EFL English reading comprehension in particular at No Trang Long Ethnic Minority Boarding High School In addition, the studying of the nature of difficulties that the students face in learning EFL Reading is also targeted and 10 linguistic knowledge from the lower class to higher one In other words, the problem caused by the text could be traced by the lack of language competence of the students Therefore, it is the teacher that does supplement more suitable reading passage, more pictures and apply appropriate teaching method to help the students overcome obstacles caused by the reading text as discussed above 4.3.5 Overall beneficial elements to students’ English reading comprehension To supplement more useful elements for the students to improve their English reading competence, the following factors were taken into account Responses Number Percentage (%) a) Tasks of the reading text should be diversified 15 25 b) There are enough supplementary materials for students to practice reading skills 41 68.33 c) There is a system of classification of the supplementary material into different levels 35 58.33 d) Learners should be tested for reading competence so they could know which reading texts suit them 37 61.67 e) Learners have enough supplementary dictionaries 39 65 Table 4.3.5: Overall beneficial elements to students’ English reading learning This table shows that it is very necessary to have supplementary material for students to practice reading skills, especially out of classroom In other words, available supplemented reading documents could make the students practice reading more frequently because they not have to spend their own time and money on finding extra-documents for reading practice Simultaneously, since supplementary reading materials are available, students‟ reading habit could be formed more easily In addition, to have the students prepare better for reading lessons, they need to have enough dictionaries To clarify for this point, in the interview student no expressed that “It is necessary to have grammatical books, vocabulary books and especially dictionaries Because when I not know meaning of new word and I cannot guess its meaning too, it is obligatory to use dictionary to check up its meaning” 76 It is also beneficial that sometimes the students at the school could be tested for their reading competence To the teachers, these tests are supposed to help them know exactly their students‟ competence and therefore they can understand what to to improve their students‟ reading competence To the students, these tests help them know exactly their own reading ability and therefore they could choose suitable reading material for them to improve their reading competence effectively Additionally, to gain this target, the supplemented materials are to be classified into different levels basing readers‟ reading competence 4.4 CONCLUSION In conclusion, findings from survey questionnaire, semi-structured interviews and reading test were presented in this chapter As discussed previously, those are findings of students‟ perception of reading comprehension, the reality of teaching and learning of EFL English reading comprehension Basing on the analysis of this reality, difficulties in learning ELF English reading could be pointed out and therefore appropriate solutions to these difficulties were searched for also In detail, the first part of this chapter focuses on students‟ perceptions of purposes of reading comprehension, the role of English reading comprehension, level of students‟ interests in English reading comprehension, frequency that students read in English and students‟ favorite genres for reading Secondly, to gain a proper understanding of the reality of the teaching and learning of EFL English reading comprehension at the school and then find out students‟ difficulties, this study focuses on mental and psychological factors which hindered students from comprehensively reading, on teachers‟ methodology applied in teaching reading and on students‟ methodology used in learning reading In addition, factors relating to learning material which are supposed to exert negative effects on students‟ learning were also discussed in this study Accordingly, solutions to these aspects were also pointed in the third part of this chapter 77 CHAPTER 5: CONCLUSION AND IMPLICATIONS 5.1 CONCLUSION Overall, with the hypothesis that the learning of EFL English reading comprehension of 11th grade students at NTL EMBHS is hindered by a number of difficulties, the writer of this study carried out an investigation to find out the difficulties and therefore to offer some solutions which can be beneficial for the students to learn reading in the target language better Owing to some data collection instruments like questionnaire, interview and reading test, the survey did gain a number of results which could be described briefly as follows In terms of students‟ perceptions, it was clear to state that 11th grade students at the school had appropriate purposes when they carried out reading activities Reading, simultaneously, was supposed to play an important role to the students‟ English learning Accordingly, most of the students had positive attitudes to English reading and spent time reading both inside and outside classroom Additionally, the findings gained from the study shows that the students were interested in familiar genres of reading text such as letters, postcards, newspapers, magazines, which can be used appropriately for the CLT However, it is rather surprising that short stories also obtained a great deal of students‟ interests, hence these genres for reading might be taken into consideration to be added in supplemented reading material for the students From essential information discussed above, 11th grade students at the school are supposed to have accurate perceptions of the nature of EFL English reading comprehension, which might create an advantageous condition for them to learn reading in the target language In the light of the reality of the teaching and learning of EFL English reading comprehension at NTL EMBHS, it is found that the teachers and learners at the school carried out the teaching and learning somewhat appropriately to the nature of CLT However, owing to a number of both subjective and objective reasons, the teaching and learning of EFL English reading at the school inevitably have some shortcomings and cause certain difficulties for the students in learning reading in the 78 target language These shortcomings could be categorized into main sections as follows The first problem of the students was that they were less motivated in learning reading In addition, they found it hard to comprehend a text because they themselves lacked linguistic knowledge of grammatical structures, vocabulary, cohesive devices of language used in a text Similarly, they did not have a great deal of shared knowledge of what written in the text The students also admitted that they were not very good at identifying main ideas of a text Additionally, they were not fully instructed to interpret a text in a right direction and did not have many chances to receive appropriate guiding questions from the teachers and to be checked for answers Besides, the habit of reading and clarifying learning objectives before dealing with a reading passage were not really familiar to the students Learning materials were also claimed to exert negative influences on the students‟ learning of EFL English reading comprehension In detail, the texts in the textbook was said to be rather long with a great deal of difficult words and difficult structures but lack of illustrations for the content of the reading The students were not, moreover, equipped with enough supplementary reading material to practice reading outside of classroom Simultaneously, the learning of EFL English reading comprehension at the school was not really advantageous partly because the fact that not all of the students had enough dictionaries In order to help the students overcome discussed difficulties and make the learning of EFL English reading become more effective, some solutions along with some suggestions were taken into consideration These solutions and suggestions aim at the teachers, the students and the texts in the textbook In order to help the students improve reading learning quality, the teacher is expected to a number of beneficial things Firstly, increasing students‟ learning motivation is supposed to play a crucial role in reading classes In order to gain this target, from the beginning of each reading lesson, the teacher should help their students to clarify learning objectives With this activity, the students could assess 79 the usefulness that they could have from the lesson and therefore, they would be more active, more enthusiastic and more motivated in learning Within the teaching process, the teacher is to use various kinds of teaching aids posters, pictures, realias, CD-players, projectors and so on In addition, to help the students interpret a reading text easily, the teacher is expected to put more emphasis one essential linguistic elements such as difficult words, difficult structures and cohesive devices in a text With these helps, the teacher could partly help the students overcome hindrances caused by characteristics of reading text Besides, difficult level of checking and guiding questions along with appropriate working arrangement for the students should also be concerned by the teacher Thirdly, to help students‟ learning process smoothly, the teacher is expected to play useful roles of an organizer, a participant, a supporter, a controller and a tester It is concluded that in order to learn English reading better, 11th grade students at NTL EMBHS should devote more time for reading and create themselves the reading habit In the real life, they are expected to enrich their general knowledge by numerous ways and then know how to apply such knowledge in interpreting a text in reading In learning English reading, before dealing with a text, they are to take learning objectives into consideration Last but not least, they should put more emphasis on the practice of reading skills and strategies in language learning in classroom to be successful in dealing with reading passage in the real life Even though it is the teacher that helps the students overcome difficulties caused by the mismatch between reading texts and language competence of the students, reading texts are to gain more concern from educators First of all, the reading texts in the textbook for 11th grade students to learning EFL English reading also need some improvements In detail, the topics should be real-life-like and close to student‟s interests It is also necessary to have more colorful and lively pictures to illustrate the content of the reading passage The language of the text, and language of the questions after the text, besides, are expected not to be very complicated It is 80 also noticeable that humorous elements within a text are appreciated by the learners Next, it is necessary to equip students with enough dictionaries, with supplemental reading materials classified into different levels and to test students‟ reading competence regularly Some pedagogical implications also arise from the findings of solutions and suggestions already discussed In detail, the pedagogical implications could be described in the next section 5.2 IMPLICATIONS 5.2.1 For the leaders at NTL EMBHS In order to create good conditions for 11th grade students and the teachers at NTL EMBHS to accomplish the teaching and learning of EFL English reading comprehension, the leaders at the school are expected to increase considerable investment in the equipments for teaching aids and for learning materials In addition, it is also desirable to gain their full support for regular testing on reading for 11th grade students 5.2.2 For the textbook designers To make the textbook more appropriate for the learning of EFL English reading comprehension, textbook designers are expected to make the textbook more interesting with more illustrations In addition, it cannot be denied that too challenging language input could create pressure for students in learning Therefore, the language input in textbook is expected to be more appropriate to students‟ level 5.3 LIMITATIONS OF THE STUDY Owing to some reasons, there are still a number of limitations in this study First of all, the author of this study did not have much time to study profoundly and totally all of essential issues relating to difficulties in learning ELF English reading comprehension of 11th grade students at NTL EMBHS Besides, class observationone of beneficial means of data collection was not applied for this study owing to the lack of time too Therefore, it is not really easy to gain an in-depth 81 understanding about all necessary aspects relating to the topic of the study The subjects of the study, in addition, just make up a limited number so the findings obtained from the study hardly to be perfectly adequate As already discussed, moreover, this research is a case study of NTL EMBHS and therefore could not be applied for the other contexts of teaching and learning in a large scale 5.4 RECOMMENDATIONS FOR FURTHER RESEARCH Learning from limitation discussed previously, it is suggested that there are some areas of further 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Skills-Reading (part 2): Trainers’ Handbook The importance of reading and listening Retrieved October 15, 2010 from http://www.english.hb.pl/articles/input/ Thorne, S (1997) Mastering Advanced English Language England: McMillan Press LTD Vietnamese Educational and Training Department (2010) Tài liệu tập huấn giáo viên: Dạy học, kiểm tra đánh giá theo chuẩn kiến thức, kĩ chương trình giáo dục phổ thơng, mơn Tiếng Anh, cấp Trung học phổ thông Hanoi Vu, T.H., Hoang, H.A., Tran, T.T.P (2009) Kiểm tra, đánh giá thường xuyên định kì Tiếng Anh 11 Hanoi: Educational Publisher Vu, T L & Nguyen, H C (2009) Hướng dẫn thực chuẩn kíên thức, kĩ năng, Mơn Tiếng Anh, Trung học phổ thông Hanoi: Educational Publisher 90