Improving reading comprehension skills through cooperative learning for the second year non english majored students at tien giang university

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES _ NGUYEN KIM THAO IMPROVING READING COMPREHENSION SKILLS THROUGH COOPERATIVE LEARNING FOR THE SECOND-YEAR NON-ENGLISH MAJORED STUDENTS AT TIEN GIANG UNIVERSITY FIELD OF STUDY: THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.10 MA THESIS IN EDUCATION SUPERVISOR: TRUONG BACH LE, D.Ed HUE, 2013 i BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ _ NGUYỄN KIM THẢO CẢI THIỆN KỸ NĂNG ĐỌC HIỂU THÔNG QUA VIỆC HỌC HỢP TÁC CHO SINH VIÊN KHÔNG CHUYÊN TIẾNG ANH NĂM THỨ HAI TẠI TRƯỜNG ĐẠI HỌC TIỀN GIANG CHUYÊN NGÀNH: LÝ LUẬN VÀ PHƢƠNG PHÁP DẠY – HỌC MÔN TIẾNG ANH MÃ SỐ: 60.14.10 LUẬN VĂN THẠC SĨ GIÁO DỤC NGƯỜI HƯỚNG DẪN KHOA HỌC: TS TRƯƠNG BẠCH LÊ HUẾ, 2013 ii STATEMENT OF AUTHORSHIP I hereby acknowledge that this study is mine The data and the findings discussed in the thesis are true, and have not been published elsewhere Author Nguyen Kim Thao iii ABSTRACT The purposes of this research were: (1) to investigate whether cooperative learning enhances reading comprehension skills for non-English majored students in the second year at Tien Giang University, and (2) to find out students’ attitudes towards the cooperative learning activities applied in reading sessions This was an experimental research study, which was conducted on one group with pre- and post- test design The data were collected by means of questionnaires, pre-/ post- tests on reading comprehension skill, and in-depth interviews Forty- five questionnaires for students were delivered and returned, and interviews were conducted with students The data were analyzed in descriptive statistics, i.e statistical frequency and percentage The findings showed that the second-year non-English majored students at TGU improved their reading comprehension skills when exposed to cooperative learning activities, and they had positive attitudes towards cooperative learning However, five students (11% of the participants) had a negative attitude on cooperative learning These students liked working alone Besides, based on some limitations of this study, suggestions for further research and pedagogical implications were mentioned iv In the process of choosing and writing the thesis, I am fortunate to receive invaluable assistance and support First of all, I would like to express my deepest gratitude to my supervisor, Doctor Truong Bach Le, for his careful instructions through the course, great advice, and especially his invaluable documents, experienced suggestions and comments without which this thesis could not have been fulfilled I would like to show my heartfelt gratitude to Assoc Prof Dr Tran Van Phuoc, Assoc Prof Dr Truong Vien, Assoc Prof Dr Le Pham Hoai Huong, Doctor Pham Hoa Hiep, Doctor Pham Thi Hong Nhung, and Doctor Ton Nu Nhu Huong for their helpful instructions during the post-graduate course I would like to express my sincere thanks to all the participating students at Tien Giang University for their cooperation during the time carrying out this study Finally, it is my pleasure to acknowledge my debt to my parents, my husband, and my dearest friend as well as my colleague – Nguyen Thi Anh Thu for all of their support and encouragement that has helped me overcome the difficulties during the time I was working on this thesis TABLE OF CONTENTS Contents Pages SUB COVER PAGE i STATEMENT OF AUTHORSHIP iii ABSTRACT iv ACKNOWLEDGEMENTS v TABLE OF CONTENTS vi LIST OF ABBREVIATIONS xi v LIST OF TABLES AND CHARTS xii CHAPTER ONE: INTRODUCTION 1.1 Background of the research 1.2 Rationale for the study 1.3 Research purposes 1.4 Research questions 1.5 Research scope 1.6 Significance of the study 1.7 Research outline CHAPTER TWO: LITERATURE REVIEW 2.1 Cooperative learning 2.1.1 Definition of cooperative learning 2.1.2 Types of cooperative learning 2.1.2.1 Formal cooperative learning groups 2.1.2.2 Informal cooperative learning groups 2.1.2.3 Cooperative base groups 2.1.3 Basic elements of cooperative learning 2.1.3.1 Positive interdependence 2.1.3.2 Face-to-face interaction 10 2.1.3.3 Individual accountability 11 vi 2.1.3.4 Interpersonal skills 12 2.1.3.5 Group processing 12 2.1.4 Cooperative learning models and cooperative learning activities 13 2.1.4.1 Student Teams Achievement Division model 13 2.1.4.2 Think-Pair-Share activity 14 2.1.4.3 Numbered Heads Together activity 14 2.1.4.4 Round Robin Brainstorming activity 14 2.1.5 Possible challenges with cooperative learning in EFL classroom and some ways to overcome them 15 2.1.5.1 Possible challenges with cooperative learning 15 2.1.5.2 Some ways to overcome the challenges 16 2.2 Teacher’s role in structuring formal cooperative learning groups 17 2.2.1 Pre-implementation 17 2.2.2 Implementation 19 2.2.3 Post-implementation 20 2.3 Reading comprehension 21 Definitions of reading comprehension 21 2.4 Related research on the positive effects of cooperative learning on improving students’ reading comprehension skills 22 2.5 Summary of the literature review 24 vii CHAPTER THREE: RESEARCH METHODOLOGY 25 3.1 Participants 25 3.2 Materials 26 3.3 Research instruments 27 3.3.1 Questionnaire 27 3.3.2 Test 28 3.3.3 Interview 29 3.4 Procedures for data collection and data analysis 30 3.4.1 Procedures for data collection 30 3.4.2 Data analysis 37 3.4.2.1 Administering the reading comprehension tests 37 3.4.2.2 Administering the questionnaire 38 3.4.2.3 Administering the interview 38 CHAPTER FOUR: FINDINGS AND DISCUSSION 40 4.1 The effects of cooperative learning on improving students’ reading comprehension skills after the experiment 40 4.1.1 Learners’ English reading ability within two groups 40 4.1.1.1 Control group 40 4.1.1.2 Experimental group 42 4.1.2 Score differences between the pre-test and post-test for two groups 44 4.1.2.1 Control group 44 4.1.2.2 Experimental group 47 viii 4.2 Participants’ attitudes towards cooperative learning applied in reading sessions…… 50 4.2.1 From the questionnaire 50 4.2.1.1 The participants’ ideas about cooperative learning 51 4.2.1.2 The effects of cooperative learning 52 4.2.1.3 The participants’ interest in participation 54 4.2.1.4 The teacher’s monitoring and encouragement 55 4.2.2 From the interview 57 CHAPTER FIVE: CONCLUSIONS AND IMPLICATIONS 62 5.1 Restatement of the Study Purposes 62 5.2 Research Questions 62 5.2.1 To what extent does cooperative learning improve reading comprehension skills for the second year non-English majored students at Tien Giang University? 62 5.2.2 What are the students’ perceptions of cooperative learning employed during the reading sessions 62 5.3 Limitations of the study and suggestions for further research 63 5.4 Pedagogical implications 64 References 67 Appendices 73 Appendix Questionnaire 73 Appendix List of interview questions for students 77 Appendix Reading Text: Driving in London 79 Appendix Illustration of means of transportation 80 ix Appendix Pre-test 83 Appendix Post-test 86 LIST OF ABBREVIATONS CL : Cooperative Learning EFL : English as a Foreign Language ESL : English as a Second Language NHT : Numbered Heads Together x 10 11 12 13 14 15 16 Cooperative learning method created a good relationship among group members You liked cooperative learning activities in reading lessons Cooperative learning method enabled you to participate in reading texts You felt comfortable when reading together with your friends Cooperative learning activities in reading lessons were useful to improve your reading comprehension skills Your reading ability was better after you studied with cooperative learning method You were pleased when you were paired with a higher-achieving student You were pleased when you were paired with a lower-achieving student You were responsible for your teammates’ success in reading lessons You were helped by your teammates to explore the content of the reading texts Your teacher helped you a lot when you got difficulties in reading You were pleased with the teacher’s monitor when she used cooperative learning method in reading lessons Thank you for your cooperation! 74 (Vietnamese Version) Bảng Câu Hỏi Phiếu điều tra ý kiến sinh viên hoạt động học hợp tác để nâng cao kỹ đọc hiểu cho sinh viên không chuyên năm thứ hai trường Đại học Tiền Giang Sự hợp tác bạn có giá trị cho luận văn thạc sĩ tơi Các số liệu thu thập sử dụng nghiên cứu tơi, khơng mục đích khác Các thơng tin cá nhân bạn giữ bí mật không sử dụng tên thật bạn luận văn ấn phẩm Xin vui lòng đọc cẩn thận câu hỏi bên đánh dấu (X) vào câu trả lời phù hợp  Nam Tên: Tuổi: □  Nữ □ Lớp: Trƣờng: Bạn học tiếng Anh đến đƣợc bao lâu? _ tháng; _ năm Rất không đồng ý (1) Không đồng ý (2) Không đồng ý không phản đối (3) Đồng ý (4) Rất đồng ý (5) Câu hỏi Phƣơng pháp học hợp tác làm cho học đọc hiểu trở nên hấp dẫn Bạn tham gia cách tích cực vào tất hoạt động học hợp tác Bạn thích học theo cặp theo nhóm Bạn có hội trình bày ý kiến với bạn bè học đọc hiểu thông qua phƣơng pháp học hợp tác 75 5 10 11 12 13 14 15 16 Phƣơng pháp học hợp tác tạo mối quan hệ tốt thành viên nhóm Bạn thích hoạt động học hợp tác đọc hiểu Phƣơng pháp học hợp tác làm cho bạn to participate in reading texts Bạn cảm thấy thoải mái đọc với bạn Các hoạt động học hợp tác học đọc hiểu hữu ích việc nâng cao kỹ đọc hiểu Khả đọc hiểu bạn tốt sau đƣợc học theo phƣơng pháp học hợp tác Bạn cảm thấy hài lòng đƣợc phân làm việc theo cặp với sinh viên giỏi bạn Bạn cảm thấy hài lòng đƣợc phân làm việc theo cặp với sinh viên học bạn Bạn chịu trách nhiệm thành cơng bạn chung nhóm học đọc hiểu Các bạn nhóm giúp bạn khai thác nội dung đọc hiểu Thầy /cô giúp bạn nhiều bạn gặp khó khăn đọc Bạn hài lòng với cách điều khiển lớp giáo viên cô sử dụng phƣơng pháp học hợp tác học đọc hiểu Xin cảm ơn hợp tác bạn! 76 APPENDIX List of Interview Questions for Students What is your name? What is your major? _ Do you like learning reading? Why or Why not? _ What is your difficulty in learning to read? _ Do you enjoy working in pairs or in groups? Why or Why not? _ What are the advantages of working in pairs or in groups? _ What are the disadvantages of working in pairs or in groups? _ Do you think that working in groups or with a partner help you read better? Why or Why not? _ Was your reading ability improved when you worked in groups or with a partner, or when you worked alone? Why? _ 77 (Vietnamese version) Các Câu Hỏi Phỏng Vấn Bạn tên gì? Bạn học ngành gì? _ Bạn có thích học mơn đọc hiểu khơng? Tại thích/ Tại khơng? _ Bạn gặp khó khăn học môn đọc hiểu? _ Bạn có thích học theo cặp theo nhóm khơng? Tại thích/ Tại khơng? _ Những thuận lợi việc học theo cặp theo nhóm gì? _ Những bất lợi việc học theo cặp theo nhóm gì? _ Bạn có cho việc học theo nhóm theo cặp giúp bạn học môn đọc hiểu tốt không? Tại tốt/ Tại không? _ Khả đọc hiểu bạn đƣợc cải thiện bạn làm việc theo nhóm, theo cặp hay bạn làm việc mình? Tại sao? _ 78 APPENDIX Reading Text DRIVING IN LONDON The first and simplest piece of advice is to avoid driving in the city centre during peak hours If you have to head into the city centre at this time, it would probably be best to park outside the city centre and take some form of public transport into the city centre If you decide you want to head into the city centre during peak hours (i.e weekdays between 7am and 6pm) then you will encounter the London congestion charge This is an £8 fee for motorists (including rental car drivers) to enter the area that has been designated as the Congestion Charge Zone (CCZ) which is clearly signposted You only have to pay £8 regardless on how much you use it within that day Payment is made either online, by phone or by purchasing a voucher and must be done before midnight of the day of charge Failure to pay this fee can result in a penalty that can cost between £60 and £180; the odds are you will be caught as London city centre has the world highest density of CCTV cameras If you are driving a rental, then the car rental company will charge you at the end of the lease and you may incur an additional admin fee There are certain exceptions such as buses and emergency vehicles; and others such as motorbikes and alternative fuel vehicles which receive a 100% discount The objective of the charge is to discourage people travelling by car in the city centre and to promote public transport which is partly funded by the paid fees (Adapted from Highways Agency traffic news website) 79 APPENDIX ILLUSTRATION OF MEANS OF TRANSPORTATION Train Ship Car Plane Underground Lorry 80 Van Motorbike Bus Tram Submarine Boat 81 Ferry Coach Wheelchair Electric bike Cyclo Tricycle Bike 82 APPENDIX PRE-TEST PART Read the passage and choose the best answer (3.6marks) The dingo, Australia’s wild dog, was first spotted on the northwest shores of the subcontinent in the late seventeenth century The arrival of the dingo brought about substantial changes in the continent’s ecosystem It is noted that with the establishment of dingoes, native predators declined Among the animals probably displaced from the mainland by the dingo was the Tasmanian tiger, a recently extinct wolf-like marsupial 1/ What is the main point the author makes in this passage? A The dingo caused changes in Australia’s balance of nature B The dingo is not native to Australia C The dingo is similar to a dog D The dingo came to Australia in the 1600s 2/ According to the passage, after the dingoes arrived in Australia the Tasmanian tiger A took on the characteristics of a wolf B began hunting the dingo C began to die out D moved to the south of the continent 3/ We can infer from the passage that the dingo A is becoming extinct B was not domesticated in large numbers C lives in a particular part of Australia D befriended many native animals 4/ The word “spotted” in line is closest in meaning to A colored B placed C permitted D noticed PART Read the passage and the tasks below ( 3.2 marks) The potato is probably one of the most important vegetable crops in the United States today The potato’s original home is in the mountainous regions of South America, although it is referred to as the Irish potato It was cultivated rather extensively by the Inca Indians of Peru as far back as 200 A.D Early explorers after Columbus introduced the potato to Europe between 1532 and 1550 Not until the potato was introduced into Ireland was it recognized for its great food value rather than as a curiosity, and by the 1600s it was cultivated extensively in that country For approximately 250 years the potato was a major source of food in 83 most of Europe In fact the majority of the population in Ireland depended on this crop for its existence When the late blight disease came from America to Ireland (1845- 1847), it caused a national disaster Destruction of the vines and decay of the tubers caused a complete loss of the crop nationwide The result was the Irish famine in which thousands starved to death A colony of Presbyterian Irish who settled in New Hampshire introduced the potato to North America in 1719 Soon after the Irish famine the potato gained importance in the United States  Task 1/ What is the purpose of this passage? A To compare agriculture in Ireland and the United States B To convince us of the value of the potato C To inform us about the history of the potato D To clarify that the potato came from South America  Task Read the passage again and state whether the statements are True (T) or False (F) 2/ The potato is considered as an important kind of vegetable in the U.S 3/ Columbus introduced the potato to Europe between 1532 and 1550 4/ The potato came from North America 5/ After being introduced into Ireland, the potato was recognized for its great food valuable 6/ The blight disease caused a disaster for Ireland 7/ The author mentions the Irish famine in the passage to illustrate the importance of the potato as a source of food 8/ The potato was introduced to North Africa in 1719 PART Read the passage and the tasks below (3.2 marks) In marine habitats, a number of small creatures are involved in a “ cleaning symbiosis” At least six species of small shrimp, frequently brightly colored, crawl over fish, picking off parasites and cleaning injured areas This is not an accidental occurrence, because fish are observed to congregate around these shrimp and stay motionless while being inspected Several species of small fish (wrasses) are also cleaners, nearly all of them having appropriate adaptations such as long snouts, tweezer-like teeth, and bright coloration Conspicuous coloration probably communicates that these animals are not prey 84  Task 1/ This passage is mainly about A a process of marine life C a species of marine life B a place in the sea D a mystery of marine life 2/ The habitat described in this passage is A an aquarium B an island C the ocean D a laboratory 3/ The “cleaning symbiosis” discussed in the passage is A unimportant B harmful C predatory D beneficial  Task Scan the passage to answer each question 4/ What two types of marine life are involved in “cleaning symbiosis”? 5/ What two jobs are accomplished in this activity? 6/ What type of fish are “cleaners”? 7/ How are fish that act as “ cleaners” especially equipped to this job? 8/ What protects these fish from being eaten by other fish? 85 APPENDIX POST-TEST PART Read the passage and the tasks below (3.2 marks) In marine habitats, a number of small creatures are involved in a “ cleaning symbiosis” At least six species of small shrimp, frequently brightly colored, crawl over fish, picking off parasites and cleaning injured areas This is not an accidental occurrence, because fish are observed to congregate around these shrimp and stay motionless while being inspected Several species of small fish (wrasses) are also cleaners, nearly all of them having appropriate adaptations such as long snouts, tweezer-like teeth, and bright coloration Conspicuous coloration probably communicates that these animals are not prey  Task 1/ This passage is mainly about C a process of marine life C a species of marine life D a place in the sea D a mystery of marine life 2/ The habitat described in this passage is B an aquarium B an island C the ocean D a laboratory 3/ The “cleaning symbiosis” discussed in the passage is B unimportant B harmful C predatory D beneficial  Task Scan the passage to answer each question 4/ What two types of marine life are involved in “cleaning symbiosis”? 5/ What two jobs are accomplished in this activity? 6/ What type of fish are “cleaners”? 7/ How are fish that act as “ cleaners” especially equipped to this job? 8/ What protects these fish from being eaten by other fish? PART Read the passage and choose the best answer (3.6marks) The dingo, Australia’s wild dog, was first spotted on the northwest shores of the subcontinent in the late seventeenth century The arrival of the dingo brought about substantial changes in the continent’s ecosystem It is noted that with the establishment of dingoes, native predators declined Among the animals probably displaced from the mainland by the dingo was the Tasmanian tiger, a recently extinct wolf-like marsupial 86 1/ What is the main point the author makes in this passage? E The dingo caused changes in Australia’s balance of nature F The dingo is not native to Australia G The dingo is similar to a dog H The dingo came to Australia in the 1600s 2/ According to the passage, after the dingoes arrived in Australia the Tasmanian tiger E took on the characteristics of a wolf F began hunting the dingo G began to die out H moved to the south of the continent 3/ We can infer from the passage that the dingo E is becoming extinct F was not domesticated in large numbers G lives in a particular part of Australia H befriended many native animals 4/ The word “spotted” in line is closest in meaning to B colored B placed C permitted D noticed PART Read the passage and the tasks below ( 3.2 marks) The potato is probably one of the most important vegetable crops in the United States today The potato’s original home is in the mountainous regions of South America, although it is referred to as the Irish potato It was cultivated rather extensively by the Inca Indians of Peru as far back as 200 A.D Early explorers after Columbus introduced the potato to Europe between 1532 and 1550 Not until the potato was introduced into Ireland was it recognized for its great food value rather than as a curiosity, and by the 1600s it was cultivated extensively in that country For approximately 250 years the potato was a major source of food in most of Europe In fact the majority of the population in Ireland depended on this crop for its existence When the late blight disease came from America to Ireland (1845- 1847), it caused a national disaster Destruction of the vines and decay of the tubers caused a complete loss of the crop nationwide The result was the Irish famine in which thousands starved to death A colony of Presbyterian Irish who settled in New Hampshire introduced the potato to North America in 1719 Soon after the Irish famine the potato gained importance in the United States  Task 1/ What is the purpose of this passage? E To compare agriculture in Ireland and the United States 87 F To convince us of the value of the potato G To inform us about the history of the potato H To clarify that the potato came from South America  Task Read the passage again and state whether the statements are True (T) or False (F) 2/ The potato is considered as an important kind of vegetable in the U.S 3/ Columbus introduced the potato to Europe between 1532 and 1550 4/ The potato came from North America 5/ After being introduced into Ireland, the potato was recognized for its great food valuable 6/ The blight disease caused a disaster for Ireland 7/ The author mentions the Irish famine in the passage to illustrate the importance of the potato as a source of food 8/ The potato was introduced to North Africa in 1719 88