Một nghiên cứu về các hoạt động đọc ngoài giờ của sinh viên khoa tiếng anh năm 4 tại đại học ngoại ngữ huế

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES DANG HOANG NGOC THUY AN INVESTIGATION INTO OUT-OF-CLASS READING ACTIVITIES BY FOURTH - YEAR ENGLISH MAJOR STUDENTS AT HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.01.11 SUPERVISOR: BAO KHAM, Ph.D HUE, 2015 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ ĐẶNG HOÀNG NGỌC THÚY MỘT NGHIÊN CỨU VỀ CÁC HOẠT ĐỘNG ĐỌC NGOÀI GIỜ CỦA SINH VIÊN KHOA TIẾNG ANH NĂM TƯ TẠI ĐẠI HỌCNGOẠI NGỮ HUẾ LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60.14.01.11 NGƯỜI HƯỚNG DẪN KHOA HỌC: TS BẢO KHÂM HUẾ, 2015 STATEMENT OF ORIGINALITY This work has not previously been submitted for a degree or diploma in any university To the best of my knowledge and belief, the thesis contains no material previously published or written by another person except where due reference is made in the thesis itself Date: …./ …./ 20… Signature Dang Hoang Ngoc Thuy i ABSTRACT This research aims at investigating the out-of-class reading activities by fourth-year English major students at Hue University College of Foreign Languages The subjects of this study are fourth-year English major students and lecturers at Hue University College of Foreign Languages The data are collected from the questionnaires and the interview and thoroughly analyzed by means of tables and charts From findings and discussion, the results can be summarized as follows: (1) Most students have been aware of the importance of out-of-class reading activities and only 10% students always concern about this issue (2) According to 100 students surveyed about the reasons why they not concern about out-of-class reading activities, the number of respondents with weak language competence ranks the highest position It takes up 57% (3) Different students carry out their reading activities with different purposes Of all those purposes, “to learn something for themselves” is agreed on most of students (75%) (4) Among students’ ways of reading, “looking at the table of content and choosing the favorite topic” is the most popular way of out-of-class reading activities (5) The majority of students at HUCFL are dependent rather much on the dictionaries They look up all the new words and write down the first translation of the unfamiliar words below the English word (6) When students carry out their out-of-class reading activities, they pay attention to the content of the text (7) Most of students out-of-class reading activities when they have assignment and they have to finish their work taken by teachers (8) Students also have some problems about time; materials and knowledge which make them not have the best condition to learn (9) Students state that they will carry out their out-of-class reading activities well if they have good motivation and find interested in them In short, some pedagogical implications are made in the hope that students will have deep awareness of their out-of-class reading activities and conduct them successfully Limitations and further research are also included with the purpose to carry out if having reasonable chance ii ACKOWLEDGEMENTS Firstly, sincere gratitude is shown here for the assistance I have received during the writing of this thesis This thesis could not have been completed without such ongoing support and other encouragement It can be seen clearly that each person has each different way of learning As a Chinese proverb, “A teacher for a day will be the mentor for all your life” It means that an apprentice not only learn from the master’s knowledge, but also learn from his or her attitudes I would like to express my deepest gratitude to my supervisor, for his kind supervision, invaluable comments, and encouragement It is memorial that he has an important role in the completion of this thesis As a student, I admire not only his wide knowledge in the relevant field, but also his serious attitude in work He encouraged me to achieve accuracy and critical thinking as well as exact figure Besides, he always encourages me to complete my study on time as well as explains my problems in doing research process Moreover, he always keeps calm and behaves well when I have not finished my work yet Indeed, he is the greatest mentor I have met I am very grateful to the teachers and students at HUCFL, who were perfectly willing to participate in my study Without their enthusiastic cooperation, I would not have been able to complete my thesis Additionally, I am truly grateful also for the constant support and encouragement of my parents Although last year, many unlucky things happened to me and my family; I had an accident and it took me one month at the hospital; my parents were always next to me to look after me as well as pay attention to my study and gave me the best condition to carry out my thesis Especially, my mother always encourages me to finish my work She does all housework, takes care of my family without any complaints Finally, I would like to say thank this course, all venerable lecturers that give me an opportunity to become a student once again This is a wonderful chance for me to meet many interesting classmates and learn a lot of good things from them iii CONTENTS CHAPTER INTRODUCTION 1.1 BACKGROUND 1.2 RATIONALE 1.3 AIMS OF THE RESEARCH 1.4 SCOPE OF THE RESEARCH 1.5 RESEARCH QUESTIONS 1.6 ORGANIZATION OF THE STUDY 1.7 SUMMARY CHAPTER LITERATURE REVIEW 2.1 REVIEW OF PREVIOUS STUDIES 2.1.1 Reading and Second Language Acquisition 2.1.2 Out-of-class Reading Contributes to English Learning .7 2.2 THEORETICAL BACKGROUND 2.2.1 Concepts related to the study .9 2.2.1.1 Out-of-class English Learning Activities 2.2.1.2 The role of Metacognition in Reading Comprehension 11 2.2.2 Theory of reading .11 2.2.2.1 Definitions on reading 11 2.2.2.2 Objectives, role, importance, benefits of reading activity in language learning 14 2.2.2.2.1 Objectives of reading activity in language learning 14 2.2.2.2.2 The role of reading activity in language learning 15 2.2.2.2.3 The importance of reading activity in language learning 15 2.2.2.2.4 The benefits of reading activity in language learning 16 2.2.2.3 Types of reading activity .17 2.2.2.3.1 Extensive Reading 17 2.2.2.3.2 Intensive Reading .18 2.3 SUMMARY 18 iv CHAPTER 20 METHODOLOGY OF RESEARCH 20 3.1 PARTICIPANTS 20 3.2 DATA COLLECTION 20 3.2.1 Questionnaires for participants 20 3.2.2 Interviews for participants 22 3.3 DATA ANALYSIS 23 3.4 SUMMARY 23 CHAPTER 24 FINDINGS AND DISCUSSION 24 4.1 STUDENTS’ ATTITUDES TOWARDS OUT-OF-CLASS READING ACTIVITY 25 4.1.1 The evaluation of the importance of out-of-class reading activity 25 4.1.2 Students’ concern about out-of-class reading activity .26 4.2 STUDENTS’ TIME ON OUT-OF-CLASS READING ACTIVITIES 29 4.2.1 Place for out-of-class reading activities 29 4.2.2 Time for out-of-class reading activities 30 4.3 STUDENTS’ PURPOSES OF OUT-OF-CLASS READING ACTIVITIES 31 4.4 STUDENTS’ ORGANIGATION OF OUT-OF-CLASS READING ACTIVITIES .32 4.4.1 Students’ description of out-of-class reading activities 33 4.4.2 Determinants of students’ out-of-class reading activities 35 4.4.3 Students’ methods of out-of-class reading activities .37 4.5 DIFFICULTIES THAT STUDENTS OFTEN ENCOUNTER WHEN READING OUTSIDE THE CLASS 37 4.5.1 Difficulties about the time 37 4.5.2 Difficulties regarding learning conditions .40 4.5.3 Difficulties in terms of knowledge 43 4.6 FACTORS THAT MAKE STUDENTS’ OUT-OF-CLASS READING EASIER 44 4.6.1 Kinds of reading texts that attract students’ reading 44 4.6.2 Students’ fondness when first looking at a text .45 v 4.7 ILLUSTRATING AND ANALYZING RESULTS FROM THE INTERVIEWS 46 4.8 SUMMARY 47 CHAPTER 48 CONCLUSIONS AND IMPLICATIONS 48 5.1 SUMMARY OF THE FINDINGS 48 5.2 IMPLICATIONS 50 5.3 LIMITATIONS OF THE STUDY 52 5.4 FURTHER RESEARCH 52 5.5 SUMMARY 53 REFERENCES 54 vi LIST OF ABBREVIATIONS EFL: English as a foreign language ESL: English as a second language L2/SL: Second language HUCFL: Hue University College of Foreign Languages vii LIST OF TABLES Table 4.1: Students’ evaluation of the importance of out-of-class reading activities Table 4.2: Where students spend their time on out-of-class reading activities Table 4.3: When students spend their time on out-of-class reading activities Table 4.4: Students’ response to English materials Table 4.5: The source where students get materials Table 4.6: Kinds of reading text attract students’ reading Table 4.7: Students’ fondness when first looking at a text viii the new words Yet, the majority of fourth-year English major students at Hue University College of Foreign Languages are dependent so much on the dictionaries They look up all new words they read and write down the first translation of the unfamiliar words below the English word In their opinions, lexical knowledge determines the success in their reading activity One more focus of the research is revealed that when reading in EFL, students pay most attention to what they learn from the text to meet their needs serving their out-of-class reading activity Moreover, each student has his/her own way to develop his/her reading ability Some students have preference for many places of study such as in class, at home, at the library, or somewhere else etc Regarding to students’ time for out-ofclass reading activity, the author can see that 46 out of 80 students like to read when they have an assignment or when they have to finish their tasks given by teachers Besides, the research also discloses such problems that students encounter when reading outside the class as having too many subjects at school, insufficiency of materials, limited language competence and difficult genres However, through out-of-class reading activity, students find out the contribution of reading is so great that it can facilitate the studying of other practical skills as well as the studying of other subjects in learning English at school The findings provide useful information for the author to research on reading area It can decide the teachers’ effort in meeting students’ needs in learning process In conclusion, out-of-class reading activity is very important to our studying English So students should master some good reading skills to improve their English levels What they have to think about is trying hard to be more successful With these findings that gives due weight to the importance of out-of-class English reading activity, the author can look forward to a change in attitudes to out-of-class reading activity, and to wonderful opportunities for progress 49 5.2 IMPLICATIONS It is high time for students to adopt the necessity and importance of EFL reading activity to serve their learning of language To have considerable result in reading activity, besides practicing it in the classroom, it is necessary for students to form their own reading activity and especially apply it to improve reading skill with high success According to this research, in order for fourth-year English major students at Hue University College of Foreign Languages to carry out their out-ofclass reading activity and get the students enjoy reading, the following ideas are suggested: For students: - Students not use all the information available to them They just pick and choose from the available information only enough to select and predict a language structure which is decodable - Students who want to read effectively should possess the appropriate schemata necessary to understand a text - Reading activity depends on the readers’ ability to relate information from the text to already existing background knowledge Students should become more aware that reading is a highly interactive process between themselves and their prior background knowledge, and the text itself, on the other, indeed, know what they are looking for, engage their background knowledge while reading, and monitor achievement based on their purpose - Moreover, students should be encouraged to expand their vocabularies and to gain greater control over complex grammar structure in order to improve their reading - Once students read, they must determine the goal for reading It means that students only read what is relevant to their purpose and always keep purpose for reading in their mind From the purpose students will be more prepared to carry out the reading activity - Furthermore, students may well disagree with they read from time to time It can be very annoying but instead should be considered as part of the challenge of 50 reading and learning If the students determine to overcome this argument, they will have a good assignment Thus, students will be more critical when reading and will gain insight and an understanding of the author’s ideas - If when the students read, they not understand what they are reading, they should try to read again and again and find any light on it Besides, they should make it clearer and be sure what the author is trying to say If not, students should ask their teacher or their classmates to understand clearly - What’s more, one of students’ problems is vocabulary resource; they should have different dictionaries to refer Students should have specialized dictionaries about culture, agriculture, economics, and etc - Students should gradually improve reading speed An effective way of improving general reading speed is through timed reading in which students time themselves - Students should read critically and analytically in a meaningful way - Students should be taught about the organization of English passages, including how to find the main idea and its supporting details and how sentences and paragraphs are connected and organized and encouraged to exercises of summarizing the passages, putting main concepts in order, drawing diagrams and so on - Students should know how to spend time reading effectively - Students should not be too shy or fearful when contacting their teachers of English at class to ask about their reading problems - Students should read from many kinds of materials such as newspapers, magazines, articles and internet For teachers: - In order to motivate students to read, teachers must explain the role, the importance and the benefits of out-of-class reading activity In addition, they must introduce to students some basic reading techniques and help them to select and choose the materials effectively - Teachers also should provide students with a purpose for their reading, encourage to them to ask themselves questions about the reading activity and ask 51 them to produce something concrete They can help students to manage their time reading activity well and read effectively - Moreover, teachers should help students create interest and motivate students to find out more information through reading and carry their out-of-class reading activity in a good way Furthermore, teachers should recommend some useful sources of reading as well as efficient techniques to students - Teachers can a lot to steer students towards efficient independent reading by making tasks more explicit and helping them concentrate their efforts for a specific purpose - Besides, teachers should recommend students some books which are useful and suitable to students’ ability and interest They can find them out from libraries, bookstores and internet, etc For Libraries/ Resource Center: - Libraries/ Resource Center at HUCFL should be provided with many kinds of new and update materials, books, magazines, course books, stories, dictionaries, etc - Additionally, assistors at Libraries/ Resource Center should be more helpful and eager to help students find out the materials they want to look for 5.3 LIMITATIONS OF THE STUDY This research cannot avoid some shortcomings Firstly, the data of the research are analyzed mainly on quantitative approach that leads to some unsatisfactory results Secondly, this research is limited in 100 fourth-year English major students (about 10 male students and 90 female students) chosen randomly and lecturers from Department of English in HUCFL Thus, the precision of reality is not very high Finally, the time for the research is not long enough for me to prepare It cannot be the most careful and detailed as I expect 5.4 FURTHER RESEARCH The study aims to investigate out-of-class reading activities by fourth-year English major students at Hue University College of Foreign Languages This study 52 will be carried out on larger scale with a large number of subjects and more facilities, which enables the study to be more convincing and reliable if there is more time and conditions 5.5 SUMMARY In sum, this chapter has four parts: summary of the findings, implications, limitations of the study and further research It gave the readers an overview of the entire study I hope that it will provide some useful information about out-of-class reading activities for students, teachers as well as Libraries/ Resource Center to raise the students’ reading quality up 53 REFERENCES Bell, J (1991) Teaching Multilevel Classes in ESL.DominiePress, Inc Benson, P (2001) Teaching and Researching Autonomy in Language Learning London: Longman Inc Brooks, F B (1992) Communicative competence & the conversation course: A Social interaction perspective.Linguistics and Education, 4(2), 219-246 Brown, A L (1980) Metacognitive Development and Reading.Theoretical Issues in Reading Comprehension N J: Lawrence Erlbaum Carell, P.L (1988b) “Interactive Text Processing: Implications for ESL/Second Language Reading Classrooms”, in Carrell, P.L., J and Eskey, D.E (eds) (1988) Interactive Approaches to Second Language Reading Cambridge: CUP Carrell, P.L and Eisterhold, J.C (1988) “Schema Theory and ESL Reading Pedagogy”, in Carrell, P.L., Devine, J and Eskey, D.E (eds) (1988) Interactive Approaches to Second Language Reading Cambridge: CUP Carrell, P.L (1988) “Some Causes of Text-boundedness and Schema Interference in ESL Reading,” in Carrell, P.L., Devine, J and Eskey, D.E (eds) (1988) Interactive Approaches to Second Language Reading Cambridge: CUP Carrell, P.L (1988) “Introduction: interactive approaches to second language reading.” in P.L Carrell, J Devine and D E Eskey (Eds) Interactive Approaches to Second Language Reading New York: Cambridge University Press, 1-7 Carson, J E., Carrell, P L., Silberstein, S., & Kuehn, P (1990) Reading-writing relationships in first and second language TESOL Quarterly 24,245-66 Cho, K S., &Krashen, S D (1994) Acquisition of vocabulary from the Sweet Valley Kids series: Adult ESL acquisition Journal of Reading, 37, 662-7 Constantino, R (1995) Reading in a second language doesn’t have to hurt: The effect of pleasure reading Journal of Adolescent and Adult Reading, 39, 68-9 Fedyk, C (2006) Reading and L2 Acquisition.The International TEYL Journal Retrieved April 6, 2009, from http://www.teyl.org/article5.html 54 Freeman, M (1999) The language learning activities of students of EFL and French at two universities.Language Learning Journal, 19, 80-88 Galda, Lee and Bernice E Cullinam.(2002) Literature and the Child Chicago: Wadsworth Thomsom Learning Grabe, W & L F Stoller (2001) “Reading for academic purposes: guidelines for the ESL/EFL teacher In M Celce-murcia (Ed.), Teaching English as a Second on Foreign Language Boston: Heinle&Heinle, 187-203 Hafiz, F M, & Tudor, Ian.(1989) “Extensive reading and the development of language skills.”ELT Journal, 43(1), 4-13 Harris, A., &Sipay, E (1975) How to increase reading ability New York: Longman Hedge, Trica (2003) Teaching & learning in the language classroom UK:OUP Hyland, F (2004) Learning autonomously: contextualizing out-of-class English language learning Language Awareness, 13(3), 180-202 Krashen, S (2003) Dealing with English Fever.The Twelfth International Symposium on English Teaching Taiwan Krashen, S (1993) The Power of Reading: Insights from the Research Colorado: Libraries Unlimited, Inc Li, X (2005) Outside Class Reading Contributes to English Learning- A Survey of English Major University Students’ Opinions on the Relation between Outside Class Reading in English and English Learning.Sino-US English Teaching, 2(9), 77-79 Mori, S (2002) Redefining Motivation to Read in a Foreign Language.Vol.14 No.12 Available from http://wwwnfjrc/hawaii.edu/rf/October2002/mori/mori_htnl (Accessed June, 2007) Nunan, D (1999) Second Language Teaching and Learning Boston: Heinle&Heinle Publishers Nunan, D (1991) Language Teaching Methodology UK: Prentice Hall International Ltd Ortega y Gasset, J (1959) The difficulty of reading Diogenes, 28, 1-17 55 Perry, D J (2002).Schema theory Available form http://education.indiana.edu/p540/webcourse/schema.html (Accessed 6, April) Pickard, N (1996) Out-of-class language learning strategies.English Teaching Journal, 50, 150-159 Richards, J C & W A Weaver.(2002) Methodology in Language Teaching Cambridge University Press Spratt, M., Humphreys, G., & Chan, V (2002) Autonomy and motivation: Which comes first? Language Teaching Research, 6, 245-266 Suh, J.S., Wasanasomsithi, P., Short, S., & Majid, N.A (1999) Out of class learning experiences and students’ perceptions of their impact on English conversation skills Research report at Indian University ERIC document no ED433715 William, E (1984) Reading in the language classroom Illustrations Macmillan Publishers Ltd Witty, P (1963) How to Improve your Reading Science Research Associates, Inc Yap, S.L (1998) Out-of-class use of English by secondary school students in a Hong Kong Anglo-Chinese school Unpublished MA Thesis, University of Hong Kong 56 APPENDIX QUESTIONNAIRE FOR STUDENTS The purpose of this questionnaire is to survey the project: AN INVESTIGATION INTO OUT-OF-CLASS READING ACTIVITIES BY FOURTH - YEAR ENGLISH MAJOR STUDENTS AT HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES Your contribution is one of the great successes for my research paper The data collected will be only used for my research paper not for publication or any other purposes Please put a tick (√) on the answer you choose Some answers you can choose one or more To you, are out-of-class reading activities ………… ? □ very important □ little important □ important □ not important at all How often you concern about your out-of-class reading activities? □ Always □ Often □ Sometimes □ Neutrally □ Never Where you often spend time on out-of-class reading activities most? □ at home □ at the library □ other place, specify ………… How often you spend time on your out-of-class reading activities? □ Once a week □ Twice a week □ other answer ………… When are your out-of-class reading activities carried out? □ You have free time □ On schedule □ You have assignment □ Whenever you like Generally, the aim of your out-of-class reading activities is ………… □ to get information for present job (studying, assignment, etc.) □ to get information for later reference 57 □ to finish the tasks and exercises given by teachers □ to entertain, to relax in your free time □ to learn something for yourself (learn grammar points, new words, idioms, etc.) Which of the following reasons make you interested in out-of-class English reading activities? □ Look for new information □ Widen your background knowledge and language knowledge □ Reinforce and improve your new words □ Have many interesting activities □ Be easier and more comfortable than listening, speaking and writing activities Others ……………………………………………………………………… What you usually when you read a text? □ Looking up all new words □ Never taking notes □ Skimming □ Scanning □ Reading then translating into Vietnamese □ Guessing meaning from context and ignore some new words According to you, what are the determinants of your out-of-class reading activities? □ Have knowledge of the writing system □ Have vocabulary or lexical knowledge □ Have knowledge of the language □ Have ability to interpret □ Have good background knowledge 10 Do you have enough time to carry out your out-of-class reading activities? □ Enough □ Not enough 58 11 Which of the following reasons make you not interest in and often hinder your out-of-class reading activities? □ Lacking motivation □ Lacking reading techniques □ Lacking access to books □ Being weak in language competence 12 Which of the following factors have an effect on the time for your out-of-class reading activities? □ You have many subjects at school □ You have to housework at home □ You have to help your family in earning living □ You have to participate in students’ activities at school Others: ……………………………………………………………………… 13 How often you have enough books, newspapers, magazines or any other English materials as references in your out-of-class reading activities? □ Always □ Usually □ Sometimes □ Rarely □ Never 14 Where you often get materials when you your reading activities? □ In library □ Teachers’ supplies □ On the Internet □ Buying in book shops 15 Have you got many different kinds of dictionaries to study? □ Many □ Enough □ Few 16 What type of texts you read? □ Stories □ Poems □ Prose works □ Letters □ Arguments □ Advertising □ Reports □ Scientific and Social information Which ones are the most and which ones are the least? ……………………………………………………………… 59 17 Why you like to read these types of texts? □ They are practical and easy to read □ It is easy for you to update information □ They are lively and have attractive pictures □ The ways of using the words are very artistic □ They are necessary for your study Others: …………………………………………………… 18 What you when you read these texts? □ Look at the content and choose your favorite topic □ Read the topic and think about what will be told □ Try to check your prediction which is right or wrong □ Underline or mark important information that you need 19 Difficulties that you often encounter when you your out-of-class reading activities □ limited vocabulary source □ difficult grammar point and idioms □ uninteresting topics □ unable to understand some specific cultural notions □ lack material and time to □ other difficulties: ………………………………… 20 How you solve these problems? □ learn vocabulary by heart □ indentify the reason for your reading determines your efficient techniques □ learn grammar and idioms by heart □ choose the interesting and appropriate topics □ highlight the specific culture notions and refer to the other source □ arrange the suitable time to find the suitable material 60 Please supply some personal information: Student’s name: ………………………………………………………… □ Male Sex: □ Female Age: Student of the …………………………………………………… year Class: ………………………… Department: ………………………… Thank you very much for your cooperation! 61 APPENDIX BẢNG PHỎNG VẤN (Dành cho sinh viên) Bảng vấn nhằm khảo sát cho luận văn Thạc sĩ tơi có tựa đề “Một nghiên cứu hoạt động đọc sinh viên chuyên ngành tiếng Anh năm trường ĐH Ngoại Ngữ Huế” Tất liệu thu thập bảng vấn phục vụ cho mục đích nghiên cứu Câu trả lời bạn quan trọng thành công nghiên cứu Đặc biệt ý tưởng góp phần làm cho nghiên cứu tơi chất lượng 1.Bạn có cảm thấy chủ động tự tin thực hoạt động đọc bạn khơng? Nếu khơng, cho biết lí do? Khi thực hoạt động đọc bạn (tìm tài liệu mạng, vào thư viện mượn sách…), bạn cảm thấy mức độ khó/dễ thực hoat động nào? Giáo viên, bạn bè có giúp ích cho bạn thực hoạt động khơng? Nếu có, mức độ nào? Trong tài liệu đọc bạn đọc, bạn ứng dụng vào mơn Đọc cho mơn Đọc bạn có kết tốt hơn? Bạn có hài lịng bạn đạt từ hoạt động không? Tại sao? Có điều khiến bạn chưa hài long với hoạt động khơng? Cho biết lí do? Xin cung cấp số thông tin cá nhân: Tên sinh viên: Giới tính: □ Nam □ Nữ Tuổi: Sinh viên năm ………… Lớp: Khoa: Cảm ơn hợp tác bạn nhiều! 62 APPENDIX INTERVIEW FOR TEACHERS The purpose of this interview is to survey the project: AN INVESTIGATION INTO OUT-OF-CLASS READING ACTIVITIES BY FOURTH - YEAR ENGLISH MAJOR STUDENTS AT HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES Your contribution is one of the great successes for my research paper The data collected will be only used for my research paper not for publication or any other purposes Do you think that out-of-class reading activities are necessary for students? Why? What and how you want to for students to help them carry out their out-ofclass reading activities effectively? Do you usually motivate your students in out-of-class reading activities? What you think about the advantages and disadvantages which students have when they carry out their out-of-class reading activities? What are the suggestions made for effective out-of-class reading activities? Thank you very much for your cooperation! 63