The employment of metacognitive reading strategies by tesol postgraduates intake 9 and 10 at hochiminh city open university

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY THE EMPLOYMENT OF METACOGNITIVE READING STRATEGIES BY TESOL POSTGRADUATES INTAKES AND 10 AT HO CHI MINH CITY OPEN UNIVERSITY A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS (TESOL) Tai Lieu Chat Luong Submitted by NGUYEN THI THU THUY Supervisor: Assoc Prof Dr PHAM VU PHI HO HO CHI MINH CITY April 2018 CHÚ Ý CÁCH SẮP XẾP BÌA TRÊN IN THÊM MỘT TRANG NỮA (BÊN TRONG) TIẾP THEO, LÀ “Ý KIẾN CHO PHÉP BẢO VỆ LUẬN VĂN THẠC SĨ CỦA GIẢNG VIÊN HƯỚNG DẪN” TIẾP THEO, LÀ “PART II.PDF” (ĐÍNH KÈM) TIẾP THEO, LÀ “PART III.PDF” (ĐÍNH KÈM) TIẾP THEO, LÀ “BIÊN BẢN HỘI ĐỒNG” CUỐI CÙNG, LÀ “BIÊN BẢN CHỈNH SỬA” DÒNG CHỮ BÊN HÔNG (GÁY LUẬN VĂN): TESOL9  MASTER OF ARTS IN TESOL  NGUYỄN THỊ THU THỦY  2018 STATEMENT OF AUTHORSHIP I certify that this thesis entitled “The Employment of Metacognitive Reading Strategies by TESOL Postgraduates Intakes and 10 at Ho Chi Minh City Open University” is my own work Except where reference is made in the text of the thesis, this thesis does not contain material published elsewhere or extracted in whole or in part from a thesis by which I have qualified for or been awarded another degree or diploma No other person’s work has been used without due acknowledgement in the main text of the thesis This thesis has not been submitted for the award of any degree or diploma in any other tertiary institution Ho Chi Minh City, 2018 Nguyen Thi Thu Thuy i ACKNOWLEDGEMENTS This Master of Arts in TESOL thesis is the result of a fruitful collaboration of all the people who have kindly contributed with an enormous commitment and enthusiasm in my research Without the help of those who supported me at all times and in all possible ways, it would not have been feasible for me to complete my M.A thesis First of all, I am deeply indebted to my supervisor, Assoc Prof Dr Pham Vu Phi Ho from Van Hien University, whose compassion, encouragement and guidance throughout the research have helped in the completion of this thesis I have truly learned from the excellence of his skills and from his wide experience in research; no words are adequate to describe the extent of my gratitude I am also sincerely grateful to all lecturers of the Open University in Ho Chi Minh City for providing me with invaluable sources of intellectual knowledge during my study there This knowledge was very useful when I conducted this research I owe a great debt of gratitude to the anonymous participants who contributed data to this thesis Without them the data collection for this study could not properly been carried out Last but not least, I would like to express my particular gratitude to my beloved family for their unconditional love, understanding, encouragement, and financial and spiritual support over time and distance ii ABSTRACT Metacognitive reading strategies are significantly important for students at all levels, including TESOL postgraduates, as it can help them enhance their reading comprehension However, if there is any one ignored or less frequently used strategy, reading comprehension definitely weakens This study, therefore, aimed at investigating of the employment of metacognitive reading strategies by the TESOL postgraduates Intakes and 10 at Ho Chi Minh City Open University as well as their perception towards the effects of these strategies To achieve this purpose, relevant literature on metacognitive reading strategies in both theory and previous practice was reviewed in the second chapter to shape the theoretical framework of the study Based on this conceptual framework, the study was conducted in the two classes: TESOL9 and TESOL10 at Ho Chi Minh City Open University Data collection was fully carried out during the three weeks of 12th March to 9th April, 2016 Data were collected through the tools of test, questionnaire and interview for both the two classes, and then analyzed with version 22.0 of the SPSS software The findings of the study indicated that almost all the participants highly recognized the importance of metacognitive strategies on their reading comprehension However, in reality, some strategies were only less frequently used such as paraphrasing, selfquestioning, prior knowledge activating or checking prediction The notable finding was found that these less frequently used strategies were employed by the participants who did not take any C1-level tests Based on the research findings, the paper concluded with some pedagogical implications and a recommendation for further study in the line of research on metacognitive reading strategies iii TABLE OF CONTENT Page Statement of authorship………………………………………………………………………………………………i Acknowledgements………………………………………………………………………………………………… ii Abstract …………………………………………………………………………………………………………… iii Table of content …………………………………………………………………………………………………… iv List of figures and tables………………………………………………………………………………………… viii Chapter 1: INTRODUCTION……………………………………………………………………………………….1 1.1 Rationale for the study…………………………………………………………………………………………….1 1.2 Statement of the problem………………………………………………………………………………………….2 1.3 Research aims…………………………………………………………………………………………………… 1.4 Research questions…………………………………………………………………………………………… .4 1.5 Importance of the study……………………………………………………………………………………… 1.6 Scope of the study…………………………………………………………………………………………………5 1.7 Organization of the thesis…………………………………………………………………………………………5 Chapter 2: LITERATURE REVIEW……………………………………………………………………………….7 2.1 Background of reading…………………………………………………………………………………………….7 2.1.1 Definition of reading…………………………………………………………………………………………….7 2.1.2 Approaches of reading………………………………………………………………………………………… 2.1.2.1 Bottom-up………………………………………………………………………………………………… .8 2.1.2.2 Top-down approach………………………………………………………………………………………….10 2.1.2.3 Interactive approach…………………………………………………………………………………………11 2.2 Metacognitive reading strategies……………………………………………………………………………… 12 2.2.1 Reading strategies…………………………………………………………………………………………… 12 2.2.1.1 Definition ……………………………………………………………………………………………………12 2.2.1.2 Classifications …………………………………………………………………………………………… 13 2.2.2 Metacognition …………………………………………………………………………………………………14 2.2.3 Metacognitive reading strategies …………………………………………………………………………… 15 2.2.3.1 Definitions ………………………………………………………………………………………………… 15 2.2.3.2 Measurement tools of metacognitive reading strategies………………………………………………… 16 iv 2.3 Overview of language proficiency and use of metacognitive strategies……………………………………… 18 2.3.1 Description of reading proficiency…………………………………………………………………………….18 2.3.2 Characteristics of less proficient students in use of reading strategies……………………………………… 20 2.4 Relevant previous studies……………………………………………………………………………………… 21 2.5 Research gaps………………………………………………………………………………………………… 24 Chapter 3: METHODOLOGY…………………………………………………………………………………… 27 3.1 Research site and sampling technique for research participants ……………………………………………… 27 3.1.1 Research site………………………………………………………………………………………………… 27 3.1.2 Sampling technique for research participants………………………………………………………………….28 3.2 Research approach ………………………………………………………………………………………………29 3.3 Instruments……………………………………………………………………………………………………….31 3.3.1 Questionnaire……………………………………………………………………………………………… 31 3.3.1.1 Rationale for employing questionnaire………………………………………………………………………31 3.3.1.2 Description of the questionnaire………………………………………………………………………… 32 3.3.1.3 Reliability of the questionnaire …………………………………………………………………………… 34 3.3.1.4 Validity of the questionnaire…………………………………………………………………………………35 3.3.2 Reading comprehension test………………………………………………………………………………… 36 3.3.2.1 Rationale for reading comprehension test………………………………………………………………… 36 3.3.2.2 Description of reading comprehension test………………………………………………………………….36 3.3.2.3 Reliability and validity of the interview………………………………………………………………… .37 3.3.3 Interview……………………………………………………………………………………………………….38 3.3.3.1 Rationale for interview……………………………………………………………………………………….38 3.3.3.2 Description of the interview………………………………………………………………………………….38 3.3.3.3 Reliability and validity of the interview………………………………………………………………… .40 3.4 Data collection procedure ……………………………………………………………………………………….40 3.4.1 Collecting data from the questionnaire……………………………………………………………………… 40 3.4.2 Collecting data from the reading comprehension test………………………………………………………….41 3.4.3 Collecting data from the interview …………………………………………………………………………….42 3.5 Analytical framework ………………………………………………………………………………………… 43 3.5.1 Quantitative analysis for questionnaire ……………………………………………………………………… 43 v 3.5.2 Quantitative analysis for reading comprehension test…………………………………………………………43 3.5.3 Qualitative analysis for interview…………………………………………………………………………… 44 3.6 Methodological issues……………………………………………………………………………………………45 3.6.1 Ethical considerations……………………………………………………………………………………… 45 3.6.1.1 Consent form…………………………………………………………………………………………………45 3.6.1.2 Anonymity and confidentiality …………………………………………………………………………… 45 3.6.2 Triangulation………………………………………………………………………………………………… 46 Chapter 4: FINDINGS AND DISCUSSION…………………………………………………………………… 47 4.1 Findings ……………………………………………………………………………………………………… 47 4.1.1 Findings of the participants’ background information………………………………………………………47 4.1.1.1 From the questionnaire and the test……………………………………………………………………….47 4.1.1.2 From the interview…………………………………………………………………………………………49 4.1.2 Findings of research question 1……………………………………………………………………………… 50 4.1.2.1 The use of global reading strategies………………………………………………………………………51 4.1.2.2 The use of problem-solving strategies …………………………………………………………………….53 4.1.2.3 The use of support reading strategies…………………………………………………………………… 55 4.1.2.4 The use of overall strategies……………………………………………………………………………….57 4.1.3 Findings of research question …………………………………………………………………………… 59 4.1.3.1 Reading comprehension test results……………………………………………………………………….59 4.1.3.2 Global reading strategies………………………………………………………………………………….61 4.1.3.3 Problem-solving strategies……………………………………………………………………………… 64 4.1.3.4 Support reading strategies……………………………………………………………………………… 67 4.1.4 Findings of Research question 3…………………………………………………………………………… 70 4.1.4.1 Importance of reading comprehension in TESOL program………………………………………………70 4.1.4.2 Issues of reading act faced by the TESOL postgraduates……………………………………………………71 4.1.4.3 The effect of using metacognitive reading strategies…………………………………………………… 75 4.2 Discussion of findings………………………………………………………………………………………….80 4.2.1 Discussion on Research question 1………………………………………………………………………… 80 4.2.2 Discussion on Research question 2………………………………………………………………………… 81 4.2.3 Discussion on Research question 3………………………………………………………………………… 83 vi CHAPTER 5: CONCLUSION AND RECOMMENDATIONS………………………………………………….85 5.1 Summary of key findings……………………………………………………………………………………… 85 5.1.1 Research question 1………………………………………………………………………………………….86 5.1.2 Research question 2………………………………………………………………………………………….87 5.1.3 Research question 3………………………………………………………………………………………….88 5.2 Evaluation of methodology………………………………………………………………………………………89 5.2.1 Strengths……………………………………………………………………………………………………… 89 5.2.2 Weaknesses………………………………………………………………………………………………… 89 5.3 Implications and recommendations for students…………………………………………………………………89 5.4 Recommendations for further research………………………………………………………………………… 91 REFERENCES………………………………………………………………………………………………………92 APPENDICES…………………………………………………………………………………………………… 98 Appendix A.1: Adapted version of SORS …………………………………………………………………… 98 Appendix A.2: Original version of SORS …………………………………………………………………… .101 Appendix B: Reading comprehension test ………………………………………………………………………….102 Appendix C: Interview questions……………………………………………………………………………… 111 Appendix D: Consent form (Vietnamese version) ………………………………………………………………….112 vii LIST OF FIGURES AND TABLES Figure 3.1: The flowchart of research phases …………………………………………………………………… 30 Table 2.1: Description of the C1 reading requirements…………………………………………………………… 18 Table 3.1: Research questions and data collection instruments………………………………………………… 31 Table 3.2: Cronbach’s Alpha for each category and all 30 items of the SORS (N=58) ………………………… 35 Table 3.3: IELTS reading marking scheme (Academic) ………………………………………………………… 44 Table 4.1: Demographic information of the questionnaire respondents and test takers (N=58) ……………… 48 Table 4.2: Demographic details of the interviewees (n=6) ……………………………………………………… 49 Table 4.3: Global reading strategies employed by TESOL postgraduates ……………………………………….51 Table 4.4: Problem-solving strategies employed by TESOL postgraduates …………………………………… 54 Table 4.5: Support reading strategies employed by TESOL postgraduates …………………………………… 55 Table 4.6: Overall strategies used by TESOL postgraduates …………………………………………………… 57 Table 4.7: Reading comprehension test results……………………………………………………………………60 Table 4.8: Independent-sample t-test results of global reading strategies……………………………………… 61 Table 4.9: Independent-sample t-test results of problem-solving strategies…………………………………… 65 Table 4.10: Independent-sample t-test results of support reading strategies …………………………………….67 Table 4.11: Difficulties of academic reading encountered by the TESOL postgraduates……………………… 74 Table 4.12: The effects of metacognitive reading strategies reported by the TESOL postgraduates…………… 79 viii APPENDIX A.1 SURVEY OF READING STRATEGY (SORS) Dear TESOL postgraduates, I am hereby Nguyen Thi Thu Thuy, a postgraduate candidate of TESOL Intake 09 (2014-2018), Ho Chi Minh City Open University I am carrying out a thesis with the topic “The employment of metacognitive reading strategies by TESOL postgraduates intakes and 10 at Ho Chi Minh City Open university” This questionnaire is designed to collect information relating to the topic; it will not be used to any other purpose Special thanks, Nguyen Thi Thu Thuy, M.A candidate BACKGROUND INFORMATION Gender:  Male  Female Age (Years old):  22–30 Teaching experience (Years):  31–40  41–50  above 50  1–10  11–20  above 20 What type of standard proficiency test have you taken?  IELTS 6.5+  TOEFLiBT 79+  CAE (Grade A, B, C)  TOELF 550+  CPE (Grade A, B, C)  FCE (Grade A)  None DIRECTIONS: Listed below are statements about what people when they read academic or school-related materials such as textbooks, library books, etc Five numbers follow each statement (1, 2, 3, 4, 5) and each number means the following:  means “I never or almost never this.”  means “I this only occasionally.”  means “I sometimes this.” (About 50% of the time.) 98  means “I usually this.”  means “I always or almost always this.” After reading each statement, circle the number (1, 2, 3, 4, or 5) that applies to you using the scale provided Please note that there are no right or wrong answers to the statements in this inventory G STATEMENTS SCALE I have a purpose in mind when I read I think about what I know to help me understand what I read I preview the text to see what it’s about before reading it I think about whether the content of the text fits my reading purpose I skim the text first by noting characteristics like length and organization I decide what to read closely and what to ignore I use tables, figures, and pictures in text to increase my Global understanding I use context clues to help me better understand what I’m reading I use typographical aids like bold face and italics to identify key information 10 I critically analyze and evaluate the information presented in the text 11 I check my understanding when I come across conflicting information 12 I try to guess what the material is about when I read 5 5 5 5 5 5 13 I check to see if my guesses about the text are right or wrong 99 14 I read slowly but carefully to be sure I understand what I’m 15 I try to get back on track when I lose concentration 16 I adjust my reading speed according to what I’m reading 5 5 5 5 5 5 5 reading Problem – solving 17 When text becomes difficult, I pay closer attention to what I’m reading 18 I stop from time to time and think about what I’m reading 19 I try to picture or visualize information to help remember what I read 20 When text becomes difficult, I re-read to increase my understanding 21 I try to guess the meaning of unknown words or phrases 22 I take notes while reading to help me understand what I read 23 When text becomes difficult, I read aloud to help me understand what I read 24 I summarize what I read to reflect on important information in the text 25 I discuss what I read with others to check my Supporting understanding 26 I underline or circle information in the text to help me remember it 27 I use reference materials such as dictionaries to help me understand what I read 28 I paraphrase (restate ideas in my own words) to better understand what I read 29 I go back and forth in the text to find relationships among ideas in it 30 I ask myself questions I like to have answered in the text 100 APPENDIX A.2 SURVEY OF READING STRATEGY (ORIGINAL VERSION OF SORS) 101 APPENDIX B READING COMPREHENSION TEST BACKGROUND INFORMATION Gender:  Male  Female Age (Years old):  22–30 Teaching experience (Years):  31–40  41–50  above 50  1–10  11–20  above 20 What type of standard proficiency test have you taken?  IELTS 6.5+  TOEFLiBT 79+  CAE (Grade A, B, C)  TOELF 550+  CPE (Grade A, B, C) 102  FCE (Grade A)  None 103 104 105 106 107 108 109 110 APPENDIX C INTERVIEW QUESTIONS Question 1: How often and when you read academic reading materials? Question 2: What is the role of reading comprehension to your studying the TESOL course? Question 3: What possible problems you often confront while reading academic texts? Question 4: How does the use of metacognitive reading strategies impact your reading comprehension? Question 5: What actions you should take to use metacognitive reading strategies effectively? 111 APPENDIX D CONSENT FORM (VIETNAMESE VERSION) Kính gửi Trưởng khoa – Khoa Đào tạo sau đại học – Trường Đại học Mở TP HCM, Em viết thư kính mong nhận đồng ý cho phép học viên cao học hai lớp TESOL09 TESOL10, thuộc chuyên ngành Lý luận phương pháp dạy học môn Tiếng Anh tham gia vào nghiên cứu Trong trường hợp cô đồng ý, học viên tham gia hoàn thành bảng câu hỏi khảo sát gồm 30 câu việc sử dụng chiến lược siêu nhận thức (metacognitive strategies) họ việc đọc hiểu Câu trả lời anh/ chị học viên được đảm bảo bí mật tên họ không nêu phần báo cáo kết nghiên cứu Bên cạnh đó, học viên làm IELTS reading gồm 40 câu 60 phút Chỉ có người phép tiếp cận liệu nghiên cứu em, người tiến hành nghiên cứu khảo sát thầy Phạm Vũ Phi Hổ, giảng viên hướng dẫn luận văn em Ngồi khơng có rủi ro liên quan đến khảo sát Cuối cùng, em xin trân trọng cảm ơn trợ giúp vô quý báu cô trưởng khoa Chấp thuận TS Lê Thị Thanh Thu 112