A survey of non english majors’ perceptions towards the impact of integrating reading in teaching writing at the university of social sciences and humanities, vietnam national university ho chi minh city

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY - TRAN CAO BOI NGOC A SURVEY OF NON-ENGLISH MAJORS’ PERCEPTIONS TOWARDS THE IMPACT OF INTEGRATING READING IN TEACHING WRITING AT THE UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES, VIETNAM NATIONAL UNIVERSITY HO CHI MINH CITY Major: English Language Course code: 60220201 HO CHI MINH CITY, DECEMBER 2021 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY - A SURVEY OF NON-ENGLISH MAJORS’ PERCEPTIONS TOWARDS THE IMPACT OF INTEGRATING READING IN TEACHING WRITING AT THE UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES, VIETNAM NATIONAL UNIVERSITY HO CHI MINH CITY Submitted to the Faculty of English Language in partial fulfillment of the Master’s degree in English Language (16,405 words) Course code: 60220201 By TRAN CAO BOI NGOC Supervised by NGUYEN THI KIEU THU, Ph.D HO CHI MINH CITY, DECEMBER 2021 The thesis entitled “A Survey of Non-English Majors’ Perceptions towards the Impact of Integrating Reading in Teaching Writing at the University of Social Sciences and Humanities, Vietnam National University Ho Chi Minh City” was successfully defended and approved on … …… at Ho Chi Minh City University of Technology (HUTECH) Academic supervisor: Nguyễn Thị Kiều Thu, Ph.D ……………………………… Examination Committee TS Lê Văn Tuyên ………………………………… Chair TS Nguyễn Đăng Nguyên……………… ………… Reader TS Lâm Thành Nam……………………………… Reader TS Phạm Huy Cường……………………………… Member TS Trần Quốc Thao……………………………… Secretary On behalf of the Examination Committee Chair (full name, title, signature) HCMC UNIVERSITY OF TECHNOLOGY POSTGRADUATE INSTITUTE HCMC, December 2021 MASTER’S THESIS REPORT Student name: TRẦN CAO BỘI NGỌC Sex: female Date of birth: January 31, 1966 Place of birth: Ho Chi Minh City Major: English Language Student code: 1741900078 I- Thesis title: A Survey of Non-English Majors’ Perceptions towards the Impact of Integrating Reading in Teaching Writing at the University of Social Sciences and Humanities, Vietnam National University Ho Chi Minh City II- Objectives and contents: The objectives of the thesis are to investigate non-English major students’ explore the impact of reading on non-English major students’ writing performance To find out whether additional reading can contribute to language acquisition and writing performance of the students at the research site, the research was an experimental teaching in integrating additional reading in writing classes, and based on both qualitative and quantitative method to collect data and evidence through semi-structured interviews of 06 students and 150 questionnaires of non-English majors Convenience sampling was adopted The research was guided by the questions about the difficulties in writing performance that non-English majors of B1-CEFR-level at USSH, VNUHCM faced, then, if any, about the kind of problems; and by the perceptions that non-English majors of B1-CEFR-level have towards the integration of additional reading in writing For the findings, the analysis of the questionnaire responses and the interviews proved that non-English majors at USSH had difficulties in writing performance such as unfamiliar content knowledge, lack of vocabulary, unsatisfactory coherence and confusion about grammar The findings also revealed non-English majors’ positive perceptions towards the integration of additional reading in the enhancement of writing ability in terms of content knowledge, vocabulary, coherence, and grammar III- Starting date: May 4th, 2019 IV- Completing date: December 2021 V- Academic supervisor: Nguyễn Thị Kiều Thu, Ph.D ACADEMIC SUPERVISOR FACULTY DEAN Nguyễn Thị Kiều Thu, Ph.D Nguyễn Thị Kiều Thu, Ph.D i CERTIFICATE OF ORIGINALITY I certify my authorship of the Master’s Thesis submitted today entitled: “A SURVEY OF NON-ENGLISH MAJORS’ PERCEPTIONS TOWARDS THE IMPACT OF INTEGRATING READING IN TEACHING WRITING AT THE UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES, VIETNAM NATIONAL UNIVERSITY HO CHI MINH CITY” In terms of the statement of requirements for Theses in Master’s programs issued by the Higher Degree Committee of Faculty of English Language, Ho Chi Minh City University of Technology Ho Chi Minh City, December 2021 Signature …………………………… TRAN CAO BOI NGOC ii RETENTION AND USE OF THE THESIS I hereby state that I, TRẦN CAO BỘI NGỌC, being a candidate for the degree of Master of Arts (English Language) accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the Library In terms of these conditions, I agree that the original of my Master’s Thesis deposited in the Library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Librarian for the care, loan, and reproduction for theses Ho Chi Minh City, December 2021 Signature …………………………… TRẦN CAO BỘI NGỌC iii ACKNOWLEDGEMENTS Throughout the writing of this master thesis I have received a great deal of support and assistance I would first like to express my deepest gratitude to Dr Nguyễn Thị Kiều Thu, my supervisor, for her patience, guidance, insightful advice, and constant encouragement through the whole research process Her expertise was invaluable in formulating the research questions and methodology Her insightful feedback pushed me to sharpen my thinking and brought my work to a higher level She did provide me with the tools that I needed to choose the right direction and successfully complete my thesis Moreover, her wise counsel and sympathetic ear were of great significance and a source of encouragement to me in times of difficulties I also would like to thank the devoted teaching staff for their rich knowledge and effective ways of lecture delivery Deep gratitude also goes to the supporting staff of the Postgraduate Institute, HCMC University of Technology for their indefatigable spirit and dedicated assistance Last but not least, I would like to convey my warmest thanks to the Centre for Foreign Languages, University of Social Sciences and Humanities, Vietnam National University Ho Chi Minh City for having facilitated my research Without all their whole-hearted support and valuable guidance throughout my studies, this thesis would never have been completed iv ABSTRACT Reading and writing is inseparable, and the integration of reading in teaching writing is an integral part of enhancing students’ writing performance At the University of Social Sciences and Humanities, Vietnam National University Ho Chi Minh City, writing in English is one of the most challenging tasks To find out whether additional reading can contribute to language acquisition and writing performance of the students at the research site, the research was an experimental teaching in integrating additional reading in writing classes, and based on both qualitative and quantitative method to collect data and evidence through semistructured interviews of students and 150 questionnaires of non-English majors at the University of Social Sciences and Humanities, Vietnam National University Ho Chi Minh City Convenience sampling was adopted The research was guided by the questions about the difficulties in writing performance that non-English majors of B1-CEFR-level at USSH, VNUHCM faced, then, if any, about the kind of problems; and by the perceptions that non-English majors of B1-CEFR-level have towards the integration of additional reading in writing For the findings, the analysis of the questionnaire responses and the interviews proved that non-English majors at USSH had difficulties in writing performance such as unfamiliar content knowledge, lack of vocabulary, unsatisfactory coherence and confusion about grammar The findings also revealed non-English majors’ positive perceptions towards the integration of additional reading in the enhancement of writing ability in terms of content knowledge, vocabulary, coherence, and grammar Through this thesis, the author would like to raise a voice of the importance of additional reading in the improvement of students’ writing ability with the hope that educational leaders/managers and teachers will consider integrate additional reading into the curriculum, syllabus and lesson plans Key words: additional reading, impact, non-English majors, perceptions, writing ability (283 words excluding key words) v TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY i RETENTION AND USE OF THE THESIS ii ACKNOWLEDGEMENTS iii ABSTRACT iv TABLE OF CONTENTS v LIST OF TABLES ix LIST OF FIGURES, GRAPHS x LIST OF ABBREVIATIONS xi CHAPTER INTRODUCTION 1.1 Background to the study 1.2 Statement of the problem 1.3 Aims and objectives of the study 1.4 Research questions 1.5 Scope of the study 1.6 Significance of the study 1.7 Definitions of key terms 1.8 Organization of the Thesis CHAPTER LITERATURE REVIEW 2.1 Introduction 2.2 Nature of writing 2.3 Writing ability 10 2.3.1 Content 10 2.3.2 Organization 11 2.3.3 Supporting materials 11 2.3.4 Expression, word choice, point of view 11 2.3.5 Spelling, grammar and punctuation 11 2.4 Nature of reading 11 2.5 Types of reading 12 62 Alomrani, A H (2014) Integrating Reading into Writing Instruction in the EFL Programs at Saudi Universities Arab World English Journal, 5(3), 100-112 https://www.awej.org/images/AllIssues/Volume5/Volume5number3September/ 8.pdf Andrews, R., Torgerson, C., Beverton, S., Freeman, A., Locke, T., Low, G., Robinson, A., & Zhu, D (2006) The Effect of Grammar Teaching on Writing Development British Educational Research Journal, 32(1) https://www.jstor.org/stable/30032657 Atik, U., & Anggrianie, T P (2018) Engaging students with extensive reading to enhance writing proficiency Proceedings of International Seminar on English Language Teaching and Research (ELTAR), Universitas Islam Malang Azizi, M., Tkácová, H., Pavlíková, M., & Jenisová, Z (2020) Extensive Reading and the Writing Ability of EFL Learners: The Effect of Group Work European Journal of Contemporary Education, 9(4), 726-739 Bakier, A (2004) The effect of extensive reading on English writing proficiency and attitudes of 10th grade students in Nablus [Unpublished Ph.D Dissertation, Ain Shams University, Cairo, Egypt] Baumgartner, M (2017) Why Every Student Needs Extensive Reading for Language Learning https://study.com/blog/why-every-student-needs- extensive-reading-for-language-learning.html Beach, R (1984) The effect of reading ability on seventh graders' narrative writing (ED246401) ERIC https://files.eric.ed.gov/fulltext/ED246401.pdf Bell, T (1998) Extensive reading: Why? 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