Strategies used and difficulties encountered by efl teachers in teaching reading comprehension at phan ngoc hien high schoolfor the gifted in ca mau province

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY - VO THIEN HUONG STRATEGIES USED AND DIFFICULTIES ENCOUNTERED BY EFL TEACHERS IN TEACHING READING COMPREHENSION AT PHAN NGOC HIEN HIGH SCHOOL FOR THE GIFTED IN CA MAU PROVINCE Major: English Language Course code: 1841900019 HO CHI MINH CITY, MAY 2020 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY - STRATEGIES USED AND DIFFICULTIES ENCOUNTERED BY EFL TEACHERS IN TEACHING READING COMPREHENSION AT PHAN NGOC HIEN HIGH SCHOOL FOR THE GIFTED IN CA MAU PROVINCE Submitted to the Faculty of English Language in partial fulfillment of the Master’s degree in English Language Course code: 1841900019 By VO THIEN HUONG Supervised by Dr LE VAN TUYEN HO CHI MINH CITY, MAY 2020 i STATEMENT OF AUTHORITY I certify my authorship of the Master’s Thesis submitted today entitled: STRAEGIES USED AND DIFFICULTIES ENCOUNTERED BY EFL TEACHERS IN TEACHING READING COMPREHENSION AT PHAN NGOC HIEN HIGH SCHOOL FOR THE GIFTED IN CA MAU PROVINCE In terms of the statement of requirements 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, May 2020 VO THIEN HUONG ii RETENTION AND USE OF THE THESIS I hereby state that I, VO THIEN HUONG, a candidate for the degree of Master of Arts in English Language, accept the requirements of the University relating to the retention and use of Master’s Thesis deposited in the library In terms of these conditions, I agree that the original of my thesis deposited in the library should be accessible for purposes of study and research, in accordance with the normal conditions established by the library for the care, loan or reproduction of the thesis Ho Chi Minh City, May 2020 VO THIEN HUONG iii ACKNOWLEDGEMENTS I would not have finished this study without the support and encouragement of my beloved supporters First and foremost, I would like to express my heartfelt gratitude to my supervisor, Dr Le Van Tuyen, for his constructive feedback, invaluable correction and advice His great support carried me through many challenges, enabled me to complete this study My deepest appreciation also to all my lecturers and staff of the HUTECH’s post - graduation, who have taught me with lots of valuable knowledge during the time I studied here My thankful heart comes to my colleagues and students at my school, PHAN NGOC HIEN GIFTED SCHOOL, for their collaboration and assistance during my data collection Without their willing participation, my work would not have been possible Last but not least, I would like to express my utmost gratitude to my beloved family- my parents, my parents-in-law, my husband and my lovely son who have given me their endless love, sacrifices and moral support Their wholehearted encouragement helped me overcome every hardship throughout the road to the accomplishment of this MA thesis Without their faith and support, I could not have come this far iv ABSTRACT English education has been considered as one of the most important aims in Vietnam Therefore, English is also one of the main subjects at the Vietnamese school system It is necessary to teach students to improve their EFL skills and help them deal with the potential problems that may arise during their process of EFL learning or prepare them for their further educational purposes This study, therefore, aims to explore the extent to which strategies are used in teaching English reading comprehension and to find out what difficulties EFL teachers at Phan Ngoc Hien Gifted High School (PNHS) usually face in applying strategies to teaching English reading comprehension The study involved 150 students and EFL teachers Both quantitative and qualitative data were obtained through three instruments, namely the questionnaire, the interview and classroom observations For analyzing the data collected, descriptive statistics and content analysis were employed The results of the study revealed that EFL teachers in PNHS applied different strategies in their reading teaching About half of the strategies were applied to a moderate extent (25 strategies), and over one-third of them were used to a great extent (17 strategies) The study also revealed that the teachers encountered several difficulties in the application of strategies in their teaching Those difficulties are related to the teachers themselves, the students and the materials The study also made several suggestions for both teachers and students with the aim of contributing a small part to the teaching and learning of English at PNHS This study is expected to shed light on the implementation of teaching English reading skills in high school context and in other similar contexts Key words: EFL students; motivation; reading comprehension, reading strategies, high school v TABLE OF CONTENTS STATEMENT OF AUTHORITY i RETENTION AND USE OF THE THESIS ii ACKNOWLEDGEMENTS iii ABSTRACT iv TABLE OF CONTENTS v LIST OF ABBREVIATIONS viii LIST OF TABLES ix LIST OF FIGURES x CHAPTER INTRODUCTION 1.1 Background to the study 1.2 Problem statement 1.3 Aims and objectives .4 1.4 Research Questions 1.5 Scope of the study 1.6 Significance of study .5 1.7 Definitions of key terms 1.8 Organization of the thesis CHAPTER LITERATURE REVIEW 2.1 Introduction 2.2 Reading Comprehension 2.3 Reading Process and Reading Models 2.3.1 Reading Process 2.3.2 Reading Models 10 2.4 Reading Teaching Strategies .12 2.5 Learning Strategies Instruction 18 2.5.1 Reading learning strategies .18 2.5.2 Learning strategies instruction 20 vi 2.6 Difficulties encountered by EFL teachers in teaching reading comprehension 21 CHAPTER METHODOLOGY 27 3.1 Research design 27 3.2 Research site 27 3.3 Description of the English course and the textbook .28 3.4 Sample and sampling procedures 29 3.5 Research instruments 31 3.5.1 Questionnaire 31 3.5.2 Semi - structure interview .32 3.5.3 Class observation 33 3.6 Data collection procedure 33 3.7 Data analysis procedures .34 3.8 Validity and reliability 35 CHAPTER RESULTS AND DISCUSSION 37 4.1 Introduction 37 4.2 Results of the study 37 4.2.1 Extent to which strategies were employed in teaching English reading comprehension 37 4.3 Discussion 54 4.3.1 Strategies employed by teachers in teaching reading comprehension 54 4.3.2 Difficulties encountered by teachers in applying strategies in teaching English reading comprehension 55 CHAPTER CONCLUSION 58 5.1 Conclusion 58 5.2 The Implication of the Research 58 5.3 Limitations of the Research 61 5.4 Recommendation for Further Research .62 REFERENCES 64 vii APPENDIX 75 Appendix A: STUDENT QUESTIONAIRE (English Version) 75 Appendix B: STUDENT QUESTIONAIRE (Vietnamese Version) 80 Appendix C: STUDENTS’INTERVIEW (English version) 85 Appendix D: STUDENT INTERVIEW RESPONSES (QUESTIONING GROUP) 86 Appendix E: TEACHER INTERVIEW QUESTIONS-RESPONSES (QUESTIONING GROUP) 94 Appendix F: CLASSROOM OBSERVATION SHEET 99 Appendix G: PLAGIARISM REPORT 101 viii LIST OF ABBREVIATIONS EFL English as a Foreign Language ESL English as a Second Language PNHS Phan Ngoc Hien Gifted High School L2 Second / Foreign language SPSS Statistical Package for Social Sciences 90 Student: My favorite subject is English and I study English whenever and wherever I can Teacher: That means English made you feel exciting Have you ever been motivated to learn English? Student: English itself is interesting and our teachers usually create positive atmosphere in English class Teacher: In an English class, what does your teacher focus on? skills or language knowledge? Student: At school, listening, speaking, reading and writing are focused equally Studying skills is necessary and our teacher connect language knowledge with these skills Teacher: Is reading important in your English class? Student: Certainly Reading is as important as other skills since there are two or three reading texts in each examination test Teacher: What does the teacher ask the student to during a reading class? Student: The teacher often used effective methods to attract us in the lesson He created so many interesting activities in pre-reading, while-reading, and postreading that we considered reading one of the easiest skill of all Teacher: Well, how does the teacher organize the class for a reading class? Student: The teacher offered us to skim and scan instead of reading the whole class, he asked us to work in groups or in pairs, to projects It’s very interesting Teacher: What does your teacher usually to encourage or motivate students to learn reading comprehension? Student: the teacher often let us be independent in doing tasks Teacher: What activities you like most in a reading class? Student: We felt excited doing projects and class report Teacher: And the last question for you, what problems you face when learning reading comprehension? Student: We don’t have enough time to finish our work 91 * Student 5: Teacher: I would like you to help me finish my research How long have you been learning English? Student: Yes, I’m very happy to answer I began studying English when I was in grade Teacher: And you like learning English? How you spend time learning English? Student: I prefer learning skills to structures Listening and speaking are my favorite, then reading and writing I often practice English with my foreign friends Teacher: That means English made you feel exciting Have you ever been motivated to learn English? Student: Whenever I reach English proficiency, I felt happy Teacher: In an English class, what does your teacher focus on? skills or language knowledge? Student: Our teacher focused on skills because nowadays studying skills is more adaptable, and from teaching skills, he didn’t ignore language knowledge Teacher: Is reading important in your English class? Student: Reading is as important as other skills Teacher: What does the teacher ask the student to during a reading class? Student: taking part in a mini group discussion after reading a text made me feel more interested in trying to comprehend it, if we don’t understand the knowledge of the reading, we couldn’t discuss its problem Teacher: Well, how does the teacher organize the class for a reading class? Student: He made us work independently first, then we sit around and share our ideas and results He let us discuss freely and concluded those problems Teacher: What does your teacher usually to encourage or motivate students to learn reading comprehension? Student: the teacher often rewarded some small gifts if we well We felt happy to get our teacher’s gifts 92 Teacher: What activities you like most in a reading class? Student: Teachers made us discuss the topic related to the reading, some of us give positive ideas while the others present opposite ones, which made the class atmosphere more active Teacher: And the last question for you, what problems you face when learning reading comprehension? Student: Sometimes I would like to present my ideas more and more, but I have no enough vocabulary and even confidence * Student 6: Teacher: I would like you to help me finish my research How long have you been learning English? Student: years, miss Teacher: And you like learning English? How you spend time learning English? Student: I learn periods a week In general, I like studying English, but sometimes I feel English is boring Teacher: Have you ever been motivated to learn English? Student: Whenever I reach English proficiency, I felt happy Teacher: In an English class, what does your teacher focus on? skills or language knowledge? Student: Our teacher focused on both language knowledge and skills And I myself prefer learning skills Teacher: Is reading important in your English class? Student: Yes, of course Teacher: What does the teacher ask the student to during a reading class? Student: he asked us to try on skim and scan to finish the reading on time Teacher: Well, how does the teacher organize the class for a reading class? Student: He made us work independently, then shared with classmates Teacher: What does your teacher usually to encourage or motivate students to learn reading comprehension? 93 Student: He often gave us a bonus mark as a reward to encourage our effort Teacher: What activities you like most in a reading class? Student: Going out and doing project Teacher: And the last question for you, what problems you face when learning reading comprehension? Student: There are too many new words to comprehend the reading 94 Appendix E: TEACHER INTERVIEW QUESTIONS-RESPONSES (QUESTIONING GROUP) * Teacher 1: Researcher: I would like you to help me finish my research How long have you been teaching English? Teacher: Sure, Ms I’ve been teaching English for years Researcher: Ah and What difficulties you have in teaching reading comprehension? Teacher: The reading sometimes is not interesting to attract students to read Researcher: I see Can you share what problems your students have in learning reading comprehension? Teacher: In an English class, especially in a reading class Vocabulary is a problem They don’t have enough vocabulary Researcher: How about the strategies you applied What you ask the students to during a reading class? pre-reading, while-reading, post-reading? Teacher: I think that working in groups, or in pairs can create my students’ motivation of learning So I don’t let them work alone Researcher: How you organize the class for a reading class? Teacher: firstly, I taught the difficult words and structures, instructed them how to get the main ideas and let them work with their partners Researcher: What you usually to encourage or motivate students to learn reading comprehension? Do you think your way of teaching might influence your students’ motivation to learn English? Teacher: I often made students be more creative with outside tasks, they became merrier when they reach successfully Researcher: What are the most reading teaching strategies that you often use to improve students’ reading? Teacher: Brainstorming creates their motivation strongly Researcher: Thanks a lot for your help 95 * Teacher 2: Researcher: I would like you to help me finish my research How long have you been teaching English? Teacher: Happy to work with you Ms I’ve been teaching English for 10 years Researcher: Ah and what difficulties you have in teaching reading comprehension? Teacher: There are so many words in the reading, which made us confused of comprehending it Researcher: I see Can you share what problems your students have in learning reading comprehension? Teacher: Knowledge in life, the topics in many reading texts are so large that we don’t understand although we have enough vocabulary Researcher: How about the strategies you applied What you ask the students to during a reading class? pre-reading, while-reading, post-reading? Teacher: skimming and scanning are two main strategies I often asked students to It is more useful to get main ideas and information instead of the whole reading Researcher: How you organize the class for a reading class? Teacher: I offered handouts for students prepare at home, they must try their best to finish and it became easier to read the real texts at school Researcher: What you usually to encourage or motivate students to learn reading comprehension? Do you think your way of teaching might influence your students’ motivation to learn English? Teacher Pre-reading activities were frequently used to make students Researcher: Thanks a lot for your help * Teacher 3: Researcher: I would like you to help me finish my research How long have you been teaching English? Teacher: Happy to work with you Ms I’ve been teaching English for 10 years 96 Researcher: Ah and what difficulties you have in teaching reading comprehension? Teacher: There are so many words in the reading, which made us confused of comprehending it Researcher: I see Can you share What problems your students have in learning reading comprehension? Teacher: Knowledge in life, the topics in many reading texts are so large that we don’t understand although I we have enough vocabulary Researcher: How about the strategies you applied What you ask the students to during a reading class? pre-reading, while-reading, post-reading? Teacher: Skimming and scanning are two main strategies I often asked students to It is more useful to get main ideas and information instead of the whole reading Researcher: How you organize the class for a reading class? Teacher: I offered handouts for students prepare at home, they must try their best to finish and it became easier to read the real texts at school Researcher: What you usually to encourage or motivate students to learn reading comprehension? Do you think your way of teaching might influence your students’ motivation to learn English? Teacher: I often created many activities that interest students to read Researcher: What are the most reading teaching strategies that you often use to improve students’ reading? Teacher: Pre-reading activities were frequently used Researcher1: Thanks a lot for your help * Teacher 4: Researcher: I would like you to help me finish my research How long have you been teaching English? Teacher: Happy to work with you Ms I’ve just been teaching English for years 97 Researcher: Ah and what difficulties you have in teaching reading comprehension? Teacher: We have no enough time to finish the reading in the limited time Researcher: I see Can you share what problems your students have in learning reading comprehension? Teacher: The topics of the reading are so complicated and strange, we don’t have enough knowledge in real life to understand them Researcher: How about the strategies you applied What you ask the students to during a reading class? pre-reading, while-reading, post-reading? Teacher: Before reading, I would like them to warm up activities to attract them to the reading Researcher: How you organize the class for a reading class? Teacher: Skimming and scanning are the two main strategies that help students easily finish their tasks So I often instructed them how to skim and scan Researcher: What you usually to encourage or motivate students to learn reading comprehension? Do you think your way of teaching might influence your students’ motivation to learn English? Teacher: I collected visual aids that concerned with the reading texts, which made them understand what they are reading Researcher: What are the most reading teaching strategies that you often use to improve students’ reading? Teacher: Brainstorming strategies are usually applied Researcher1: Thanks a lot for your help * Teacher 5: Researcher: I would like you to help me finish my research How long have you been teaching English? Teacher: Happy to work with you Ms I’ve just been teaching English for years 98 Researcher: Ah and what difficulties you have in teaching reading comprehension? Teacher: We have no enough time to finish the reading in the limited time Researcher: I see Can you share what problems your students have in learning reading comprehension? Teacher: The topics of the reading are so complicated and unfamiliar; we don’t have enough knowledge in real life to understand them Researcher: How about the strategies you applied What you ask the students to during a reading class? pre-reading, while-reading, post-reading? Teacher: Before reading, I would like them to warm up activities to attract them to the reading Researcher: How you organize the class for a reading class? Teacher: Skimming and scanning are the two main strategies that help students easily finish their tasks So I often instructed them how to skim and scan Researcher: What you usually to encourage or motivate students to learn reading comprehension? Do you think your way of teaching might influence your students’ motivation to learn English? Teacher: I collected visual aids that concerned with the reading texts, which made them understand what they are reading Researcher: What are the most reading teaching strategies that you often use to improve students’ reading? Teacher: Brainstorming strategies are usually applied Researcher1: Thanks a lot for your help 99 Appendix F: CLASSROOM OBSERVATION SHEET Observed class: ▪ English level: 11 (Chemistry class) ▪ Number of students: 31 ▪ Characteristics: Non-majored English Class Date: January 6th 2020 Unit GLOBAL WARMING AIMS: This lesson aims to help SS to ▪ (Knowledge): Global Warming ▪ (Language): Read for general ideas and specific information about the causes and effects of Global Warming ▪ (Skill): Reading skill Teacher’s activities Students’ Content activities Remark Problems/ Strategies Pre-reading Watched Global Teacher spent so much Warm up: showed clips clips, took Warming is time finishing the clips about Global Warming note and real Teacher asked students and asked students draw discussed work in groups and problems and offer the causes, discuss causes, effects, solutions effects, and and solutions of GW solutions of GW While reading Skim and Choosing the There are many difficult Task 1: Scan the main idea of words like catastrophic, Ask students to read each text to find the reading issue, emissions, paragraph and underline the main disrupt… topic sentences idea Guessing the meaning of vocabulary in context 100 Task 2: Guess the Match the Guessing the meaning of Instruct students to reach meaning of words with vocabulary in context vocabulary vocabulary their from meaning context Task 3: Read Answer the Ask students to read the silently and following Some students work text again and answer the answer the seriously while others questions questions questions make noise and nothing Post reading Work in Work in Teacher went around and Ask students work in groups and groups help each group present groups and discuss the discuss the Discuss the ideas questions questions questions Some groups made so much noise 101 Appendix G: PLAGIARISM REPORT 102 103 104