INTRODUCTION
Rationale
In recent decades, English has gained significant popularity in Vietnam's education system, driven by the country's expanding international relations As a vital skill, English serves as a gateway to global opportunities, permeating various aspects of life across urban and rural areas alike From international conferences to everyday interactions, the use of English is prevalent, reflecting diverse motivations for learning the language Ultimately, many Vietnamese individuals strive to master English with the goal of using it effectively in their personal and professional lives.
To achieve English proficiency, learners must engage with the four essential skills, with reading being a primary focus for Vietnamese English language students Enhancing reading comprehension is a key objective in teaching English as a second language in Vietnam Becoming a fluent reader in English offers numerous benefits, including reinforcing previously learned knowledge and exposing students to new vocabulary, grammatical structures, and cultural insights, thereby deepening their understanding of the language.
Reading is considered the most crucial skill for many students learning English as a foreign or second language, prompting a greater emphasis on literacy instruction However, the teaching and acquisition of reading skills remain inadequate due to various challenges Students often struggle with concentration and are overwhelmed by new vocabulary, leading to a lack of motivation and interest in reading lessons Consequently, many English language learners find reading lessons boring, making it difficult for instructors to engage them effectively.
Students' initial low English proficiency is a factor in their slow progress, but there are deeper issues at play Many students lack reading habits and only engage with English materials when necessary for assignments, leading to complaints about vocabulary overload and misunderstanding test instructions Additionally, a common excuse for their reluctance to read in English is a disinterest in academic texts, while they express a preference for reading in their native language The author notes that students often rely on modified textbooks designed for educational purposes, which may diminish their appeal and contribute to the overall disinterest in reading English literature.
Many students have not fully engaged with extensive English textbooks, often limiting their reading to simplified excerpts These passages are abridged and include new vocabulary, idioms, collocations, and expressions, which are essential for their language development.
Reading a diverse range of materials is crucial for acquiring the knowledge necessary for a successful life However, many teachers fail to provide students with varied reading options, largely due to a shared fear of lengthy texts This fear stems from the perception that extensive reading is daunting and difficult to understand, leading to avoidance among both students and educators Students often become overly focused on vocabulary and grammar, which exacerbates their anxiety towards reading Consequently, both teachers and students miss out on valuable resources that could enhance their reading skills and comprehension through exposure to different styles and techniques.
The secondary school faces a significant challenge: students exhibit a lack of reading habits and show minimal interest in engaging with original content, often struggling with complex reading materials in textbooks This deficiency has led to a limited vocabulary and insufficient practice of essential reading skills, ultimately hindering their reading comprehension abilities.
Understanding socio-cultural conventions in a target language is crucial for effective communication across cultures Without this knowledge, individuals may face significant misunderstandings For example, if a native Vietnamese speaker presents a gift to a native English speaker and the latter responds inappropriately, it can lead to an unintended breakdown in communication.
In Vietnamese culture, expressions of gratitude like "Thank you" or "Thank you so much" may not convey the expected warmth and emotional depth, leading to disappointment for the speaker This communication gap often stems from cultural differences, highlighting the importance of understanding effective cross-cultural communication.
Aims and objectives of the research
The aim of this research is to determine the effect of various reading techniques on the reading comprehension of seventh graders in a secondary school in Hai Hau, Nam Dinh.
The objectives of the study can be elaborated into the followings:
- to examine the influence of extensive reading on the reading comprehension proficiency of students.
- to assess the student’s perceptions and attitudes towards English reading through the implementation of extensive reading activities.
Research questions
I How does extensive reading affect students’ reading comprehension level?
2 How does extensive reading affect students’ attitudes towards reading in English?
Methods of the study
To achieve the aims mentioned above, an action research and quantitative method are used, and the following tasks are involved:
- Collecting data for the analysis from 60 learners of A2 level classes in 2023.
- Assessing what difficulties are dominant.
- Evaluating what techniques are best fit.
The author selects interviews with teachers as a secondary method due to their practical advantages over quantitative approaches This method allows the interviewer to assess the respondent's character, leading to more reliable conclusions drawn from the discussions.
Scope of the study
This study focuses on three key post-reading activities—written reports, presentations, and tests—due to the constraints of limited knowledge and time The researcher does not aim to explore all possible extensive reading activities or conduct multiple cycles of the action research model; instead, only one cycle is implemented in this research.
This research aims to engage students by highlighting the relevance and potential impact of the work, thereby enhancing its value Additionally, peer evaluators assess the significance of the research, influencing the decision on whether to accept or reject it, ultimately contributing to the improvement of English reading comprehension teaching methods.
The present study consists of five chapters, in addition to the appendices and references:
Chapter 1- The introduction provides a concise summary of the research, including the rationale for selecting the research topic, the aims, objectives, scope, significance of the thesis, and the overall structure and organization of the thesis.
Chapter 2- Presents a theoretical foundation by providing background information on reading comprehension and extensive reading It explores the definitions of these concepts and emphasizes their significance in language learning and the development of reading skills Additionally, this chapter delves into the various factors that influence reading comprehension.
Chapter 3- The methodology section supplies a comprehensive description of the study, including the underlying theoretical frameworks, research methods, and detailed procedures employed in the research.
Chapter 4- The Findings and Discussion section commences by presenting a comprehensive summary on the collected survey data The data are then subjected to analysis and discussed Then, using the statistical software SPSS, the pre- and post-test scores are evaluated The chapter concludes with a discussion of the principal findings.
Chapter 5- The Conclusion section reflects on the action research conducted and provides pedagogical recommendations for the implementation of extensive reading activities in teaching and learning reading It also acknowledges the limitations of the research and suggests avenues for further study Additionally, a succinct description of the complete research project is provided After the conclusion of the study, a list of references is presented for perusal.
Structure of the research
The present study consists of five chapters, in addition to the appendices and references:
Chapter 1- The introduction provides a concise summary of the research, including the rationale for selecting the research topic, the aims, objectives, scope, significance of the thesis, and the overall structure and organization of the thesis.
Chapter 2- Presents a theoretical foundation by providing background information on reading comprehension and extensive reading It explores the definitions of these concepts and emphasizes their significance in language learning and the development of reading skills Additionally, this chapter delves into the various factors that influence reading comprehension.
Chapter 3- The methodology section supplies a comprehensive description of the study, including the underlying theoretical frameworks, research methods, and detailed procedures employed in the research.
Chapter 4- The Findings and Discussion section commences by presenting a comprehensive summary on the collected survey data The data are then subjected to analysis and discussed Then, using the statistical software SPSS, the pre- and post-test scores are evaluated The chapter concludes with a discussion of the principal findings.
Chapter 5- The Conclusion section reflects on the action research conducted and provides pedagogical recommendations for the implementation of extensive reading activities in teaching and learning reading It also acknowledges the limitations of the research and suggests avenues for further study Additionally, a succinct description of the complete research project is provided After the conclusion of the study, a list of references is presented for perusal.
LITERATURE REVIEW
Previous studies
Numerous studies have sought to improve reading comprehension by incorporating extensive reading in the classroom Research by Nima Rostamian (2016) highlights the positive effects of extensive reading on upper-intermediate English language learners, confirming its significant impact on reading comprehension Additionally, the findings indicate that participants held a favorable attitude towards extensive reading as a valuable supplementary resource in language learning.
Budi Prasetyono's 2014 research in an Indonesian secondary school aimed to assess the impact of integrating extensive reading activities into the classroom curriculum The study revealed that such integration significantly enhanced the overall quality of the reading process By implementing extensive reading, a new reading environment was created, eliciting positive responses from students Notably, the children demonstrated remarkable engagement and enthusiasm during reading exercises, enjoying the excerpts provided by the researcher and feeling comfortable throughout the teaching and learning experience.
A recent study by Ines Kurnia Sandy (2017) investigated the impact of extensive reading activities on the reading comprehension skills of eighth-grade students at Charoen Suksa School in Hat Yai, Songkhla, Thailand, during the 2016/2017 academic year The research involved two cycles of extensive reading, leading to the conclusion that these activities significantly enhanced students' reading comprehension abilities Similarly, research by Pham Thị Hoang Ngan, Mai Thi Thanh Thu, and Tran Van Dang (2019) at Nam Dinh University of Nursing demonstrated that extensive reading improves students' reading skills by fostering their understanding of vocabulary, sentence structure, main ideas, and text organization This approach created a supportive reading environment, encouraging students to adopt effective strategies to elevate their reading comprehension beyond previous levels.
Theoretical background
Reading comprehension is crucial for mastering a foreign language, especially in the reading domain It involves the ability to swiftly and accurately extract necessary information from diverse texts This skill relies on three key elements: the reading material, the reader's existing knowledge, and the contextual factors that influence text interpretation.
Grcllct (1981) stated that having good reading comprehension requires being able to successfully extract the necessary information from a given text.
Richard and Thomas (1987) concluded the best way to define reading comprehension is as the understanding that both the author and the reader have of the subject matter being discussed.
Comprehension, as defined by the Oxford English Dictionary (2010), is the mental act of grasping concepts Language acquisition, according to Brown (2007) and Hill (2011), involves receiving language input through listening or reading Lin (2010), cited in Hill (2011), emphasizes that understanding encompasses the ability to absorb information, process it, and derive meaning Hill (2011) further describes reading comprehension as a dynamic and strategic process that, when fully developed, results in reading fluency Walker (2000) characterizes reading as a problem-solving activity that requires participants to make informed judgments about the author's intended message while incorporating personal life experiences to enhance comprehension Ultimately, fully developed comprehension is an interactive process that fosters reading fluency.
Reading encompasses both the act of reading and the ability to comprehend the material, as highlighted by Ur (1996, p 138) The author emphasizes that literature enriches readers by supplying new information and addressing knowledge gaps A reader's ability to interpret a text is significantly hindered without prior knowledge Additionally, reading is a multifaceted process shaped by various factors, including individual experiences and educational background.
Recent research by Alyousef (2006) defines reading comprehension as a combination of identification and interpretation abilities The researcher identified six essential reading comprehension skills and knowledge areas:
(2) Knowledge of vocabulary and structural
(3) Knowledge of formal discourse structure
(5) Skill/strategies for synthesis and evaluation
(6) Monitoring of mctacognitive knowledge and abilities
According to Hedge (2000), reading is an interactive process characterized by the dynamic relationship between the reader and the text This process involves a "psycholinguistic guessing game," where readers draw on their prior knowledge to derive meaning from written material Additionally, Hedge supports Alyousef's (2006) assertion that understanding a text requires grasping six distinct categories of information.
- General view of the universe.
Hedge (2000) categorizes information into two main types: "systemic knowledge" and "schematic knowledge." Systemic knowledge encompasses both systematic and morphological knowledge, which directly aids students in understanding the language of a passage In contrast, schematic knowledge includes world knowledge, sociocultural understanding, and familiarity with specific topics and genres, equipping readers to better comprehend the content and navigate the language used.
Hedge (2000) aligns with Carrell and Esterhold (1983) in acknowledging that reading entails both top-down and bottom-up processing Bottom-up processing focuses on decoding letters, words, and linguistic components, whereas top-down processing leverages prior knowledge to derive meaning from the text.
The literature reveals that reading, the reading process, and reading comprehension are defined in various ways, yet this study uses these terms interchangeably This research adopts Hedge's contemporary and widely accepted definitions of reading and the reading process, ensuring clarity and relevance in the discussion.
This section explores key concepts that inform the survey questions and subsequent analysis, focusing on factors that influence reading comprehension It provides a comprehensive overview of extensive reading practices and examines the integration of reading activities within English classes.
According to Hill (2011), reading comprehension is significantly influenced by four key factors: lexical processing, eye movement, cultural familiarity, and the impact of one's native language.
Li and Wang (2010) highlight that reading comprehension is a dynamic and multifaceted process influenced by various factors, including the reader's language and cognitive abilities, social and cultural backgrounds, and emotional and motivational states Key components affecting comprehension encompass linguistic and cognitive elements such as word-level issues, grammatical understanding, discourse structure, prior knowledge, reading models, reading strategies, and metacognitive awareness.
Ahmadi, Ismail, and Abdullah (2013) explored the significance of meta-cognitive reading methods and their impact on reading comprehension They defined meta-cognition as an individual's awareness and control over their cognitive processes, goals, and motivations In the context of reading, "meta-cognitive reading strategies" encompass the intentional, goal-oriented mental processes that students utilize to oversee and regulate their cognitive strategies effectively.
Metacognitive strategies extend beyond specific subjects, while cognitive strategies are generally more focused on particular areas of study Students with metacognitive awareness understand how to tackle learning challenges and can effectively apply strategies to navigate obstacles These methods reflect an individual's cognitive processes and contribute to enhanced learning and performance, especially for students dedicated to comprehending written material A study by Ahmadi, Ismail, and Abdullah (2013) demonstrated a positive correlation between awareness of metacognitive reading strategies and improved reading comprehension.
The reading comprehension of students learning English as a Foreign Language (EFL) is influenced by various factors, which can be categorized in multiple ways by different authors Primarily, these factors fall into three main categories: language and cognitive elements, social and cultural influences, and affective and motivational components Each category encompasses a diverse range of elements that significantly shape the reading comprehension abilities of EFL learners.
General Overview of Extensive Reading
2.3.1.1 Extensive Reading Researches and Krashen Theory
Krashen (2003) highlighted that free voluntary reading is the most effective tool for language learning, enhancing language skills and vocabulary development Nuttall (1996) supports this by asserting that extensive reading programs are the best method for improving vocabulary, reading skills, and overall language proficiency Numerous studies, including those by Robb and Susser (1989) and Hafiz and Tudor (1989), have shown the effectiveness of extensive reading in boosting reading comprehension, particularly through the use of graded readers.
Extensive reading is a language teaching method that encourages learners to engage with a diverse array of reading materials to enhance their overall comprehension, often for enjoyment (Day & Bamford, 2004) This approach allows students the autonomy to select their own reading materials without the pressure of related tasks or assignments If they lose interest or encounter difficulties, they can easily switch to another book or text Suitable for all ages and proficiency levels, extensive reading is most effective for those with basic reading skills (Day & Bamford, 2004) Krashen (2004) equates extensive reading with concepts like free voluntary reading and independent voluntary reading.
2.3.1.3 The Benefits of Extensive Reading
Regularly reading for extended periods offers numerous benefits, as highlighted by researchers Bamford (1987) indicates that prolonged reading enhances knowledge and confidence while improving speaking, listening, reading, and writing skills Moreover, substantial reading contributes to vocabulary expansion and fosters positive attitudes towards the language being learned, encouraging further reading among children.
Extensive reading significantly benefits language learners by enhancing reading fluency, comprehension, and vocabulary in an engaging way It allows students to tackle various challenges and bridges the gap between different proficiency levels With access to graded books that suit their individual abilities, students can choose reading materials aligned with their interests and progress at their own pace, both at home and in class.
By maximizing students' reading abilities through extensive reading, this approach can have a lasting impact as students carry forward their improved reading skills to future generations.
2.3.2 Goals and Objectives of Extensive Reading
Collie and Slater (1987, pp 3-5) acknowledge the various objectives of extensive reading, which encompass providing students with authentic materials, cultural enrichment, language enrichment, and personal development.
Novels and fictional works are not primarily intended for educational use in schools, which can lead to concerns about the authenticity of language for second language English speakers when compared to textbooks This is especially significant in the context of graded readers, such as those in the Oxford Bookworms Library, which are tailored as narrative texts for specific reader communities The language in graded readers is carefully controlled to ensure it is accessible to learners at their current linguistic competence level (Day et al., 2011, p 22) A more comprehensive discussion on graded readers will be presented in the final thesis.
Day et al (2011, p 27) emphasize that authenticity in graded readers is defined by the connection between the reader and the text, rather than being an intrinsic quality of the text Therefore, the primary goal should be to help children gain genuine experiences and knowledge through thorough reading.
Reading allows students to explore alternative realities, such as different cultures and historical periods, which is vital for those who cannot travel This experience enhances their understanding of diverse customs and traditions through engaging reading comprehension activities.
Reading enables students to immerse themselves in diverse cultures and historical contexts that they might not be able to experience firsthand This is especially beneficial for those who face travel limitations Engaging in reading comprehension activities further enhances their understanding of various customs and traditions, thereby enriching their overall knowledge.
Teaching literature's social theories emphasizes the communal aspect of learning, where readers engage with their community's social life This underscores the vital role of teachers in guiding students through while-reading and post-reading activities Extensive reading significantly influences personal growth, as reflected in the Czech proverb, "Tell me what you read and I will tell you who you are." However, utilizing extensive reading to foster personal development can be challenging for teachers, who may be reluctant to take on the role of "therapists" in exploring students' growth Despite this hesitation, cultivating a strong sense of self is essential, and extensive reading can play a pivotal role in this process, particularly for students who feel disconnected from their community and surroundings.
Bibliotherapy can be beneficial for struggling adolescent readers, as they often connect with fictional characters who face similar challenges, leading to positive effects on their daily lives However, Alsup warns of the potential danger in pursuing an idealized reality through these narratives.
"good" reader may be influenced by a "bad" book in their life.
In conclusion, enhancing both teacher development and student growth is vital in the context of comprehensive reading in lower secondary English classes Active teacher involvement is essential, as educators serve as crucial role models for extensive reading practices.
An engaged teacher actively seeks decision-making responsibilities, opportunities to contribute to the school program, and acknowledgment of their professional expertise Their involvement in extensive reading not only enhances their professional development but also significantly boosts student success.
Implementing Extensive Reading in English Class
2.4.1 Selecting the Books or the reading material
Choosing the right book involves several key factors, including adherence to national curriculum standards, the decision between abridged and unabridged versions, and the importance of learner autonomy in selecting reading materials.
When choosing a book, it is crucial to verify that it adheres to national curriculum standards, as this guarantees the material is pertinent and reinforces the educational goals set forth in the curriculum.
When choosing between abridged and unabridged versions of texts, it's essential to consider the students' language proficiency and the objectives of the reading program Abridged versions simplify the content, making it easier for students with lower language skills to engage, while unabridged versions offer a richer and more detailed reading experience Ultimately, the selection should align with the students' reading abilities and the desired outcomes of their learning journey.
Empowering students to participate in book selection significantly enhances their engagement and motivation When learners can choose books aligned with their interests, they become more invested in the reading experience, ultimately nurturing a lifelong love for reading.
When developing units and selecting books for extensive reading, it is important to adhere to local, regional, or national standards (Beach et al., 2006, p
The Vietnamese government has implemented several initiatives to foster a reading culture, including the establishment of National Book Day on April 21, which features book fairs and forums in major cities Ho Chi Minh City and Hanoi have also created book streets to promote reading Schools are actively involved in this effort, organizing activities like “Friendly libraries” and “Books-your companion,” along with e-books and e-libraries to enhance English reading comprehension These initiatives demonstrate a strong commitment to improving literacy and nurturing a passion for reading among students.
2.4.1 2 Students ’ Own Choice to adapt their interest
As mentioned previously, the issue of freedom of choice is a sensitive matter
Involving students in selecting their reading materials can boost their interest and engagement, but teachers must carefully consider their role as gatekeepers, especially regarding sensitive topics like racism, homosexuality, and rape (Beach et al., 2006, p 243) While students often welcome the chance to influence book choices (Guthrie et al., 2008, p 35), some experts, like Fischer (HN Jul/20/2015), caution that students may encounter texts they dislike, which could detract from their experience However, such challenges can serve as valuable learning opportunities, equipping students for real-life situations Despite these benefits, it may be wise to approach this strategy with caution during initial experiences.
In a reading lesson, Tomková (2008) outlines three essential stages: pre-reading, while-reading, and post-reading activities Collie and Slater (2003) describe this approach as "snowball activities," emphasizing its ongoing and progressive nature Notably, some activities may overlap between these stages, allowing for interchangeable application.
Involving students in the book selection process can significantly boost their engagement; however, teachers should be cautious when dealing with sensitive topics The "three stages" of a reading lesson—activities conducted before, during, and after the reading—create a progressive and continuous approach to learning.
2.4.2 Engaging effective Activities in English Class
Pre-reading exercises are essential for enhancing student readiness by introducing key themes, vocabulary, and grammar of the text They also play a crucial role in sparking interest and focus, while fostering a supportive and relaxed atmosphere that alleviates stress and anxiety among learners (Tomková, 2008, p 15).
Establishing a clear plan or agenda for activities during and after reading is crucial for student engagement Research indicates that students value activities that are engaging and relevant, while they may lose interest when required to partake in activities they consider pointless (Guthrie et al., 2008, p 20).
Before diving into the reading material, it's beneficial to engage students in a discussion about their prior knowledge, expectations, and predictions related to the topic Activities like examining the author's biography, brainstorming pertinent vocabulary, and addressing any questions can enhance this preparatory phase (Tomková, 2008, p 16).
To enhance students' reading engagement, Day et al (2011) recommend offering audio versions of books and arranging library visits throughout the reading process Furthermore, a well-organized classroom library, managed by students, significantly contributes to a positive classroom environment and encourages prolonged reading engagement (Baker et al., 2000).
While-reading activities include various strategies such as assessments, quizzes, and collaborative projects between teachers and students These tools are utilized throughout different phases of an extensive reading project The primary goal for teachers during while-reading exercises is to monitor student engagement with the text and ensure comprehension It is also essential for teachers to address any difficulties students may face while reading, making troubleshooting a key component of this stage.
Incorporating reading activities in the classroom offers significant benefits, as highlighted by Beach et al (2006) They recommend three student-centered approaches: whole class reading, group reading, and paired reading, which are essential during the initial phases of intensive reading Additionally, leveraging modern technology, particularly social networking sites like Facebook, can enhance students' engagement with reading These platforms allow students to form virtual friend groups, share their reading experiences, and participate in interactive activities such as publishing and liking posts This approach creates a dynamic environment for students to connect with reading materials and foster ongoing discussions.
In the final stage of the learning process, students participate in interactive and social activities that promote reflection on their reading experiences (Tomková, 2008, p 16) This stage encourages active participation, allowing learners to express their viewpoints, engage in debates, and enhance their communication skills Activities such as report writing, presentations, post-reading tests and quizzes, group discussions, and creative expressions through theater and art are commonly utilized to foster engagement and collaboration among students.
Summary
In summary, Day and Bamford (1998) highlight the significant benefits of implementing comprehensive reading programs, including increased motivation, improved emotional well-being, and enhanced reading, writing, oral skills, and vocabulary However, some critics question the program's focus on teaching specific reading skills, arguing that simply training students in reading techniques does not guarantee better reading proficiency It is widely believed that individual reading practice directly contributes to improved reading abilities, suggesting that reading instruction should prioritize understanding the text's meaning over language mechanics This perspective is supported by research indicating that individuals who engage in more reading generally develop stronger reading skills.
RESEARCH METHODOLOGY
This study outlines the research approach, focusing on the research strategy and survey administration It includes a detailed overview of questionnaire design and sample selection Additionally, the process of data dissemination, collection, and analysis will be thoroughly explained.
This study aimed to investigate the impact of extensive reading materials on seventh-graders at a lower secondary institution It focused on addressing several key questions related to their reading experiences and comprehension.
1 How does extensive reading affect students’ reading comprehension level?
2 How does extensive reading affect students’ attitudes towards reading in English?
This research utilizes an action research methodology, distinguishing it from other approaches by allowing the researcher to actively participate in the program being studied rather than merely observing.
The researcher played a crucial role in developing and implementing the software utilized in the study, while also recognizing the challenges faced by both instructors and students during the curriculum's execution This experience highlighted the researcher's essential contribution to fostering interest and motivation among learners.
Sixty seventh-grade students from classes 7B and 7C in Nam Dinh province participated in the action research, evenly split between approximately 30 girls and 30 boys Most of these students have been learning English since primary school, with some beginning their studies as early as grade 3.
The nine-week study took place in a well-equipped and quiet classroom at Hai Hau Lower Secondary School in Nam Dinh province, focusing on grade 7 students Participants completed questionnaires, pre- and post-tests, and delivered presentations in this dedicated space Furthermore, they engaged in extensive reading activities outside of the classroom to enhance their learning experience.
3.2.4 Extensive Reading Program for secondary students with new text book
The school has established its own English program that integrates international textbooks into the curriculum, ensuring a structured learning experience aligned with these materials Despite the advantages of using authentic texts, students frequently struggle with comprehension in a non-native language, resulting in reading comprehension test scores ranging from 45% to 70% To address this challenge, the author has introduced an extensive reading program aimed at increasing student engagement with authentic materials.
The nine-week comprehensive reading program required students to engage with assigned reading materials weekly, in addition to regular lesson plan tasks Students summarized their readings through mind maps or PowerPoint presentations, which were submitted the following week They also prepared presentations on their weekly readings, with some randomly selected to present to the class At the end of the program, students took a post-test, designed and graded by the English Department, ensuring reliability through pre-test and post-test administration by the same teachers The author obtained authorization from the school's head administrator to implement the program and grade student presentations, ensuring alignment with the curriculum A detailed timeline of the research is provided in the table below.
A2 test (Appendix 3) Interview questions (Appendix 2) Questionnaire
2 Debate to choose the books
2 Guess meaning from the context
2 Reading for details or specific information
2 Reading for topics and guess meaning
2 Reading for topics and guess meaning
Post questionnaire A2 post test (Appendix 3) Interview
The selection of books for the extended reading program was carefully made, considering their appropriateness and relevance for seventh-grade students, focusing on their language skills and interests Two groups of 30 students were assigned different books for independent reading: Group A read "Diary of a Wimpy Kid - Rodrick Rules" by Jeff Kinney, while Group B chose "Charlotte's Web" by E.B White The program included ongoing assessments, emphasizing both post-reading and while-reading activities Students were encouraged to select their own reading materials, leading Group B to express a desire for more diverse texts After discussions, they opted for two popular bestsellers suitable for their age, highlighting the importance of student interest in their reading choices over traditional textbook passages.
The evaluation of readers' achievements in extensive reading can be conducted through two primary methods: formal and informal assessment Formal assessment includes performance-based evaluations and grading, whereas informal assessment emphasizes alternative strategies that track individual growth over time Utilizing both approaches in tandem can provide a comprehensive understanding of a reader's progress (Tomková, 2008, p 18).
Informal evaluation through observation of student participation in discussion groups can be highly effective Key aspects to consider include the frequency of participation, the ability to formulate and support interpretations, presenting opposing viewpoints, engaging with questions, making connections to other resources, and employing critical thinking.
Feedback is essential in the learning process, as highlighted by Beach et al (2006, p 227) It encourages students to share diverse viewpoints with peers and teachers, prompting them to critically examine their own interpretations This ongoing dialogue fosters reflection, elaboration, reformulation, or even the rejection of their initial understandings.
In conclusion, teachers should prioritize self-assessment to enhance their professional development and the implementation of extensive reading programs Additionally, students are encouraged to complete a questionnaire at the end of the program to evaluate their experience with the extensive reading assignment The feedback from both instructors and students is crucial for refining and improving the effectiveness of future extensive reading initiatives.
Action research is recognized as an effective strategy for educators to address specific classroom problems (McKay, 2006) Initially, educators select a subject for investigation, collect relevant data to gain insights, and analyze this data to inform classroom adjustments aimed at resolving the identified issues The primary goal of action research is to identify and address significant problems for the benefit of participants (Cohen & Manion, 1994, as cited in Burns, 2000) The author of this study chose action research as the most suitable method for finding solutions to their problem The action research process consists of four key phases: planning, taking action, observing outcomes, and reflecting on findings, following the framework established by Kemmis and McTaggart.
Action research starts with pinpointing a specific problem or question related to learning difficulties After clearly defining the issue, the researcher develops an action plan aimed at addressing and enhancing the identified challenge within the educational context.
- Action: The planned intervention or action is implemented for a specified period of time, during which data is collected and observations are made.
- Observation: The researcher carefully observes and documents any changes or effects resulting from the implemented action Data is collected and recorded to provide evidence of the outcomes.
FINDINGS AND DISCUSSIONS
This section will discuss the study's results and their potential implications It involves a thorough interpretation of the test, questionnaire, and interview data, considering relevant published research and the author's insights Additionally, it will summarize the author's findings in relation to existing literature.
4.1 The findings of the research
4.1.1 How does extensive reading affect students’ reading comprehension level?
This study aims to assess the effectiveness of graded readers in enhancing students' interest and reading comprehension skills Specifically, it seeks to address the critical question of how these resources influence learners' engagement and understanding of texts.
1 How does extensive reading affect students’ reading comprehension level?
To investigate the research question, the author designed a pre- and post-test, the results of which were analyzed using SPSS, a statistical software for evaluation All 60 students in the class participated in both assessments, with their test scores detailed in Appendix 4 Initially, a comparison of the highest and lowest scores is presented.
TABLE 4.1 The comparison of students’ best and worst scores BEFORE and AFTER the test.
According to the statistics, both the pupils' top and lowest exam scores have significantly increased The lowest score specifically increased from 4.9 to 7.0 and the highest score increased from 8.8 to 10.
FIGURE 4.1 Score gaps between students' pre-test and post-test
The graph illustrates significant changes in students' score intervals throughout their examinations Notably, there was a dramatic decrease in the number of students scoring between 3 to 5 and 5.1 to 7 on the post-test Conversely, the majority of students consistently scored between 7 and 9 on both tests Remarkably, while no students achieved the highest group score in the pre-test, thirty students reached this level in the post-test, indicating substantial improvement Overall, the 9-week treatment led to a considerable enhancement in students' test scores.
A paired samples t-test was conducted using SPSS to compare pre-test and post-test data, with the results summarized in the table below.
Students’ comparison of mean scores BEFORE and AFTER experiment
The analysis of Table 3 reveals a significant increase in the mean score from the pre-test to the post-test, with an average difference of 1.99 points This indicates that the post-test scores were notably higher than those of the pre-test, demonstrating a clear improvement in performance.
In summary, substantial evidence indicates that students' overall grade point averages significantly improve with at least 95% certainty after participating in the therapy program Additionally, students' reading skills show marked enhancement following their involvement in the reading initiative Furthermore, numerous studies confirm that utilizing graded readers effectively boosts students' reading comprehension.
4.1.2 How does extensive reading affect students’ attitudes towards reading in English?
The final objective of the study is to explore how students' attitudes toward reading English evolve through the reading experience Essentially, it aims to address the research question regarding the impact of reading on students' perceptions.
2 - How does extensive reading affect students’ attitudes towards reading in English?
To address the research question, the author created pre- and post-questionnaires for students, which were subsequently analyzed to identify differences in responses The findings from the initial questionnaire were compared with interview results to triangulate the data and validate the researcher's claims For further details, refer to Chapter 1: Introduction.
- Students ’ Judgment on English Reading
The researcher examined students' responses to the initial two items of the questionnaire to assess the impact of reading on their self-evaluation of English reading abilities The subsequent tables provide insights into the students' answers to these questions both before and after the experiment.
TABLE 4.3 Students’ judgment on English reading BEFORE experiment
Disagree Neutral Agree Strong agree Notes
Reading in English is very important.
1 think reading will increase my English level.
TABLE 4.4 Students’ judgment on English reading AFTER experiment
Disagree Neutral Agree Strong agree Notes
Reading in English is very important.
I think reading will increase my English level.
A significant majority of students acknowledge the importance of reading in English, with only 6.7% of respondents expressing disagreement with the notion that reading is essential.
A significant 60.0% of respondents agreed that reading in English is essential, with 6.7% strongly agreeing However, this number declined, as only 53.4% agreed, 23.3% remained neutral, and 3.3% disagreed about the importance of reading in English Notably, the percentage of students who strongly believed in the necessity of reading in English increased from 6.7% to 20.0%.
A significant majority of students initially believed that learning to read would enhance their English proficiency, with 60% agreeing and 40% strongly agreeing before the survey Post-survey, support for this view shifted notably, with those agreeing decreasing to 36.7% and those strongly agreeing rising to 53.3% Notably, the percentage of students who disagreed remained unchanged throughout the survey.
To conclude It appears that some students also less value the significance of reading in English.
- The Enjoyment level that Students Gain from Reading comprehension
Questions 3-6 aimed to assess the level of enjoyment students experienced while reading in English, with results presented in the tables below for both pre- and post-intervention assessments.
TABLE 4.5 Students’ enjoyment level in reading English BEFORE experiment
Disagree Neutral Agree Strong agree Notes
Reading is my most favorite pastime activity.
It is interesting to read in English.
6 I am keen on interesting stories or books even if they are in English.
TABLE 4.6 Students’ enjoyment level in reading English AFTER experiment
Disagree Neutral Agree Strong agree Notes
Reading is my most favorite pastime activity.
It is interesting to read in English.
6 I am keen on interesting stories or books even if they are in English.
For question 3, the percentage of disagree and strongly disagree went down significantly whereas the students strongly agree increases from 10% BEFORE the survey to 16.7% AFTER the survey.
Between questions 4 and 6, there was a slight increase in the number of students reading for enjoyment, indicating a growing trend in students' pleasure in reading Specifically, the percentage of students who strongly agreed with this sentiment rose from 10% to 16.7% This upward trend was also observed in questions 4, 5, and 6, suggesting that participation in various reading activities has positively influenced students' intention to enjoy reading.
CONCLUSIONS AND RECOMMENDATION
This chapter presents the conclusions drawn from the investigation's findings, offering insights into the conducted action research Additionally, it discusses educational implications and provides recommendations for future research endeavors.
As an experienced English teacher at a secondary school, the author noticed a lack of improvement in students' reading performance, prompting an investigation into their reading habits Many students admitted to reading little in English at home and expressed reluctance to engage with authentic materials Instead, they preferred listening and conversing in English, with only a few attempting to improve their reading skills using enjoyable resources like comic books and adapted novels Additionally, students felt overwhelmed by the amount of instructional reading required in class and exams In response, the author explored literature on authentic graded readings that could enhance reading attitudes and comprehension This led to the development of a newspaper reading program, where over nine weeks, sixty seventh graders engaged in extensive reading from a curated list of graded materials, prepared presentations, and wrote weekly summaries The author utilized various methodologies, including questionnaires, semi-structured interviews, and pre- and post-tests, to assess the impact of reading graded readers on students' performance.
In order to arrive at the following inferences, the aforementioned outcomes were painstakingly compiled, recorded, scrutinized, interpreted, and transcribed:
The author's claim that some students did not develop a reading habit was supported by data from PRC-questionnaire records and interviews It was found that home readers often relied on non-authentic materials, such as multilingual stories, graded readers, comic books, and song lyrics The investigation's findings reinforced this hypothesis, revealing that while students recognized the significance of reading, most lacked the motivation and confidence to engage in it effectively.
The comparison of pre and post surveys revealed that extensive reading activities significantly improved students' attitudes toward reading This improvement was reflected in their increased love for reading, greater confidence in their reading abilities, and a stronger desire to develop reading as a habit These results contrast with the findings of Daly (2004) and Dycus (1996), suggesting that actual graded readers may have posed challenges for the students as a reading resource.
A statistical analysis using SPSS revealed significant improvement in students' reading comprehension, as evidenced by their post-test scores being markedly higher than their pre-test scores.
In conclusion, students' understanding of the topic significantly increased through their engagement with graded texts Consequently, most respondents supported the use of graded readers in reading education, recognizing the many advantages they provide This approach clearly enhanced students' reading comprehension, supporting the hypothesis that such improvement was an intended outcome.
In their action research, Kemmis and McTaggart (1988), who were quoted by Burns (2000), included planning, action, observation, and reflection This was mentioned in the review of the relevant literature.
The nine-week research cycle, detailed in the thesis, includes the author's reflections on accomplishments and evaluations Throughout the trial weeks, the author noted that the supplementary reading materials introduced students to numerous unfamiliar words and culturally distinct concepts This highlights the necessity for increased classroom activities focused on introducing new vocabulary and cultural context to effectively address the gaps in vocabulary and cultural understanding.
Students gain significant advantages from programs that extend their participation over a longer duration, as this approach allows them to acclimate to the complexity of additional reading materials and familiarize themselves with cultural nuances The author believes that extending the treatment period fosters more positive attitudes toward reading among children.
Students' reading attitudes are shaped by various factors, including the overall classroom environment, as discussed in Chapter 2: Literature Review Research conducted by Deesri (2002) and Long highlights the significance of these influences on students' engagement with reading.
In 1990, research showed that group and pair activities effectively enhance classroom engagement Consequently, the study's author should integrate diverse games and group activities into the reading program for the second cycle of the research.
Educators should resist student pressure to abandon graded readers in the classroom, as research indicates that despite initial difficulties, students' reading comprehension significantly improves This improvement suggests that students can engage with authentic, longer texts effectively While the challenge of understanding original materials may hinder short-term reading, the long-term benefits for students' comprehension and skills are substantial.
Teachers can enhance students' comprehension by incorporating additional classroom activities, particularly games According to Deesri (2002), games offer several advantages, including reducing tension, boosting motivation, and actively engaging students, which fosters their readiness for subsequent learning activities.
Instructors should take gender into account when forming student groups for projects, as boys and girls exhibit distinct attitudes, especially in seventh grade, which can enhance their learning and collaboration.
Students aged 11 to 12 in provincial areas often struggle to find genuine, comprehensive reading materials To foster a lasting interest in reading, teachers should present engaging and suitable resources Additionally, both instructors and parents can cultivate a reading habit in children by creating a dedicated bookshelf in the classroom.
5.4 Limitations and Suggestions for Further Study
The study's primary limitation is its small sample size of only sixty students, which may not provide a comprehensive understanding of the research topic Additionally, the nine-week duration of the research allowed for only one cycle of action research, potentially limiting the reliability of the findings To enhance the trustworthiness and representativeness of the results, a longer research period and a larger participant pool would have been beneficial.