Using speed reading technique to enhance english reading skills for english majored freshment at a university in hanoi

MINISTRY OF EDUCATION AND TRAINING HANOI OPEN UNIVERSITY M.A THESIS USING SPEED READING TECHNIQUE TO ENHANCE ENGLISH READING SKILLS FOR ENGLISH-MAJORED FRESHMEN AT A UNIVERSITY IN HANOI (Sừ dụng phương pháp đọc nhanh đề cải thiện kĩ Đọc tiếng Anh cho sinh viên năm khoa tiếng Anh cứa trường Đại học Hà Nội) LÊ THU TRÀ MY Field: English Language Code: 8.22.02.01 Hanoi, 2023 MINISTRY OF EDUCATION AND TRAINING HANOI OPEN UNIVERSITY M.A THESIS USING SPEED READING TECHNIQUE TO ENHANCE ENGLISH READING SKILLS FOR ENGLISH-MAJORED FRESHMEN AT A UNIVERSITY IN HANOI (Sừ dụng phương pháp đọc nhanh đề cải thiện kĩ Đọc tiếng Anh cho sinh viên năm khoa tiếng Anh cứa trường Đại học Hà Nội) LÊ THU TRÀ MY Field: English Language Code: 8.22.02.01 Supervisor: Assoc Prof Dr Hồ Ngọc Trung Hanoi, 2023 CERTIFICATE OF ORIGINALITY 1, the undersigned, hereby certify my authority of the study project report entitled “USING SPEED READING TECHNIQUE TO ENHANCE ENGLISH READING SKILLS FOR ENGLISH-MAJORED FRESHMEN AT A UNIVERSITY IN HANOT' submitted in partial fulfillment of the requirements for the degree of Master in English Language Except where the reference is indicated, no other person’s work has been used without due acknowledgement in the text of the thesis Hanoi, 2023 Lê Thu Trà My Approved by SUPERVISOR Assoc Prof Dr Hồ Ngọc Trung Date: ACKNOWLEDGEMENTS Throughout my time studying at the Faculty of English, Hanoi Open University and especially during the master thesis, I have received many supports in terms of materials, spirits, knowledge as well as beneficial experience from my teachers, family and friends First and foremost, I would like to express my sincere gratitude to Assoc Prof Dr Hồ Ngọc Trung - a teacher who dedicatedly instructed, guided, and helped me from the beginning to the end of the course of the thesis If it had not been for his encouragement and constructive advice, I would not have completed this paper My special thanks go to twenty-five first-year students and the teacher at Faculty of English, Hanoi Open University tor participating in my project enthusiastically But for your help, I would not have successfully carried out my thesis Additionally, words cannot describe how grateful am to all of the teachers who have devoted their time to wholeheartedly impart valuable knowledge and experience to the 21s1 course students in particular and many generations of students before and after in general Last but not least, I am greatly indebted to my family for loving me unconditionally, educating and laying the foundation for my future Having shared the idea of pursuing a Master’s degree, I did not expect to be supported, stimulated, facilitated, and looked after; however, you have provided me so much more than what I imagined To my beloved: Linh, Nhi, Anh, Phương, Trang, Bách, Trà, Ngân, Khánh, Giang, Thư, Nhung, Yen, and Đạt - from the bottom of my heart, thank you for staying by my side, comforting, encouraging and assisting me whenever I felt stressed or frustrated ii TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY i ACKNOWLEDGEMENTS ii TABLE OF CONTENTS iii ABSTRACT iv LIST OF ABBREVIATIONS V LIST OF FIGURES AND TABLES vi CHAPTER I INTRODUCTION 1.1 Rationale of the Study 1.2 Aims and Objectives of the Study 1.3 Research Questions 1.4 Scope of the Study l.s Significance of the Study 1.6 Structure of the Study CHAPTER 2.1 Previous Studies Overseas Previous Studies in Vietnam 2.1.1 2.1.2 2.2 An Overview of Reading Skills 2.2.1 2.2.2 2.3 Definitions of Reading Skills Stages of Reading The Components of Reading 10 2.3.1 2.3.2 2.3.3 2.3.4 2.3.5 2.4 LITERATURE REVIEW Previous Studies Phonemic Awareness 10 Phonics 10 Fluency 11 Vocabulary 11 Comprehension 11 Methods of Reading 12 2.4.1 2.4.2 2.4.3 2.4.4 2.4.5 2.4.6 2.4.7 Skimming 12 Scanning 12 Guessing New Words 13 Predicting 13 Paraphrasing 14 Inferring 14 Summarizing 14 2.4.8 Extensive Reading 2.4.9 Intensive Reading 2.4.10 Critical Reading 2.4.11 Speed Reading 2.5 Reading Speed 16 2.5.1 2.5.2 2.5.3 2.6 The Nature and Concept of Reading Speed 17 The Relation between Reading Speed and Eye Movements 20 The Relation between Reading Speed and Comprehension 29 32 Summary CHAPTER III 3.1 14 14 15 15 METHODOLOGY 34 Research Orientations 34 3.1.1 3.1.2 3.1.3 Research Questions 34 Research Setting .34 Research Participants 34 3.2 Research Methods 35 3.3 Data Collection Instruments 37 3.4 Data Analysis .38 3.5 Summary 40 CHAPTER IV EFFECTS OF USING SPEED READING ON IMPROVING ENGLISH READING SKILLS AND THE TEACHER AND FIRST-YEAR STUDENTS’ ATTITUDES TOWARDS THE TECHNIQUE 41 4.1 Effects of Using Speed Reading Technique on Improving English Reading Skills for First-Year Students 41 4.2 Teacher And Students' Opinions and Attitudes towards the Application of Speed Reading Technique 48 4.3 Summary 54 CHAPTER V CONCLUSION 56 5.1 Recapitulation 56 5.2 Conclusion of the Study 60 5.3 Implications 61 5.4 Limitations and Suggestions for Further Study 61 REFERENCES 63 APPENDICES 68 iii ABSTRACT This study examines the impact of speed reading technique on reading comprehension and efficiency among college students as well as explores the perspectives of students and teachers regarding the practice of speed reading With the ever-increasing volume of information and demands on time, the ability to process written content quickly while maintaining understanding is of growing importance This research aims to provide insights into the effectiveness of speed reading strategy, its implications for educational practice, and how both students and the teacher perceive its impact on reading comprehension and overall learning experiences Twenty five participants and a teacher from a class at Faculty of English, Hanoi Open University were enrolled in a month-long speed reading program A mixed-methods approach was employed, combining quantitative assessments of reading speed and comprehension scores with qualitative data gathered through participant interviews and questionnaire Preliminary findings indicate a significant increase in reading speed among participants who underwent speed reading training The relationship between reading speed and comprehension shows a positive result as all of the students improved comprehension with increased speed The findings also suggest that the students express increased confidence and improved reading speed through speed reading exercises The teacher generally acknowledges the potential benefits of speed reading, such as enhanced reading efficiency, but also emphasizes the need for a balanced approach to ensure a deep understanding of the content The results contribute to the ongoing discussion about effective strategies for reading instruction in a digital age Educators and learners can benefit from understanding the nuanced relationship between speed reading techniques and reading outcomes iv LIST OF ABBREVIATIONS AR: Action Research ESL: English as a Second Language LI: first language / native language L2: second language wpm: words per minute V LIST OF FIGURES AND TABLES Tabic Taylor’s (1965) Average Reading Rate with Comprehension 31 Table The result of cycle 42 Table The result of cycle 43 Table The increase in the number of wpm 44 Table The improvement in reading time 44 Table The students’ reading comprehension result 45 The action research spiral according to Kemmis and McTaggart Figure (1988) 36 Figure The students’ reading comprehension result .47 Figure Frequency of using speed reading technique before the research 48 Figure Students’ on opinions speed reading technique 49 Figure Students’ feedbacks on the difficulty of speed technique Figure 50 Students’ attitudes towards use of speed reading Students’ improvement in Reading skills after using speed reading technique Figure the 51 technique Figure reading 52 Students’ tendency to use speed reading technique in the future 53 vi CHAPTER I INTRODUCTION 1.1 Rationale of the Study Reading, together with listening, speaking and writing, is an essential and receptive skill which allow students to access the breadth of the curriculum and improve their communication and language skills Furthermore, reading is an intriguing, informative and imaginative time for learners and helps open doors to new horizons Unlike listening, with reading, the information is captured in the text and can be referred back to if necessary However, reading skills can also be difficult When taking a step closer to the doorstep of university, especially with English major, many students struggle to manage and get great results on the reading test In addition, they cannot find a way to solve this problem The use of a wide range of vocabulary in written material can also be overwhelming for students who study English as a second language, especially first-year students High school syllabus mainly focuses on vocabulary and grammar; therefore, reading skills tend to be paid little attention As a result, a large number of students not get good grades in examination or even fail to master this important skills As the economy develops, advancements in science, technology and informatics have also emerged Massive publication of books and newspapers, as well as a large volume of books and magazines imported from foreign countries makes it impossible for Vietnamese people to keep up with As a result, speed reading technique is considered to be a solution to coping with the contradiction between the requirement to capture as much information as possible and the limited time and reading ability Speed reading is also one of the techniquees used in both the first-language and second-language classroom to help students develop reading skills as it is believed to provide various benefits for learners, including saving time, developing memory and increasing concentration and thinking However, according to Rasinski (2000, p.91), when discussing reading fluency with teachers, the author often brings up the idea that the speed at which one reads can indicate whether their reading is fluent or educators should emphasize the importance of maintaining comprehension and critical thinking skills while using these techniques 5.3 Implications The action research design provides a practical and collaborative framework for investigating the effects of applying speed reading strategy on ESL freshmen’s reading skills and long-term retention It allows for an active engagement of participants and the integration of theory and practice By employing this design, the study aims to generate valuable insights, enhance instructional practices, and contribute to the knowledge base in English reading skills and ESL pedagogy Speed reading research can shed light on the cognitive processes involved in reading Studying how the brain processes text at different reading speeds, including the role of subvocalization, eye movements, and working memory, can contribute to our understanding of human cognition Furthermore, this research can help determine whether comprehension is maintained, enhanced, or compromised by different speed reading strategies Exploring the integration of speed reading techniques into educational settings, both in traditional classrooms and online learning environments, can provide guidance for educators and curriculum developers Overall, the implications of speed reading study extend to various disciplines, from cognitive psychology and education to linguistics and information science Understanding how speed reading techniques affect reading processes and outcomes can inform best practices for teaching, learning, and effective information consumption in our fast-paced world 5.4 Limitations and Suggestions for Further Study With utmost attempt, the author has discovered the effectiveness of using speed reading technique to improve English reading skills for first-year students at the Faculty of English, Hanoi Open University Nevertheless, there are still some inevitable limitations that need to be improved in further study First and foremost, the overall paper focuses mainly on reading speed and comprehension whereas a wide range of different factors of reading arc not 61 mentioned The author cannot cover every aspect in the first chapter and recommend all methods of learning and teaching reading skills The study also lacks concentration on the post-reading stage and its activities Second, the online survey is conducted with only a small number of first-year students, which is a class of one teacher and 25 freshmen; therefore, the author’s conclusions are not likely to be completely sufficient and accurate Moreover, the solutions given might be inefficient to all of the students and the teachers Finally, the author looks forward to an opportunity to carry out a more detailed study and provide more strategies to improve reading skills for not only freshmen but also all students at the Faculty of English, Hanoi Open University 62 REFERENCES Aaron, p G (2012/ Dyslexia and Hyperlexia: Diagnosis 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68 c winter a sore throat and cough b stomach ache and heart attack c runny nose and high temperature Colds are caused by: a cold b viruses Infectious means: a spreading from person to person b coming into contact c staying close together The infectious period of a cold is about: a three months b three weeks Colds frequently occur in winter because of: a cold temperatures b people being close together inside c people touching door handles Where are you most likely to catch a cold? a school b home According to Wikipedia, adults contract colds: a more often than children b less often than children c about the same Which of the following is not recommended for a a staying in bed b drinking a lot of water 10 How are colds spread? a covering your mouth when coughing b washing hands frequently and thoroughly c not doing the above c vitamin c c three days c swimming pool cold? c getting plenty of exercise APPENDIX Post-test Cat People and Dog People Are you a cat person or a dog person? There have been many claims about the significance of the choice of a pet Some people say pet owners look like their pets Or is it that pets look like their owners? Other people suggest your choice of pet can provide an understanding into your personality According to research carried out by the University of Texas at Austin, USA, in 2013, there may be some truth to these ideas The online survey first asked people to state whether they preferred cats or dogs The questions which followed were designed to find out about their personality Here are some of the findings of the survey 69 First, let’s look at the numbers The survey showed that 46% of the people who responded preferred dogs, while only 12% said they preferred cats To round out the figures, 28% liked both and 15% liked neither What are typical dog people? Dog people have a strong sense of duty and responsibility They are enthusiastic, positive and have a lot of energy Dog people are trusting, kind, affectionate and social Dog people were approximately 12% more likely than cat people to have this kind of personality Dogs love human contact They may well live up to their name as man’s, or even woman’s, best friend On the down side, dogs bark, bite, jump up, need to be washed and don’t always what they are told They need training and a lot of care Typical cat people, on the other hand, like to spend time on their own, and are always willing to try something new Cat people were 11% more likely to be curious, creative, artistic and non-traditional than dog people However, cat people are easily stressed and worry a lot This may be why they prefer a pet which is low-maintenance and independent Cats don’t need to be taken for walks, they are happy on their own and they love to get close to their owners Researchers have recorded reduced levels of stress and blood pressure in people who can hold a soft, warm, furry, contented cat in their arms Each culture has developed its own treatment for colds In the West, hot lemon honey drinks, staying in bed and keeping warm, drinking plenty of water, taking vitamin c and eating healthy food arc believed to be effective The author of the survey, psychologist Dr Sam Gosling, is quick to point out that the differences between the two groups are small but significant And if you come into the 15% of people who don’t like either, there are always fish, birds, mice, rabbits a a b c a b c a b c a The research was carried out in: America b Europe Which sentence is true? There arc more cat people than dog people There are more dog people than cat people Neither of the above Which sentence is true? More people prefer both than neither More people prefer neither than both Neither of the above Which is the best answer? Some people look like their pets Some pets look like their owners Both of the above Which group is more enthusiastic? cat people b dog people Which group likes to spend time alone? 70 c Japan c not mentioned a cat people b dog people c not mentioned Who are known as man’s or woman’s best friend? a people b cats c dogs According to the passage, which sentence is true? a Cats can reduce stress, b Dogs can reduce stress c Both can reduce stress The author thinks the differences between cat and dog people are: a large and significant b small but significant c small and insignificant 10 What percentage of people doesn’t like either? a 25% b 15% c 5% APPENDIX Post-test Wine Wine is an alcoholic drink made from grapes Different kinds of grapes produce different varieties of wine The basic categories are red and white, but this is just the beginning Within each broad category there are a lot of sub-varieties depending on the climate, the soil, the region and the method of production The alcohol content of wine varies between 9% and 16%, but the usual range for table wines is 12% to 14% Wine is sometimes called the drink of the Gods The saying originated in ancient Greece where wine was honoured in religious festivals In the Greek and the Roman empires, people prayed to Dionysus and Bacchus, the Gods of wine Wine was believed to restore health, lengthen life and even bring people back from death Historical evidence suggests that wine was first produced in Georgia at least 8,000 years ago Trade in wine was centred on Lebanon in the Middle East in 2,500 BC The discovery of a shipwreck dating back to 750 BC provides evidence of the early trade in wine Surprisingly, after 2,750 years the wine was still in good condition Wine is traditionally consumed with European style meals, and is associated with conventions such as drinking certain kinds of wine with certain foods, white wine with fish for example In countries such as France, drinking wine with meals is a way of life and children may be introduced to wine mixed with water Wine is used in cooking to add flavour and interest, and recently a culture of wine bars has become popular People can enjoy a glass of wine or two while relaxing with friends in pleasant surroundings after a hard day’s work Wine is traditionally a European drink However, countries such as South Africa, Argentina, Chile, the USA, Australia and New Zealand now produce, consume and export high quality wines However, France remains the greatest wine drinking country with the highest per head consumption According to the World Health Organisation, of the top ten wine consuming countries, nine are European Drinking too much alcohol is not good for your health However, studies show that reasonable consumption of wine may be helpful in reducing heart disease But is it the wine, or is it the way of life of wine drinkers? Researchers have also found that 71 the typical wine drinker is better educated, more health conscious, richer and exercises more than non-wine drinkers What are the two basic categories of wine? a red and white b white and rose c not mentioned The alcoholic content of table wines is approximately: a 5% b 13% c 20% Wine is sometimes called: a the drink of the grapes b the drink of the Gods c the drink of the Kings Wine was used in religious festivals a true b false c not mentioned In ancient times, people believed that wine could bring people back to life a true b false c not mentioned In 2,500 BC the wine trade was centred in: a Greece b Rome c the Middle East According to convention, fish and red wine go together well a true b false c not mentioned Wine is traditionally served with European food a true b false c not mentioned Which is the top wine drinking country? a Spain b Germany c France 10 Which sentence is true? a In France children drink wine with water b All of the top ten wine consuming countries are in Europe c Reasonable consumption of wine is not good for your health APPENDIX 72 3.20 3.30 3.40 3.50 4.00 WPM Score 10 APPENDIX SURVEY QUESTIONNAIRE As a part of the author’s M.A thesis on enhancing reading skills using speed reading technique, a research which has the participation ofthe students in the class has been conducted After the research finishes, the author would like to know the student’s opinion and attitude towards the application of speed reading technique during the lessons I am very grateful that you have been joining me in this small project and filling in this form! But for your help, I would not successfully cany out my thesis Please choose your answer and give comments ifyou have different ideas Thank you so much! How often you use speed reading technique before the research? □ Always □ Often □ Sometimes □ Rarely □ Never Do you find speed reading technique interesting? □ Very interesting □ Quite interesting □ Not interesting In your opinion, is speed reading technique difficult? □ Very difficult □ Difficult 73 □ Normal □ Easy □ Very easy Do you find speed reading technique effective and helpful? □ Very effective and helpful □ Quite effective and helpful □ Not effective and helpful To what extent does speed reading technique enhance your reading skills? □ A lot of improvement □ A little improvement □ No improvement Will you continue to apply speed reading technique when learning reading skills in the future? □ Yes □ Probably □ No Do you have any suggestion that can improve the application of speed reading technique in learning Reading skills? APPENDIX Interview questions * First interview (teacher): Have you ever use speed reading technique when teaching Reading skills? Do you think speed reading is an effective technique that can enhance the students’ Reading skills? If you apply speed reading technique in the lessons, how many steps will you follow? What are they? 74 What instructions will you give to the students? * Second interview (teacher): In your opinion, which factors lead to the failure of cycle 1? What are the students’ difficulties when using speed reading? What can you to deal with the problem? * Third interview (students): What were the difficulties that you encountered when using speed reading? What was your method to apply speed reading successfully in your reading? * Fourth interview (teacher): Overall, what you think about the speed reading technique? Is it an effective technique to enhance English Reading skills for first-year students? Will you apply speed reading in your teaching in the future? 75