The relationship between reading proficiency and the use of reading strategies in ielts reading

VIETNAM NATIONAL UNIVERSITY – HOCHIMINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE THE RELATIONSHIP BETWEEN READING PROFICIENCY AND THE USE OF READING STRATEGIES IN IELTS READING A thesis submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL By DINH LE THU PHUONG Supervised by LE THI THANH, PhD HO CHI MINH CITY, JUNE 2023 i ACKNOWLEDGEMENTS The fulfillment of this thesis would not have been feasible without tremendous support of all open-handed individuals around me, especially those who can be referred to through the following lines First and foremost, I would like to express my heartfelt gratitude to Dr Le Thi Thanh, who, despite her heavy academic workload, consented to be my supervisor It is impossible to accomplish this research without her professional guidance, persistent help, insightful remarks, and regular encouragement, for which my mere expression of thanks does not suffice Secondly, my deep appreciation goes to all the lecturers in the Master's program in TESOL at the Faculty of English Linguistics and Literature (EF) University of Social Sciences and Humanities (HCMUSSH) - Vietnam National University (VNU-HCM) Throughout the last two years, they have wholeheartedly assisted me in my development as an educator and researcher Thirdly, I want to convey my sincere thanks to each and every individual who took part in the study for their unconditional help and warm encouragement Last but not least, my deepest gratefulness goes to my family, my dearest cousins Peter and Kim, and my genuine friend Allan, who have been by my side throughout this journey, showering me with their unwavering support, love, and affection Ho Chi Minh City, June 2023 ii STATEMENT OF ORIGINALITY With this statement I hereby certify that the intellectual content of the submitted Master’s thesis is my own work, and that, to the best of my knowledge, it contains no material previously published or written by another author except where due reference has been made I also declare that this thesis has not previously been submitted for any degree or other purposes June, 2023 Dinh Le Thu Phuong iii ABSTRACT The study examines the reading strategy use of B2 and C1-leveled test takers in the IELTS reading test with a view to exploring the relationship between their reading proficiency and reading strategy use The research follows the taxonomy of reading strategies proposed by Mokhtari & Sheorey (2002) The survey was carried out on 200 IELTS test takers with the Overall Band Score of 5.5 – 8.0 IELTS Reading Band Scores indicate test takers’ reading proficiency To analyze the data, descriptive statistics, one-way ANOVA, and the Pearson’s product-moment correlation coefficient were performed using SPSS (version 26.0) A medium frequency of reading strategy use was reported by the test takers While Global Reading Strategies and Problem-Solving Strategies are of high use, Support Reading Strategies are employed less frequently Furthermore, C1-leveled test takers employ Global Reading Strategies and Problem-Solving Strategies more frequently, whereas B2-leveled test takers use Support Reading Strategies more often There are statistically significant correlations between test takers’ reading proficiency and the use of two subscales of reading strategies While test takers’ reading proficiency is positively correlated with the use of Global Reading Strategies, negative correlations are found for the use of Support Reading Strategies This indicates that Global Reading Strategies can assist test takers in enhancing reading proficiency and improving their performance in the IELTS reading test By contrast, Support Reading Strategies become less necessary when test takers’ reading proficiency improves There are also statistically significant correlations between the use of 22 certain specific reading strategies and test takers’ reading proficiency, including 12 positive correlations and 10 negative correlations iv TABLE OF CONTENTS ACKNOWLEDGEMENTS i STATEMENT OF ORIGINALITY ii ABSTRACT iii TABLE OF CONTENTS iv ABBREVIATIONS AND CONVENTIONS vii LIST OF TABLES .viii LIST OF FIGURES ix CHAPTER 1: INTRODUCTION 1.1 Background to the study 1.2 Aims of the study 1.3 Research questions 1.4 Significance of the study 1.5 Scope of the study 1.6 Organization of thesis chapters CHAPTER 2: LITERATURE REVIEW 2.1 Reading comprehension 2.1.1 Defining reading 2.1.2 Models of reading 2.1.2.1 Metaphorical models of reading 2.1.2.2 Cognitive processing model of reading 10 2.1.3 Types of reading 14 2.1.4 Academic reading as measured by IELTS 15 2.2 Difficulties in reading comprehension 18 2.3 Strategic reading 20 2.3.1 Reading strategies 21 2.3.1.1 Defining reading strategies 21 2.3.1.2 Classification of reading strategies 22 2.3.2 Metacognitive awareness of reading strategies 25 2.4 Reading strategy use of ESL/EFL learners 26 v 2.5 Relationship between reading strategy use and ESL/EFL academic reading achievement 27 2.6 Conceptual framework of the study 28 CHAPTER 3: METHODOLOGY 29 3.1 Research design 29 3.2 Participants and sampling procedures 29 3.3 Research instruments 31 3.4 Data collection procedure 34 3.5 Data analysis scheme 35 3.5.1 For research question 35 3.5.2 For research question 36 3.5.3 For research question 39 3.6 Summary 41 CHAPTER 4: FINDINGS AND DISCUSSION 42 4.1 What are the reading strategies employed by B2 and C1-leveled test takers in the IELTS reading test? 42 4.1.1 Test takers’ mean frequencies of using all the reading strategies and each subscale of strategies 42 4.1.2 The most and the least frequently used reading strategies 46 4.1.3 Summary 49 4.2 Are there any differences in the use of reading strategies of B2 and C1-leveled IELTS test takers? 49 4.2.1 Overall differences in the use of three subscales of reading strategies between B2 and C1-leveled IELTS test takers 50 4.2.2 Strategies used more frequently by higher-proficiency (C1) IELTS test takers 52 4.2.3 Strategies used more frequently by lower-proficiency (B2) IELTS test takers 59 4.2.4 Summary 64 4.3 Is there any correlation between reading proficiency and the use of reading strategies of test takers in the IELTS reading test? 65 4.3.1 Relationship between test takers’ reading proficiency and the overall use of reading strategies 65 vi 4.3.2 Correlations between test takers’ reading proficiency and the use of certain specific reading strategies 67 4.3.2.1 Positive correlations between test takers’ reading proficiency and the use of certain specific reading strategies 67 4.3.2.2 Negative correlations between test takers’ reading proficiency and the use of certain specific reading strategies 73 4.3.3 Summary 77 CHAPTER 5: CONCLUSIONS AND IMPLICATIONS 78 5.1 Conclusions 78 5.1.1 Reading strategies employed by B2 and C1-leveled test takers in the IELTS reading test 78 5.1.2 Differences in the use of reading strategies of B2 and C1-leveled IELTS test takers 79 5.1.3 Correlations between reading proficiency and the use of reading strategies of test takers in the IELTS reading test 80 5.2 Implications 81 5.3 Limitations of the study 84 5.4 Suggestions for further studies 85 REFERENCES 87 APPENDICES I APPENDIX A I APPENDIX B III APPENDIX C IV APPENDIX D V APPENDIX E VII APPENDIX F XII APPENDIX G XIV vii ABBREVIATIONS AND CONVENTIONS ABBREVIATIONS ANOVA : Analysis of Variance EFL : English as a Foreign Language ELT : English Language Teaching ESL : English as a Second Language GLOB : Global Reading Strategies IELTS : International English Language Testing System L1 : First Language L2 : Second Language, Foreign Language M : Mean MARSI : Metacognitive Awareness of Reading Strategies Inventory p : p-value PROB : Problem-Solving Strategies r : Pearson Correlation Coefficient SD : Standard Deviation SORS : Survey of Reading Strategies SPSS : Statistical Package for the Social Sciences SUP : Support Reading Strategies TOEFL : Test of English as a Foreign Language TOEIC : Test of English for International Communication wpm : Words Per Minute CONVENTIONS Italics are used for quotes and emphasis viii LIST OF TABLES Table 3.1 The relation between IELTS test takers’ Overall Band Scores and their CEFR levels 30 Table 3.2 The reliability of the questionnaire 33 Table 3.3 Key to averages – The interpretation of the levels of reading strategy use 35 Table 3.4 Cohen’s guidelines for interpreting the magnitude of correlations 41 Table 4.1 Test takers’ mean frequencies of using all the reading strategies and each subscale of strategies 43 Table 4.2 The five most and least frequently used reading strategies 47 Table 4.3 Overall differences in the use of three subscales of reading strategies 50 Table 4.4 Strategies used more frequently by higher-proficiency (C1) IELTS test takers 53 Table 4.5 Strategies used more frequently by lower-proficiency (B2) IELTS test takers 60 Table 4.6 Relationship between test takers’ reading proficiency and the overall use of reading strategies 66 Table 4.7 Positive correlations between test takers’ reading proficiency and the use of certain specific reading strategies 68 Table 4.8 Negative correlations between test takers’ reading proficiency and the use of certain specific reading strategies 74 ix LIST OF FIGURES Figure 2.1 The definition of reading Figure 2.2 The cognitive processing model of reading 11 Figure 2.3 Types of reading 14 Figure 2.4 Conceptual framework of the study 28 Figure 4.1 The distribution of 30 reading strategies corresponding to three levels of use 44 II A.3 The last time taking the IELTS test 10% 26% 2018 - 2019 2020 - 2021 2022 - 2023 64% A.4 IELTS Overall Band Score 40% 5.5 – 6.5 60% 7.0 – 8.0 III APPENDIX B: IELTS BAND DESCRIPTORS Expert user Has fully operational command of the language: appropriate, accurate and fluent with complete understanding Very good user Has fully operational command of the language with only occasional unsystematic inaccuracies and inappropriate words Misunderstandings may occur in unfamiliar situations Handles complex detailed argumentation well Good user Has operational command of the language, though with occasional inaccuracies, inappropriate words and misunderstandings in some situations Generally handles complex language well and understands detailed reasoning Competent user Has generally effective command of the language despite some inaccuracies, inappropriate words and misunderstandings Can use and understand fairly complex language particularly in familiar situations Modest user Has partial command of the language, coping with overall meaning in most situations, though is likely to make many mistakes Should be able to handle basic communication in own field Limited user Basic competence is limited to familiar situations Has frequent problems in understanding and expression Is not able to use complex language Extremely limited user Conveys and understands only general meaning in very familiar situations Frequent breakdowns in communication occur Intermittent user No real communication is possible except for the most basic information using isolated words or short formulae in familiar situations and to meet immediate needs Has great difficulty understanding spoken and written English Non user Essentially has no ability to use the language beyond possibly a few isolated words Did not attempt No assessable information provided the test IV APPENDIX C: FORMAT OF THE IELTS READING TEST (Retrieved from https://www.ielts.org) IELTS Academic IELTS General Training Timing 60 minutes (no extra transfer time) Questions • 40 questions • A variety of question types are used, chosen from the following: multiple choice, identifying information (True/ False/ Not given), identifying a writer’s views/claims (Yes/ No/ Not given), matching information, matching headings, matching features, matching sentence endings, sentence completion, summary completion, note completion, table completion, flowchart completion, diagram label completion, short-answer questions There are sections The total text length is 2,150 - 2,750 words Test parts Sources of texts - Section 1: or factual texts - Section 2: factual texts Three long texts for sections - Section 3: one longer and more complex text - Authentic texts taken from books, - Authentic texts taken from journals, magazines and notices, advertisements, company newspapers, written for non- handbooks, official documents, specialist audiences books, magazines and newspapers - Texts range from the descriptive and factual to the discursive and analytical - Texts may contain non-verbal materials such as diagrams, graphs or illustrations - If texts contain technical terms, then a simple glossary is provided Topics Texts have been written on Topics are relevant to everyday academic topics of general interest life in an English-speaking country, work-related issues and general interest Skills assessed A wide range of reading skills are assessed, including: • reading for gist • reading for main ideas • reading for detail • understanding inferences and implied meaning • recognizing writer’s opinions, attitudes and purpose • following the development of an argument Marking Each correct answer receives mark Scores out of 40 are converted to the IELTS 9-band scale Scores are reported in whole and half bands V APPENDIX D: SURVEY OF READING STRATEGIES (SORS) (Mokhtari & Sheorey, 2002) The purpose of this survey is to collect information about the various strategies you use when you read academic materials in ENGLISH Each statement is followed by five numbers, 1, 2, 3, 4, and 5, and each number means the following: ‘1’ means that ‘I never or almost never this’ ‘2’ means that ‘I this only occasionally’ ‘3’ means that ‘I sometimes this’ (About 50% of the time.) ‘4’ means that ‘I usually this’ ‘5’ means that ‘I always or almost always this’ After reading each statement, circle the number (1, 2, 3, 4, or 5) which applies to you Note that there are no right or wrong responses to any of the items on this survey 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Statement Never I have a purpose in mind when I read I take notes while reading to help me understand what I read I think about what I know to help me understand what I read I take an overall view of the text to see what it is about before reading it When text becomes difficult, I read aloud to help me understand what I read I think about whether the content of the text fits my reading purpose I read slowly and carefully to make sure I understand what I am reading I review the text first by noting its characteristics like length and organization I try to get back on track when I lose concentration I underline or circle information in the text to help me remember it I adjust my reading speed according to what I am reading When reading, I decide what to read closely and what to ignore I use reference materials (e.g., a dictionary) to help me understand what I read When text becomes difficult, I pay closer attention to what I am reading I use tables, figures, and pictures in text to increase my understanding I stop from time to time and think about what I am reading I use context clues to help me better understand what I am reading I paraphrase (restate ideas in my own words) to better understand what I read I try to picture or visualize information to help remember what I read I use typographical features like bold face and italics to identify key information I critically analyze and evaluate the information presented in the text I go back and forth in the text to find relationships among ideas in it I check my understanding when I come across new information I try to guess what the content of the text is about when I read When text becomes difficult, I re-read it to increase my understanding I ask myself questions I like to have answered in the text I check to see if my guesses about the text are right or wrong When I read, I guess the meaning of unknown words or phrases When reading, I translate from English into my native language When reading, I think about information in both English and my mother tongue 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 Always 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 VI SCORING GUIDELINES FOR THE SURVEY OF READING STRATEGIES Student Name: _ Date: _ Write the number you circled for each statement (i.e., 1, 2, 3, 4, or 5) in the appropriate blanks below Add up the scores under each column and place the result on the line under each column Divide the subscale score by the number of statements in each column to get the average for each subscale Calculate the average for the whole inventory by adding up the subscale scores and dividing by 30 Use the interpretation guidelines below to understand your averages KEY TO AVERAGES: 3.5 or higher = High 2.5 – 3.4 = Medium 2.4 or lower = Low INTERPRETING YOUR SCORES: The overall average indicates how often you use reading strategies when reading academic materials The average for each subscale shows which group of strategies (i.e., Global, Problem-Solving, or Support Strategies) you use most often when reading It is important to note, however, that the best possible use of these strategies depends on your reading ability in English, the type of material read, and your reading purpose A low score on any of the subscales or parts of the inventory indicates that there may be some strategies in these parts that you might want to learn about and consider using when reading (adapted from Oxford 1990, pp 297-300) Mokhtari, K., & Sheorey, R (2002) Measuring ESL students reading strategies Journal of Developmental Education, 25 (3), pp 2-10 VII APPENDIX E: QUESTIONNAIRE QUESTIONNAIRE Dear participants, I am a graduate student in TESOL at The University of Social Sciences and Humanities, Vietnam National University - Ho Chi Minh City I am currently working on my MA thesis, entitled “The relationship between reading proficiency and the use of reading strategies in IELTS Reading” This questionnaire is designed with the aim of acquiring information about the use of reading strategies of test takers in the IELTS reading test The questionnaire consists of two sections 1: Section one is the background information of participants Section two deals with the frequency of using reading strategies of test takers in the IELTS reading test Completing the questionnaire is entirely voluntary but your help is greatly appreciated All of your answers will be kept in confidence and the given information will be used for research purpose only Thank you for your cooperation and help The questionnaire is geared to IELTS Academic test takers with the Overall Band Scores of 5.5 – 8.0 NOTE: The questionnaire consists of pages VIII SECTION 1: RESPONDENT’S BACKGROUND This section is about the background information of participant Please tick (✓) the appropriate boxes or specify the required information Your gender (Select only one)   Female Male Your major (Select only one)        Electrical and Computer Engineering (ECE) Mechanical Engineering (MEN) Computer Science (CSE) Finance and Accounting (BFA) Business Administration (BBA) Civil Engineering (BCE) Architecture (ARC) The last time you took the IELTS test (Select only one)    2018 – 2019 2020 – 2021 2022 – 2023 Your latest IELTS Overall Band Score (Select only one)   5.5 – 6.5 7.0 – 8.0 Your latest IELTS Reading Band Score: ……………………… (Please specify) IX SECTION 2: FREQUENCY OF IELTS READING STRATEGY USE For each strategy, please indicate how frequent you use it by a tick (✓) in the appropriate box Strategy Never Always or or Occasionally Sometimes Usually almost almost never always I have a purpose in mind when I read      I think about what I know to help me understand what I read      I take an overall view of the text to see what it is about before reading it I think about whether the content of the text fits my reading purpose I review the text first by noting its characteristics like length and organization                When reading, I decide what to read closely and what to ignore      I use tables, figures, and pictures in text to increase my understanding      I use context clues to help me better understand what I am reading I use typographical features like bold face and italics to identify key information 10 I critically analyze and evaluate the information presented in the text 11 I check my understanding when I come across new information                     X Strategy Never Always or or Occasionally Sometimes Usually almost almost never always 12 I try to guess what the content of the text is about when I read      13 I check to see if my guesses about the text are right or wrong      14 I read slowly and carefully to make sure I understand what I am reading 15 I try to get back on track when I lose concentration           16 I adjust my reading speed according to what I am reading      17 When text becomes difficult, I pay closer attention to what I am reading I stop from time to time and think about what I am reading           I try to picture or visualize information to help remember what I read When text becomes difficult, I re-read it to increase my understanding When I read, I guess the meaning of unknown words or phrases                22 I take notes while reading to help me understand what I read      23 When text becomes difficult, I read aloud to help me understand what I read      18 19 20 21 XI Never Always or or Occasionally Sometimes Usually almost almost never always Strategy I underline or circle information in the text to help me remember it I use reference materials (e.g., a dictionary) to help me understand what I read I paraphrase (restate ideas in my own words) to better understand what I read I go back and forth in the text to find relationships among ideas in it I ask myself questions I like to have answered in the text                          29 When reading, I translate from English into my native language      30 When reading, I think about information in both English and my mother tongue      24 25 26 27 28 Thank you for completing the questionnaire Information will be treated in confidence XII APPENDIX F: IELTS TEST TAKERS’ MEAN FREQUENCIES OF USING 30 READING STRATEGIES Item Strategy type 17 PROB 24 SUP GLOB 15 PROB GLOB 20 PROB GLOB 21 PROB 16 PROB GLOB 12 GLOB 11 GLOB 10 GLOB GLOB GLOB GLOB Strategy When text becomes difficult, I pay closer attention to what I am reading I underline or circle information in the text to help me remember it I use context clues to help me better understand what I am reading I try to get back on track when I lose concentration I have a purpose in mind when I read When text becomes difficult, I re-read it to increase my understanding I take an overall view of the text to see what it is about before reading it When I read, I guess the meaning of unknown words or phrases I adjust my reading speed according to what I am reading I use typographical features like bold face and italics to identify key information I try to guess what the content of the text is about when I read I check my understanding when I come across new information I critically analyze and evaluate the information presented in the text I use tables, figures, and pictures in text to increase my understanding When reading, I decide what to read closely and what to ignore I think about what I know to help me understand what I read Mean Level of use 4.00 High 3.97 High 3.88 High 3.88 High 3.87 High 3.87 High 3.85 High 3.84 High 3.83 High 3.77 High 3.71 High 3.70 High 3.65 High 3.64 High 3.63 High 3.59 High XIII Item Strategy type Mean Level of use GLOB 3.41 Medium 13 GLOB 3.40 Medium 27 SUP 3.39 Medium 14 PROB 3.30 Medium 19 PROB 3.29 Medium GLOB 3.28 Medium 30 SUP 3.10 Medium 18 PROB 3.09 Medium 22 SUP 3.07 Medium 26 SUP 2.86 Medium 25 SUP 2.78 Medium 28 SUP 2.53 Medium 29 SUP 2.51 Medium 23 SUP 2.26 Low Overall reading strategies 3.43 Medium Global Reading Strategies 3.65 High Problem-Solving Strategies 3.64 High Support Reading Strategies 2.94 Medium Strategy I think about whether the content of the text fits my reading purpose I check to see if my guesses about the text are right or wrong I go back and forth in the text to find relationships among ideas in it I read slowly and carefully to make sure I understand what I am reading I try to picture or visualize information to help remember what I read I review the text first by noting its characteristics like length and organization When reading, I think about information in both English and my mother tongue I stop from time to time and think about what I am reading I take notes while reading to help me understand what I read I paraphrase (restate ideas in my own words) to better understand what I read I use reference materials (e.g., a dictionary) to help me understand what I read I ask myself questions I like to have answered in the text When reading, I translate from English into my native language When text becomes difficult, I read aloud to help me understand what I read XIV APPENDIX G: CORRELATION BETWEEN IELTS TEST TAKERS’ READING PROFICIENCIES AND FREQUENCIES OF USING READING STRATEGIES Strategy Item Type GLOB 16 PROB GLOB GLOB 10 GLOB 21 PROB 11 GLOB GLOB GLOB GLOB GLOB GLOB Strategy I have a purpose in mind when I read I adjust my reading speed according to what I am reading I use context clues to help me better understand what I am reading When reading, I decide what to read closely and what to ignore I critically analyze and evaluate the information presented in the text When I read, I guess the meaning of unknown words or phrases I check my understanding when I come across new information I take an overall view of the text to see what it is about before reading it I think about whether the content of the text fits my reading purpose I use tables, figures, and pictures in text to increase my understanding I think about what I know to help me understand what I read I use typographical features like bold face and italics to identify key information Pearson Correlation Strength of p-value association 000 380** Medium 346** Medium 305** Medium 304** Medium 297** Medium 287** Small 283** Small 267** Small 234** Small 001 154* Small 030 143* Small 044 139* Small 050 (2.9366E-8) 000 (5.0455E-7) 000 (0.000012) 000 (0.000012) 000 (0.000019) 000 (0.000037) 000 (0.000048) 000 (0.000131) XV Item Strategy Type 29 SUP 30 SUP 25 SUP 23 SUP 28 SUP 22 SUP 14 PROB 18 PROB 26 SUP 27 SUP 13 GLOB GLOB 12 GLOB Strategy When reading, I translate from English into my native language When reading, I think about information in both English and my mother tongue I use reference materials (e.g., a dictionary) to help me understand what I read When text becomes difficult, I read aloud to help me understand what I read I ask myself questions I like to have answered in the text I take notes while reading to help me understand what I read I read slowly and carefully to make sure I understand what I am reading I stop from time to time and think about what I am reading I paraphrase (restate ideas in my own words) to better understand what I read I go back and forth in the text to find relationships among ideas in it I check to see if my guesses about the text are right or wrong I review the text first by noting its characteristics like length and organization I try to guess what the content of the text is about when I read Pearson Correlation Strength of p-value association 000 -.647** Large -.600** Large -.545** Large -.412** Medium -.324** Medium -.291** Small -.178* Small 012 -.158* Small 025 -.156* Small 028 -.151* Small 033 132 X 062 123 X 083 121 X 087 (4.3843E-25) 000 (5.6044E-21) 000 (7.7898E-17) 000 (1.312E-9) 000 (0.000003) 000 (0.000029) XVI Item Strategy Type 17 PROB 20 PROB 15 PROB 19 PROB 24 SUP Strategy When text becomes difficult, I pay closer attention to what I am reading When text becomes difficult, I re-read it to increase my understanding I try to get back on track when I lose concentration I try to picture or visualize information to help remember what I read I underline or circle information in the text to help me remember it Pearson Correlation Strength of p-value association 115 X 104 112 X 113 046 X 518 -.032 X 655 -.015 X 830 Overall reading strategies -.037 X 605 Global Reading Strategies 386** Medium Problem-Solving Strategies 097 Support Reading Strategies -.580** ** Correlation is significant at the 0.01 level (2-tailed) * Correlation is significant at the 0.05 level (2-tailed) X Large 000 (1.6933E-8) 173 000 (2.0926E-19)