Challenges encountered by ATC Students in reading skill II at Baking Academy.pdfChallenges encountered by ATC Students in reading skill II at Baking Academy.pdfChallenges encountered by ATC Students in reading skill II at Baking Academy.pdfChallenges encountered by ATC Students in reading skill II at Baking Academy.pdf
INTRODUCTION
Background of the study
In Vietnam, English is the most popular language, holding a prominent status throughout the country It is prevalent in various forms, including newspapers, documents, and television programs Consequently, proficiency in English is viewed as a crucial asset for enhancing individual competitiveness in life and the job market (Hoang, 2019).
The growing demand for English proficiency among EFL learners has led to its integration in various educational institutions, evolving from a subject to a major field of study Recognizing the significance of English in the banking and finance sector, the Banking Academy's Faculty of Foreign Languages emphasizes the importance of mastering four language skills - reading, writing, speaking, and listening Proficiency in these skills is crucial for students to remain competitive in the labor market Notably, reading skills play a vital role in comprehending documents efficiently, and the knowledge gained from reading can be applied to writing, speaking, and listening practices As a result, reading skill courses are a compulsory component of the curriculum for all ATC students, equipping them with the necessary skills to excel in their future careers.
Despite receiving clear instructions in Reading Skill II, ATC students continue to perform below expectations in class and tests To gain a comprehensive understanding of the challenges faced by these students, the study "Challenges that ATC Students Encountered While Studying Reading Skill II" will be conducted This research aims to identify common difficulties and propose suggestions to alleviate these issues.
Objectives of the study
This research aims to identify the primary challenges faced by ATC students in their Reading Skill II course and to propose recommendations for alleviating these difficulties The findings are intended to assist both teachers and students at the Faculty of Foreign Languages in recognizing these issues and developing effective strategies to overcome them.
Research questions
This study investigates the challenges faced by ATC students in mastering Reading Skill II The primary research question focuses on identifying the specific difficulties encountered by these students during their reading studies.
Significance of the study
The study highlights the need for increased awareness among ATC students and teachers regarding reading challenges It suggests implementing recommended methods to alleviate these difficulties This research aims to provide valuable insights for policymakers, educators, and professors in the development of effective teaching curricula for students.
The study highlights challenges faced by ATC students in Reading Skill II, aiming to enhance their awareness and motivation to address these issues By identifying their difficulties in this course, students can adopt effective strategies to improve their performance.
The study's findings are crucial for ATC teachers, as they provide insights into students' challenges in Reading Skill II This understanding can motivate educators to create targeted lessons that address these difficulties, ultimately enhancing student learning outcomes.
Scope and limitation of the study
A study was conducted among ATC students who completed the Reading Skill II course to identify the challenges they encountered during their studies The primary aim was to clarify these difficulties, and a survey was implemented to gather relevant data.
4 collect data on different categories in reading difficulties that they faced The data from the research would be analyzed to get the target of this study
This study has notable limitations, primarily due to its sample size of eighty students, which represents a single class at the Faculty of Foreign Languages To enhance the generalizability of the findings, further research should involve a larger cohort of students who have completed Reading II Additionally, the results may only reflect the participants' proficiency levels at the time of the study, as their English skills could change in the future It's also important to note that the Reading Skill II course is typically taken during the first and second years of college, meaning that the senior students who participated may not accurately recall the challenges they faced in Reading Skill II.
Structure of the study
The study is divided in to five chapters as follows:
Chapter 1 describes the study’s background, objectives, significance, scope and limitation of the study
Chapter 2 analyzes scholarly sources on previous studies
Chapter 3 explains the design of the research along with techniques used to gather data
Chapter 4 presents the collected data and review the information
Chapter 5 suggests some methods, recommendations for students and teachers and comes up with the conclusion of the whole study
REVIEW OF RELATED LITERATURE
Definition of Reading Skill
Reading is the most crucial skill for English learners, significantly influencing their language development, particularly among young learners Mastery of reading is essential for academic success, as it involves an interactive process where readers construct meaningful interpretations of texts by leveraging their background knowledge.
Academic reading in school requires students to engage in purposeful and critical analysis of lengthy texts related to specific subjects (Sengupta, 2002) This form of reading is distinct from other types due to its complexity and discipline-specific nature, necessitating the careful synthesis of information from multiple sources To fully benefit from their assigned materials, students must develop critical or analytical reading skills (Hulya, 2013).
Reading skill is often defined variably across studies, reflecting the subjective perspectives of the authors It is fundamentally understood as the ability to decode text, which involves reconstructing the author's intended meaning by recognizing printed letters and words, ultimately leading to the comprehension of the text's overall significance (Zhang).
2008) In another aspect, a good reader is the one who possess reading skills, including phonics, word recognition, vocabulary, decoding and fluency.
Types of reading
Extensive reading has various interpretations, with some individuals equating it to skimming and scanning activities, while others focus on the volume of reading materials involved A pilot study conducted in India sheds light on the diverse understandings of extensive reading.
Extensive reading is an approach to language learning that encourages students to engage with a large volume of easy-to-read materials for general comprehension (Loh, 2009) This method emphasizes understanding meaning over language structure and does not require any tasks to be completed after reading Recognized as an effective strategy for enhancing language proficiency (Maley, 2005), extensive reading fosters a focus on overall comprehension (Carrell & Carson, 1997).
Hafiz and Tudor (1989) emphasize that extensive reading is valuable in language learning, as it exposes learners to significant amounts of engaging L2 material, ultimately enhancing their language skills Hedge (2003) supports this view, asserting that extensive reading is crucial for developing reading proficiency and should be integrated into English as a Foreign Language (EFL) programs Additionally, extensive reading fosters learner independence, allowing students to engage in sustained silent reading both at home and in the classroom.
Extensive reading offers numerous benefits for students, including enhanced cultural knowledge and improved language competence It significantly boosts reading abilities, fosters independence, builds confidence, and increases motivation for learning.
Intensive reading involves careful reading with specific purposes, often utilized in classroom settings where students engage in targeted activities such as identifying true or false statements, filling gaps in summaries, matching headings, and reordering jumbled paragraphs This approach enhances reading strategies, as noted by Nuttall (1962), who emphasized that intensive reading aims to train students in effective reading techniques, encouraging them to read slowly and revisit texts to connect new information with prior knowledge Similarly, Urquhart and Weir (1998) highlight that intensive reading is fundamentally about reading to learn, as learners seek detailed information to deepen their understanding.
Intensive reading involves thoroughly and deeply engaging with every word of a text from beginning to end, focusing on short texts with clear objectives (Koay, 2015) This demanding activity requires significant mental effort and concentration, making it essential for learners to adhere to specific guidelines to avoid boredom and burnout (Lampariello, 2017).
Intensive reading is a teacher-led classroom activity focused on texts that introduce new vocabulary and idioms, serving as a cornerstone of language education programs This approach emphasizes question-and-answer techniques and effective teaching methods, utilizing presentations to clarify word meanings It systematically outlines the vocabulary and rules to be taught, prioritizing the order of instruction The primary goal is to enhance students' ability to comprehend detailed information effectively.
Intensive reading serves multiple purposes, primarily focusing on enhancing vocabulary and grammar skills It enables students to expand their vocabulary and language composition, facilitating the acquisition of useful expressions Additionally, it fosters critical skills such as making inferences and identifying main ideas, ensuring smooth transitions between words, sentences, and paragraphs This method helps students grasp the lesson's meaning and retain its concepts effectively Moreover, students develop essential reading skills, including skimming, scanning, and recognizing main ideas within texts and paragraphs.
Reading Techniques
Skimming is an effective reading comprehension technique that allows individuals to read at a speed three to four times faster than normal According to Liao (2011), this method is particularly useful for students who need to quickly process large volumes of material By mastering skimming, learners can efficiently identify key concepts and essential information.
Skimming is a reading technique that allows individuals to quickly glance over text to capture the main ideas and gain a general understanding of the content This method enables learners to efficiently cover a large volume of material in a shorter amount of time, maximizing their reading productivity.
Skimming is a speed reading technique that enhances concentration, memory, and reduces vocalization, interruptions, procrastination, and stress (Abdelrahman & Bsharah, 2014) The skimming process involves three key steps: first, read the first sentence of each paragraph; second, read the last sentence; and finally, focus on key words in between There are two distinct skimming patterns based on the text's style: for formal texts with longer sentences and paragraphs, all three steps should be followed, while for informal texts with shorter sentences and paragraphs, only the first two steps are necessary (Abdelrahman & Bsharah, 2014).
Skimming involves quickly navigating through a text, allowing learners to skip over less important words and focus on key information, which enhances top-down processing (Ueta, 2005) Educators often advise students to read the first and last sentences of paragraphs, as these typically contain the main ideas of the text (Yusuf et al., 2017).
Scanning is an effective speed-reading technique that enables learners to quickly locate specific information, such as names, dates, and statistics, without reading the entire text This method involves rapidly moving the eyes over the text to extract relevant details, allowing individuals to efficiently complete tasks that require targeted information.
Scanning differs from skimming as it focuses on extracting specific details rather than understanding the overall meaning of the text (Sutz & Weverka, 2009) This technique involves readers searching for particular information, such as dates, names, and locations, within the content.
Scanning is a fast reading technique aimed at quickly locating specific information within a text without the need to read it in its entirety According to Brown (2003), this process involves rapidly moving one's eyes across the page to find particular words or phrases, as highlighted by Mikulecky and Jeffries (2007) and Sutz and Weverka (2009).
Scanning is a crucial technique for enhancing reading skills According to Olson & Ames (1972) and Thamrin (2014), the scanning process involves several key steps First, students must focus on specific information they need to locate and identify relevant clues that will aid in finding this information Next, they should quickly skim the text to identify these clues Once the clues are discovered, readers can then concentrate on that section to extract the necessary information.
To effectively navigate the text, readers should maintain full concentration and actively scan for two or three key search terms that encapsulate the necessary information Additionally, they should pay attention to italicized, bolded, or underlined words, as these often highlight crucial details Utilizing tables and indexes within the text can also guide readers to the information they seek (Sutz & Weverka, 2009).
To become an effective reader, learners should establish clear reading goals, as purposeful reading enhances comprehension One effective strategy is prediction, which encourages readers to draw on their prior knowledge and experiences to anticipate content, thereby setting a clear reading purpose (Block & Israel, 2005) This approach not only fosters greater student engagement but also deepens their understanding of the text (Oczkus, 2003) Additionally, comparing predictions with actual text outcomes is crucial for improving comprehension; without this reflective process, the benefits of prediction are diminished (Duke & Pearson).
2005) Some of the approaches for teaching predicting are teacher modeling,
Effective prediction strategies enhance reading comprehension by encouraging students to engage with the text Utilizing tools such as graphic organizers and post-it notes, learners can make predictions based on titles, tables of contents, images, and key terms Additionally, prompting students to predict at various points in the text allows them to assess and adjust their predictions as needed, fostering critical thinking skills (Teele, 2004).
Reading tasks
Reading difficulties can stem from various factors that hinder comprehension of texts, including vocabulary, working memory, lack of extensive reading, text types, and the nature of questions posed (Fata & Mutia, 2017; Shehu, 2015; Zuhra, 2015) Additionally, elements such as the type of text, educational and social contexts, students’ intelligence, motivation to learn, and teaching methods also significantly influence English reading proficiency (Hsu, 2008).
Making inferences is essential for readers to evaluate and draw conclusions from a text, as authors may not always provide explicit information about topics, settings, characters, or events Instead, they offer clues that encourage readers to "read between the lines," combining textual information with their background knowledge Research shows that teaching readers how to make inferences enhances their ability to construct meaning, highlighting that inference-making is crucial for successful reading comprehension.
Difficulty in making inferences from a text significantly hinders students' reading comprehension The ability to draw inferences is a crucial skill aligned with educational standards, essential for understanding written material (Cain, Oakhill, & Bryant, 2004; Hall & Barnes, 2017; Kendeou et al., 2008; Oakhill, Cain & Bryant, 2003; Rapp).
11 van den Broek, McMaster, Kendeou, & Espin, 2007; Woolley, 2011; Yeh, McTigue, Joshi, 2012)
Moreover, making inferences is the students’ ability to draw their own conclusion of what has been said in the text without the explicit comment of the author (Keene
Research indicates that effective reading comprehension involves making predictions before and during reading, as well as using images to enhance understanding Mastering these metacognitive skills enables students to connect various types of information, ultimately allowing them to construct meaning from the text.
Making inferences from written texts is a crucial cognitive process that enables students to create mental representations by integrating various information types to derive meaning (Baretta et al., 2009) For example, students must connect different pieces of information presented in the text (Elleman et al., 2011; Hall & Barnes, 2017; Woolley, 2011) This connection, known as a text-connecting inference, includes linking pronouns to their corresponding subjects, illustrating the importance of understanding relationships within the text (Hall & Barnes, 2017).
Students must integrate textual information with their personal experiences and prior knowledge to derive meaning from the text (Elleman et al., 2011; Hall & Barnes, 2017; Woolley, 2011) This process, known as knowledge-based inference, allows readers to connect what they read with their own insights and values (Hall & Barnes, 2017) For instance, Hall and Barnes (2017) illustrate this by explaining that a reader might infer a character's motivations based on their understanding of human behavior (p 279) The complexity of generating inferences plays a significant role in students' comprehension skills.
12 with disabilities experience failure in reading comprehension (Laing & Kamhi,
Understanding the unique text structures of reading materials can significantly enhance students' comprehension of the main messages Key structures include events and results, compare and contrast, and problem and solution formats (Meyer & Freedle, 1984) Additionally, insights from Tompkins emphasize the importance of recognizing these structures for improved reading skills.
Understanding text structure significantly enhances students' ability to identify main ideas while minimizing focus on less important details This comprehension allows students to see how key concepts are interconnected, ultimately improving their data decoding skills Additionally, proficiency in text structure is linked to higher reading achievement, as a lack of this understanding can lead to difficulties in comprehension (Gersten et al., 2001) EFL students at the secondary level, in particular, often face challenges with expository texts, which, according to McNamara (2008), impose greater processing demands due to their structural complexity, informational density, and knowledge requirements compared to narrative texts.
Main idea identification is a crucial skill for reading comprehension, as students often focus on the writer's key points This emphasis on main ideas is partly due to memory constraints; when working memory is overwhelmed with excessive information, it becomes challenging to retain every detail, leading to the displacement of some information.
‘forgotten’ (Just & Carpenter, 1992; Tomitch, 1995; 1996) According to Longan
Identifying the main idea is essential for comprehending a paragraph or brief text (Vener, 2002) Typically, the main idea is presented in a single sentence, often at the beginning, but it can also appear in the middle or at the end of the paragraph.
13 main idea more difficult to find The students may get confused to see what the main idea of a passage is, and where the main idea is located.
Factors relating to difficulties in learning Reading Skill II
Background schemata significantly impact EFL students' reading comprehension, as highlighted by Hauptman (2000) and Orasanu (1986), who emphasize that schematic knowledge is crucial for understanding, learning, and retaining text The absence of this knowledge can hinder comprehension, as noted by Aebersold & Field (1997), Hudson (2007), and Vacca & Vacca (2008) Nguyen (2007) found that learners with prior knowledge find it easier to understand reading materials, while those lacking background knowledge face greater challenges, as stated by Lenz (2005) Consequently, students not exposed to diverse reading materials often struggle and may need to reread texts multiple times to grasp their meanings.
Reading materials play a crucial role in influencing students' motivation Broughton (1984) emphasizes that selecting the right text is essential for enhancing students' reading skills Furthermore, Lightbown and Spada (1999) highlight that students are more inclined to engage in reading when the materials are both interesting and appropriate for their age and skill level.
Limited vocabulary significantly hinders students' reading skills, as encountering unfamiliar words often leads to frequent pauses for checking meanings and pronunciations These interruptions can severely impact EFL learners' comprehension, requiring them to spend more time connecting the text to its meaning.
Vocabulary plays a crucial role in reading ability and comprehension, as highlighted by Laufer & Hill (2000) Understanding word meanings significantly reduces the difficulty readers face when processing information in a text Brown (2010) emphasizes that a larger vocabulary correlates with improved text comprehension, indicating that an increase in vocabulary size leads to noticeable enhancements in reading skills.
Limited vocabulary knowledge significantly hinders comprehension, as noted by Levine and Reves (1990) Chen's (1999) research revealed that many college students in Taiwan possess a vocabulary size of only 2,000 to 3,000 words, which falls short of the 5,000 to 7,000 words needed to effectively understand college-level English textbooks.
A study from 2010 indicated that many Taiwanese college freshmen struggle with English comprehension, particularly when engaging with academic texts Their limited proficiency often leads to a laborious word-by-word reading approach, making it difficult for them to effectively learn from the material Consequently, students frequently express frustration over the complexity of the texts and the overwhelming volume of reading assignments they face each week.
The unfamiliarity with reading topics
As students advance through their education, they encounter various forms of textual information, including poems, plays, stories, novels, descriptions, and reports Among these, narrative and expository texts are the most prominent Expository text aims to provide readers with new information and insights about the world and natural phenomena Its primary focus is on conveying ideas, concepts, and arguments, as well as exploring relationships such as cause and effect, problems and solutions, and comparisons Additionally, expository texts clarify the logical connections between these elements, enhancing readers' understanding of complex topics.
Expository texts, such as textbooks, news articles, and magazine articles, serve to inform and explain (Weaver & Kintsch, 1991) In contrast, narrative texts are crafted to entertain and engage readers, encompassing genres like fiction, myths, plays, and legends (Sáenz & Fuchs, 2002) These narratives typically follow a consistent structure, including elements like setting, characters, events, and outcomes, which aids in comprehension for students (Graham & Bellert, 2005; Dickens, 2016).
Pressure of time in doing reading exercises
Exam-related anxiety is a common experience for students, but when it significantly impacts test performance, it becomes a serious issue Test anxiety can hinder students' abilities to showcase their knowledge, despite having the necessary skills This excessive anxiety not only affects overall performance but also contributes to variations in reading comprehension among learners, particularly in foreign language contexts.
Test anxiety seems like a harmless problem to some people, but it can be serious when it leads to high levels of anxiety and academic failure in students Kahan
Research indicates that test anxiety significantly impacts academic performance, with students experiencing high or low levels of anxiety generally performing worse than those with moderate anxiety, who tend to excel Moderate anxiety can motivate students to work harder and take responsibility, contributing to greater success in life Additionally, some students struggle with reading comprehension, often processing the words without fully understanding the material.
Students are evaluated regularly on course examinations and standardized testing Many researchers have focused on the effects of test anxiety since it is affecting
16 such a large proportion of people Specifically, past literature has discovered that people in time-pressured situations, with high-test anxiety, perform poorer
Time pressure is a significant factor in test anxiety, characterized by a sense of compression that influences individuals' thoughts and behaviors While it can enhance the speed of performance, as noted by Kelly and Karau (1993), it often leads to inconsistent quality During exams, students face strict time limits, and research indicates that high levels of test anxiety combined with time pressure can negatively impact their performance quality.
A study by Onwuegbuzie (1995) involving 21 female graduate students in a statistics course investigated the relationship between test anxiety and performance on time-limited versus time-unlimited examinations Participants were divided into two groups: one with no time constraints and another with a 90-minute limit The findings revealed a significant interaction effect, indicating that students with high test anxiety performed worse in the time-limited condition compared to their low-anxiety counterparts This suggests that female students experiencing high test anxiety are more adversely affected by time constraints during exams.
Connect the ideas of the text
Making connections is a vital strategy in the reading process that allows learners to activate prior knowledge and relate text ideas to their own experiences This approach enhances the meaning of reading by linking the content to personal beliefs and real-world events The 'text-to-text, text-to-self, text-to-world' strategy facilitates these connections, enabling students to engage deeply with the material To foster text-to-self connections, teachers can encourage students to express their understanding through drawings, charts, or writing.
Students can enhance their comprehension by making connections between texts, characters, and the world around them Through methods such as drawing, chart-making, writing, and using graphic organizers, they can explore text-to-text connections by examining relationships among characters and story elements Additionally, text-to-world connections allow students to compare characters and themes in the story with those in contemporary society By encouraging students to seek these connections, educators can provide a meaningful purpose to their reading, ultimately improving their understanding of the material (Teele, 2004).
Struggling readers often face challenges in connecting with texts due to insufficient background knowledge, limited vocabulary, and inadequate comprehension strategies To effectively engage with a text, students must possess relevant knowledge about the subject matter; without this, they struggle to maintain an inner dialogue that fosters connection Many tend to rush through reading, aiming merely to finish The most fundamental connection is the text-to-self relationship, where personal experiences enhance engagement However, text-to-text and text-to-world connections pose greater difficulties for struggling readers, primarily due to their limited exposure to diverse texts and experiences beyond their immediate environments.
Previous studies
There have been many studies conducted about the reading difficulties among English language learners
A study by Al-Jarrah & Ismail (2018) identified key reading comprehension challenges among Arab EFL learners in higher education, highlighting that difficulty in recognizing text types was the primary issue Additional obstacles included insufficient prior knowledge, vocabulary challenges, and a lack of focus on the text The research utilized a quantitative approach, surveying 100 out of 281 Arab students.
University Sultan Zainal Abidin (UniSZA) and Universiti Malaysia Terengganu (UMT) participated in a study analyzing test responses through cross tabulation Participants were randomly selected from various faculties at both universities, with the test administered to any accessible student The study does not specify the participants' majors or their proficiency in English.
A study by Rosyidah (2013) at the University of Muhammadiyah Malang identified various challenges faced by students in reading comprehension within English for Specific Purposes (ESP) Utilizing a questionnaire to gather data from seventy-five students, the research revealed that difficulties arose from language and metalinguistic issues, phonological processing, word recognition, and text-processing problems Additionally, factors such as teaching methods, lecturer effectiveness, and unengaging instructions contributed to these challenges.
A study by Mohammed and Rashid (2017) examined reading comprehension difficulties among 200 EFL students at a university through a questionnaire focused on student preferences and reading challenges The findings indicated that while students were motivated to learn English due to its necessity, they encountered issues such as ambiguous words, unfamiliar vocabulary, and limited time for cognitive processing The data was analyzed using Cronbach’s Alpha in SPSS; however, the study did not clarify whether participants were English majors or non-majors, nor did it specify the time taken to complete the questionnaire or the data collection methods used.
A study by Medjahdi (2015) highlighted that vocabulary poses significant challenges for EFL learners in reading comprehension The research indicated that students frequently confused words due to their similarities, which led to mistakes and hindered their understanding.
The study highlighted that pronunciation challenges and multiple meanings of words can confuse learners, while insufficient vocabulary presents significant obstacles during reading Research instruments, including questionnaires and interviews, were administered to third-year pupils at Nehali Secondary School However, the study faced limitations due to the participants' low proficiency levels, which the researcher acknowledged.
Recent research by Tran Quoc Thao & Duong My Tham (2018) highlights significant challenges faced by English-majored students in Vietnam regarding English for Specific Purposes (ESP) reading comprehension The study, involving eighty students from two distinct training programs, identified unknown vocabulary and insufficient background knowledge of subject matters as primary obstacles Utilizing a mixed-methods approach, including questionnaires and semi-structured interviews, the researchers found that issues related to text coverage, organizational structure, and grammar were not major concerns for the students.
A study by Dang et al (2017) examined the challenges faced by second-year English majors at the University of Technology in Hung Yen regarding their reading skills It revealed that many students exhibited low interest and motivation in reading English texts, primarily due to insufficient vocabulary and grammar, inadequate reading techniques, poor working memory, and overall low motivation The researchers employed a qualitative methodology, utilizing reflective journals and surveys for data collection, involving 40 randomly selected students However, the study lacked clarity on the data collection process and whether participants had previously taken relevant courses in reading skills.
RESEARCH METHODOLOGY
Locale of the study
The study, conducted at the Banking Academy known for its expertise in Banking and Finance education, focused on students from the Faculty of Foreign Languages during the 2020-2021 academic year These ATC students were required to complete three reading courses—Reading I, II, and III—each consisting of 16 periods, totaling 720 minutes (12 hours) Throughout the courses, students engaged in various reading exercises and explored a diverse range of materials.
Research design
After evaluating the advantages and disadvantages of various language learning research instruments, the questionnaire emerged as the preferred choice for this study It was created using Google Forms, which offers a user-friendly interface for participants.
Questionnaires are a widely used method for gathering information, often allowing respondents to complete them independently by indicating their feelings on the difficulty of various items According to Munn et al (1990), the advantages of using questionnaires include efficient time usage, respondent anonymity, high return rates, and standardized questions They enable participants to complete surveys at their convenience, eliminating the need for researchers to coordinate schedules for interviews This method is particularly beneficial for collecting data from large populations, especially during the COVID-19 pandemic in Vietnam Additionally, the anonymity provided by questionnaires encourages participants to answer honestly, a benefit that few other research methods can match.
To achieve a high response rate in surveys, researchers can remind participants to complete the questionnaire or offer a small incentive upon completion In a survey format, all participants answer the same questions, ensuring consistency and eliminating interruptions from interviews, which can hinder discussions or clarification of questions.
The survey participants were required to have an intermediate level of English proficiency, which is why the questionnaire was kept in English to maintain its authenticity Completing the online questionnaire took approximately 10-15 minutes, after which the results were collected instantly.
Data gathering procedure
An online survey questionnaire was distributed to 100 students, requiring approximately 5 to 10 minutes for completion Participants received clear guidelines and instructions, and they were encouraged to seek clarification on any questions they found confusing.
Participant responses were promptly documented and represented in pie charts for each question item The data collected from the questionnaire underwent manual analysis.
Out of one hundred questionnaires distributed, eighty valid responses were collected within a week, as the remaining submissions were deemed improperly completed.
Population and Sample description
This study focuses on ATC students who have completed Reading I and Reading II courses at the Faculty of Foreign Languages at Banking Academy At the time of the research, these students were either in their junior or senior year of college, with an estimated population ranging from one hundred to three thousand individuals.
This research involved a sample of 80 students, comprising 22.5% males and 77.5% females, all majoring in English for Banking and Finance During their first two years of college, these students received training in English It was essential for participants to complete both Reading Skill I and II to ensure the validity of the research findings.
Research instrument
A questionnaire survey was utilized as the primary research instrument to collect data, based on Tran’s (2018) framework The survey consisted of two sections: the first gathered personal information about students, such as gender and completed reading skill courses, while the second assessed respondents' experiences in the Reading Skill II course This section featured 20 items rated on a 5-point Likert scale.
‘very easy’, ‘easy’, ‘neutral’, ‘difficult’ to ‘very difficult’
The Likert rating scale offers a significant advantage by minimizing biased responses such as 'Yes' or 'No,' allowing participants to express a range of opinions on a scale, including neutral options Additionally, the data collected through this method can be easily analyzed and visualized, facilitating the creation of charts for effective reporting and description.
The survey consisted of four sections designed to evaluate participants' reading experiences In the first section, participants rated the difficulty levels of extensive and intensive reading The second section focused on reading techniques, specifically skimming and scanning The third section included 12 statements where students rated the challenges they faced during reading tasks Finally, the fourth section invited students to discuss difficulties related to their own learning experiences.
Statistical treatment
The raw survey data was processed manually and converted into column charts for visualization This method effectively illustrates the varying levels of difficulty across different categories.
26 items of the survey to find the major obstacles and some fewer common difficulties among the participants.
Validity and Reliability
This research utilized a questionnaire survey conducted among eighty students from the Faculty of Foreign Languages at Banking Academy during the 2020-2021 academic year, with 68.3% being seniors and 21.3% juniors To mitigate time effects, future studies should be conducted shortly after students complete their Reading Skill II course Additionally, the participants in this survey were at an intermediate level of English; thus, varying the proficiency levels in future research may yield different results.
The survey design process involved close supervision by the study's supervisor, ensuring the questionnaire's integrity The researcher directly handled and analyzed the collected data, which highlighted the challenges faced by ATC students in the Reading Skill II course Importantly, no data was altered or corrected during this process.
DATA ANALYSIS
ATC students’ difficulties in working with reading types
ATC students reported significant challenges with both intensive and extensive reading, as indicated by survey results Notably, 45% of participants found intensive reading difficult, while 44% faced similar difficulties with extensive reading Additionally, 9% of students rated intensive reading as very difficult, and 11% expressed the same sentiment towards extensive reading.
Moreover, insignificant proportion of responses picked up very easy for both two types of reading, ranging from 3% to 4% while more responses were cited for
“easy” to intensive and extensive reading (18% and 19% respectively)
Chart 1 ATC students’ difficulties in working with types of reading Very difficult Difficult Neutral Easy Very easy
ATC students’ difficulties in applying reading techniques
Chart 4.2 illustrates the troubles that ATC students faced when applying the reading techniques in Reading II It is noticeable to see from the chart that the scanning was the most difficult technique for ATC students to apply Specifically, 40% of respondents reported that scanning technique was difficult and 9% of the samples evaluated that scanning technique was very difficult Thus, 49%, nearly half of the students participating in the survey agreed that scanning was difficult and very difficult Meanwhile, the number of students who believed scanning was easy and very easy was only 22%, which was almost half of figure of proportion of the samples assumed that scanning technique was difficult and very difficult
Chart 4.2 ATC students’ difficulties in applying reading techniques Very difficult Difficult Neutral Easy Very easy
In a recent survey, 20% of respondents found Predicting difficult, while 21% struggled with Skimming Additionally, 26% rated Predicting as very difficult, compared to 25% for Skimming Notably, a greater number of students perceived Predicting as easy or very easy, with 36% favoring this skill, whereas only 27% felt the same about Skimming.
The survey revealed that among the three reading techniques—scanning, predicting, and skimming—scanning is perceived as the most challenging skill to master.
ATC students’ difficulties in practicing reading tasks
Identify key ideas Understanding organization of a text
Using own words in notetaking
Reading quickly to get overall meaning
Reading quickly to find information
Chart 4.3 ATC students’ difficulties in practicing reading tasks
Very difficult Difficult Neutral Easy Very easy
Chart 4.3 illustrates that making inferences is perceived as the most challenging reading task by students, with 40% finding it difficult and 9% categorizing it as very difficult This results in a combined total of 49% of students who struggle with inference-making In contrast, only 22% of students considered this task easy or very easy.
Nearly half of the survey participants identified challenges in learning Reading II, particularly in reading quickly for overall comprehension and understanding the organization of a text Specifically, 43% of students found reading quickly to grasp overall meaning difficult or very difficult, while 41% faced similar challenges with understanding text organization Conversely, only 38% rated reading quickly for overall information as easy or very easy, and just 28% found understanding text organization to be easy or very easy.
In a recent study, 32% of students reported finding the notetaking task challenging, while 34% faced difficulties with taking brief, relevant notes Conversely, 28% of participants considered the first reading task easy, and 26% felt the same about the second task.
A study on reading tasks revealed that only 22% of students found reading quickly to find information difficult, while 26% struggled with identifying key ideas In contrast, a significant majority considered these tasks manageable, with 37% rating reading quickly as easy or very easy and 36% feeling the same about identifying key ideas.
Generally speaking, the participants presented found the most difficult task was
“making inference”: followed by “reading quickly to find information” and
ATC students' difficulties with vocabulary
Chart 4.4 describes the vocabulary obstacles that ATC students faced in the process of studying Reading II Participants found that understanding special terms and jargons and working out the meaning of the ambiguous words were the two most difficult jobs to do when studying Reading II Specifically, 67% of students stated that they found it difficult and very difficult to understand terminology or jargons The total number of students who found working out the meaning of ambiguous words difficult and very difficult was pretty similar, 61% In addition, the number of students who believed that understanding the meaning of terminology, and working out the meaning of ambiguous words to be easy and very easy was relatively low, at 20%
On the other hand, pronouncing a complex word was considered as easier item among three the given items The index of students who thought that pronouncing a
Working out the meaning of ambiguous words
Chart 4.4 ATC students' difficulties with unknown words
Very difficult Difficult Neutral Easy Very easy
32 complicated word was selected to be easy and very easy at 27% While the scores for “difficult and very difficult” was higher at 30%
Generally, vocabulary could be considered as the biggest difficulty for ATC students working with Reading II.
ATC students’ difficulties with reading materials
The chart indicates that participants generally found the reading materials to be of moderate difficulty, with many expressing neutral opinions on their readability Among the six types of texts assessed, English novels, academic texts, and scientific books emerged as the most challenging Specifically, 50% of participants reported difficulty with English fiction, while 45% found academic reading difficult and nearly 39% considered scientific books to be difficult or very difficult.
Chart 4.5 ATC students’ difficulties with types of reading materials
Very difficult Difficult Neutral Easy Very easy
Participants experienced fewer difficulties when reading magazines, newspaper articles, and storybooks, with 36%, 32%, and 32% respectively finding these formats easy or very easy to understand In contrast, the proportion of participants who found these materials difficult to comprehend was significantly lower.
Other factors contributing to ATC students’ reading difficulties
Chart 4.6 described the other factors contributing to the participants' reading difficulties It is noticeable that students had to struggle the most with finishing reading tasks under the pressure of time Specifically, 65% of the samples admitted to have troubles with completing the reading exercises in a determined time Followed by timing, the lack of motivation was the second factor that caused students troubles to read More than half of the participants, 52%, found it difficult to find motivation to read Specifically, 29% of the respondents found finding motivation difficult, and up to 23% respondents assumed it was very difficult Unfamiliar topics was also one of the major factors that made it difficult for student
0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50% Finish reading tasks under the pressure of time
Read a large quantity of materials
Connect the ideas of the text when reading
Find motivation to read Unfamiliar topics
Chart 4.6 Other factors contributing to ATC students’ reading difficulties
Very difficult Difficult Neutral Easy Very easy
34 to read The total number of students who found reading unfamiliar topics was difficult and very difficult was remarkably 47%.
Only a small percentage of students reported finding reading tasks under time pressure easy, with 19% feeling this way Additionally, motivation to read was perceived as easy by 21% of students, while only 25% found reading unfamiliar topics easy.
A significant number of students faced challenges in connecting ideas and bulk reading, with 36% finding bulk reading difficult and 32% struggling with idea connectivity Conversely, 29% of students perceived bulk reading as easy, while 32% found connecting ideas to be manageable.
Students face significant challenges primarily due to time constraints while completing reading tasks, encountering unfamiliar topics, and struggling to connect ideas within the texts they read.
The primary challenge faced by participants in reading was unknown vocabulary, which significantly hindered their comprehension They found the scanning technique particularly difficult to implement, and perceived extensive reading as more challenging than intensive reading Academic texts and English novels were identified as the most difficult reading materials Additionally, students experienced considerable pressure to complete reading tasks within tight time constraints, leading to a lack of motivation Inference tasks posed the greatest struggle for them Despite these challenges, students expressed neutral feelings towards engaging in reading exercises.
FINDINGS AND DISCUSSIONS
ATC students’ difficulties with types of reading
Many students find extensive reading to be more challenging due to the requirement of comprehending a large volume of materials This struggle often stems from difficulties with vocabulary and unfamiliar topics, as highlighted by Day & Bamford (2002), who emphasized that reading materials should align with students' linguistic competence Familiar vocabulary and sentence structures are crucial for reading fluency, allowing students to grasp the general meaning of texts When students engage with materials that exceed their English proficiency, they encounter unknown vocabulary and complex structures, further complicating their reading experience Additionally, the sheer volume of reading required can contribute to their difficulties in extensive reading.
ATC students’ difficulties with reading techniques
Research indicates that students face significant challenges with the scanning reading technique, which Brown (2003) describes as a rapid method for locating specific information without thoroughly reading the entire text ATC students, in particular, reported difficulties with scanning, leading to feelings of frustration due to a lack of essential reading comprehension skills (Duarte, 2005) Mei-yu (1998) identified two primary reasons for this struggle in applying the scanning technique.
ATC students in Reading II often struggle with reading efficiency and comprehension due to a word-by-word reading approach, which distracts them from grasping the main idea of the text This challenge is compounded by unclear instructions and insufficient practice in applying scanning techniques during reading exercises Additionally, the lack of opportunities for in-class and out-of-class practice further contributes to their confusion in effectively using scanning techniques on reading tasks.
ATC students’ difficulties with doing reading tasks
As regards to the difficulties of ATC students in doing reading exercises, top exercises that participants found difficult the most were reading quickly to get overall meaning, making inference
A recent survey revealed that participants struggling to grasp overall meaning while reading often faced difficulties with scanning techniques This suggests a significant link between the effectiveness of their reading strategies and their ability to complete reading exercises successfully.
Inferring is a challenging skill for many students, as it requires reading between the lines to draw conclusions that are not explicitly stated in the text (Gibson, 2009) The difficulties in making inferences often stem from a lack of background knowledge or a limited understanding of the text itself According to Gibson, students successfully infer by combining their existing knowledge with textual clues to uncover themes, predict outcomes, and grasp the deeper meanings of what they read Without the ability to infer, readers may miss the essential insights of the material.
The difficulty in making inferences is often associated with a lack of background knowledge Students who struggle with this skill may find it challenging to engage with unfamiliar topics upon first encounter This is supported by findings indicating that participants perceived unfamiliar subjects as significant obstacles during their Reading II studies.
ATC students’ difficulties with types of reading
The findings indicate that ATC students face challenges with three types of reading materials: academic texts, English novels, and scientific books This difficulty arises from encountering unfamiliar vocabulary and phrases, which is particularly problematic given the broad and comprehensive nature of these materials The lack of sufficient vocabulary and limited background knowledge contribute to their struggles, highlighting that insufficient vocabulary and unfamiliar topics are the two most significant factors affecting ATC students' reading comprehension.
Other factors contributing to ATC students’ reading difficulties
ATC students face significant challenges in reading, with difficulties reported across nearly all surveyed factors Notably, the most pressing issue for students is the struggle to complete assignments within the allotted time.
Students often experience a lack of motivation, which can significantly impact their reading comprehension Nguyen (2019) emphasizes that motivation to read in English is crucial for students' success in understanding texts Without this motivation, students are likely to encounter greater challenges in reading, hindering their ability to expand their vocabulary effectively.
The research revealed that ATC students faced unfamiliar topics, leading to confusion due to the presence of specialized vocabulary and unfamiliar terms they had not previously encountered.
Students often struggle with reading a large volume of books and texts due to various factors, including a lack of motivation, unfamiliar topics, and insufficient vocabulary This lack of motivation can lead to reluctance in engaging with extensive reading materials Additionally, the presence of complex vocabulary and challenging subjects can discourage students, making it difficult for them to tackle the required reading effectively.
Top three major and least difficulties of ATC students in Reading Skill II 38
A study of twenty-six items identified three primary challenges faced by ATC students in Reading II: difficulty understanding specialized terminology, interpreting ambiguous words, and completing reading exercises within a set timeframe The participants exhibited a lack of technical and academic vocabulary, as well as insufficient background knowledge, which contributed to their struggles Additionally, the pressure of time constraints further exacerbated their reading difficulties.
The study identified two primary challenges faced by ATC students in Reading Skill II: insufficient technical vocabulary and time management A likely reason for this issue is that these students did not acquire enough vocabulary prior to the Reading II course, leading to difficulties in understanding academic texts and English novels that contain specialized terminology This finding aligns with Ha Thi Thanh’s (2011) research, which indicated that ESP students frequently struggle with reading comprehension due to a lack of adequate vocabulary.
Students often face time management challenges during reading tasks, primarily due to limited vocabulary, which hinders their ability to read efficiently This results in interruptions as they attempt to infer word meanings, leading to difficulties in completing exercises within set time limits Additionally, a lack of clear understanding of the material further complicates their reading experience.
To enhance reading comprehension and efficiency, students should apply techniques such as scanning, skimming, and predicting during reading exercises Many students have reported facing significant challenges in utilizing these strategies, which are essential for improving text understanding and speed.
The findings revealed that students found it least difficult to connect ideas when reading, particularly with magazines and newspaper articles This ease may stem from their strong memory skills, which allowed them to link paragraphs effectively and identify the main ideas Participants reported minimal challenges in understanding these reading materials, likely due to the vocabulary level being appropriate for them Additionally, the visual elements in magazines and newspapers, such as colorful images, helped enhance comprehension, resulting in fewer difficulties when engaging with these texts.
RECOMMENDATIONS AND CONCLUSIONS
Summary of findings
ATC students faced significant challenges in their reading skills, primarily due to a limited technical vocabulary and time constraints during reading exercises They struggled the most with connecting ideas from texts, newspaper articles, and magazines Despite being trained in English for the first two years of college, these students still encountered difficulties with complex words, unfamiliar terms, and specialized jargon, particularly when reading under time pressure.
Recommendations
Taken together, some suggestions are proposed on how to reduce the difficulties in Reading II among ATC students
To enhance their technical vocabulary, ATC students should be encouraged to engage in various language learning activities, as highlighted by Al-Dersi (2013) Teachers can promote vocabulary growth by utilizing dictionaries and thesauruses, along with implementing word-checking activities at the end of lessons Additionally, independent reading, defined by Anderson, Wilson, and Fielding (1988) as reading outside of school based on personal preferences, allows students to enjoy reading at their own pace and choose their materials Cullinan (2000) emphasizes that increased exposure to printed texts significantly boosts vocabulary and general world knowledge Furthermore, collaborative programs among libraries, schools, and businesses can foster a love for reading through contests and rewards, demonstrating that library initiatives have a lasting impact on language and reading development.
(ALSC 1996) In return, the ATC students can enhance their vocabulary knowledge and background knowledge by trying independence reading
To alleviate the timing pressure faced by ATC students, it is essential for them to enhance their background knowledge Implementing pre-reading activities can effectively activate their prior knowledge, while providing relevant reading materials will help them become familiar with the concepts and terminology used in class texts.
Conclusion
This study reveals that ATC students possess significant English proficiency for reading texts, yet they encounter challenges in Reading II, which are typical among EFL learners Common difficulties include limited vocabulary, insufficient background knowledge, and the pressure of completing reading exercises within a time constraint.
Furthermore, students were found to have least troubles with connecting ideas of the texts and types of reading materials, such as magazines and newspaper articles
This study has limitations due to the small number of participants, indicating the need for further research on a larger scale Additionally, the participants' varying levels of English proficiency may have influenced the results, as the anonymity provided by the questionnaire could mask their true language abilities It is important to note that the challenges identified in this study are external factors affecting ATC students.
Future research should prioritize investigating the vocabulary learning habits of ATC learners, as vocabulary is a crucial element in language acquisition Additionally, it remains unclear how frequently these students engage with technical terms and the methods they use to learn them Furthermore, the pressure ATC students experience during reading exercises warrants attention in subsequent studies.
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Tittle: Challenges of ATC students in Reading II at Banking Academy
“Dear whom it may concern,
I am students at Falcuty of Foreign Language, Banking Academy I am now doing the research about the challenges that EFL students face when studying Reading
The following questionnaire aims to collect data about the difficulties that
English majors at Banking Academy face challenges in their reading studies, and the findings from this analysis aim to enhance student learning This article will also offer recommendations to improve reading skills among these students.
You are kindly requested to fill in this questionnaire by ticking the appropriate box Your answers shall be discreet and served for research-use only!”
1 What is your gender? a Male b Female
2 Which year are you in? a Freshman b Sophomore c Junior d Senior
3 You have finished a Reading I b Reading II c Reading III d All of the above
1 How do you find it when applying reading techniques in practice? (Please tick on the box presenting your preference)
Very easy Easy Neutral Difficult Very difficult Skimming
2 On the scale from 1-very easy to 5- very difficulties, how would you rate these difficulties below? (Please tick on the box presenting your preference)
Very easy Easy Neutral Difficult Very difficult Making Inference
Using own words in notetaking
Reading quickly to get overall meaning
Reading quickly to find information
Working out the meaning of ambiguous words
3 On the scale from 1-very easy to 5- very difficulties, how would you rate these reading materials below? (Please tick on the box presenting your preference)
Very easy Easy Neutral Difficult Very difficult
4 On the scale from 1-very easy to 5- very difficult, how would you rate these difficulties below? (Please tick on the box presenting your preference)
Very easy Easy Neutral Difficult Very difficult Pressure of time
Inability to read large quantity of materials
The unfamiliarity with the topic
I find it lack of motivation when reading