Rationale
With the rise of globalization, English has emerged as a vital lingua franca, essential for national development and prosperity In its quest for global integration, Vietnam prioritizes English education, making it a mandatory subject in the National Curriculum The National Foreign Languages 2020 Project mandates that English language teachers enhance their skills and adopt innovative teaching methods As a result, innovative approaches to English language instruction are highly valued The curriculum emphasizes not only grammar and pronunciation but also the four key skills: reading, speaking, listening, and writing This research explores an innovative method for teaching reading skills through the use of online English language newspapers.
Reading is essential in our daily lives, providing both information and relaxation At Minh Khai High School in Vietnam, reading skills are taught through a text-based approach, with students engaging in sixteen periods over three years In their final year, grade 12 students receive additional reading sessions to enhance their English proficiency for graduation exams, where English is mandatory However, reading poses significant challenges; students often struggle with vocabulary and background knowledge, while teachers face difficulties in selecting appropriate materials and tasks Observations reveal that students tend to translate texts into Vietnamese to answer questions, and test results indicate a weakness in essential reading skills like skimming and scanning, leading to a reluctance to engage with reading Addressing these challenges is crucial for improving reading proficiency.
English newspapers serve as a valuable resource for language teachers, providing current information that enhances reading instruction (Grundy, 1993; Sanderson, 1999) Compared to their printed counterparts, online English newspapers offer greater accessibility, which can significantly improve students' reading skills and foster a positive attitude towards extensive reading (ER), essential for developing out-of-class reading habits To investigate this, I conducted action research at Minh Khai High School, implementing online English newspapers to enhance students' reading abilities The study involved administering pretests and posttests to measure reading skill improvement, along with a questionnaire to gauge student attitudes Additionally, observations from two teachers were analyzed to provide an objective evaluation of students' attitudes towards reading.
Aims of the study
Research on the use of online English newspapers to enhance reading skills among upper secondary students in Vietnam is limited This study aims to provide valuable insights for English language teachers and upper-secondary students, offering an engaging approach to teaching and learning reading skills Consequently, this will enrich teaching materials for educators and improve reading proficiency for students.
Research questions
The study aims to answer the following questions:
1 To what extent can online English newspapers help to improve students‘ reading skills?
2 What are students‘ attitudes towards the ER program with online English newspapers?
Scope of the study
A study involving 40 grade 12 students at Minh Khai High School, primarily at an intermediate reading level, aimed to enhance their reading skills through online English newspapers, aligning with curriculum requirements The research utilized eighteen articles to create sixteen reading tasks focused on skimming and scanning techniques, adapted from the academic reading tasks outlined by Cullen, French, and Jakeman in "The Official Cambridge Guide to IELTS for Academic and General Training." Recognizing the significance of socio-cultural background knowledge in comprehending newspaper content, the study leveraged the local online English newspaper, Vietnam News, available at vietnamnews.vn, which is produced by the Vietnam News Agency and features native English sub-editors, ensuring high language standards.
Method of the study
In this study, the author followed Eileen Ferrance‘s model of action research
Step 1 Identification of the problem area Step 2 Collection and organisation of the data Step 3 Interpretation of data
Step 4 Action based on data Step 5 Reflection
Design of the study
Within the scope mentioned above, the study is structured as follows:
This part covers rationale, aims, scope and design of the study to introduce and appeal the reader
This part consists of three following chapters
Chapter 1: Literature Review provides essential theoretical insights into reading, reading skills, online English newspapers, extensive reading (ER), and summarizes previous research on the effectiveness of using English newspapers in ER programs, as well as students' attitudes towards ER This chapter is designed to equip readers with the foundational knowledge necessary for a deeper understanding of the paper's content.
Chapter 2: Methodology - mentions the methods or approaches employed by the author to collect the data for the study The reasons why those methods were chosen are also provided
Chapter 3: Results and Discussion examines the data gathered during the research process, offering a critical analysis of the findings in relation to the theoretical frameworks discussed in the literature review This section emphasizes the significance of the results, integrating analytic thinking to explore their implications and relevance within the broader context of existing research.
Part C – Conclusion- presents a summary of the findings, conclusions, limitations, and recommendations for further research Following this part are References and Appendices.
LITERATURE REVIEW
Definitions of key terms
Reading is an important skill in the language learning process and many researchers have defined it in different ways
Reading is defined as an exercise that engages both the eyes and the brain, where the eyes receive messages and the brain interprets their significance (Harmer, 1989) It is categorized as a "receptive skill," aimed at extracting meaning from written texts (Harmer, 1930; Ur, 1996; Richard and Platt, 1992) However, this notion of "receptive skill" may imply a passive role for readers, who simply absorb information from the page.
Other researchers tend to have a deeper look into reading They realize that reading is a complex process with the involvement of various elements Smith (2004: 73) points out that:
Accessing visual information is crucial for reading; however, it alone is not enough Proficiency in the relevant language is vital, yet this knowledge cannot solely be derived from the text itself Instead, it relies on pre-existing information, often referred to as non-visual information or prior knowledge, that exists within the reader's mind.
Anderson (1999) emphasizes that reading involves 'non-visual information,' highlighting the importance of a reader's background knowledge and experience This perspective views reading as an interactive process rather than a passive activity, where readers engage dynamically with the text to derive meaning According to Bernhardt (1986) and others, this interaction employs both bottom-up processing, utilizing linguistic knowledge, and top-down processing, drawing on schematic knowledge MacLachlan and Reid (1994) further summarize these elements into what they term 'interpretive framing,' which encompasses four distinct types of framing.
- Extratextual framing - using information outside the text, your background knowledge and experience, to understand texts
- Intratextual framing - making use of cues from the text, such as headings and sub- headings and referential words such as "this" and "that" to understand texts
- Intertextual framing - making connections with other texts you are reading to help to understand your text
- Circumtextual framing - using information from the cover of the book, title, abstract, references etc to understand the text
This study emphasizes that reading is an interactive process between the reader and the text, characterized by the decoding of written materials The authors, MacLachlan and Reid, highlight the significance of socio-cultural background knowledge in enhancing this reading experience.
According to Woolley (2011), reading skills involve extracting meaning from text by creating a text-based model, while skilled readers also utilize their background knowledge to develop a comprehensive understanding of the text.
Different researchers have proposed different types of reading skills Davis
In 1944, research by Afflerbach, Person, and Paris identified nine essential skills for reading comprehension, including understanding word meanings, contextual interpretation, recognizing passage organization, identifying main ideas, and answering specific text-based questions Harmer (1986) further elaborated on reading skills, emphasizing the importance of predicting, guessing word meanings, and reading for both specific information and general comprehension He also highlighted techniques such as scanning, skimming, inferring, interpreting, surveying text organization, and critically evaluating texts Similarly, Grellet (1981) supported these concepts, offering a concise list of skills including predicting, skimming, scanning, and making inferences.
This study, led by chief editor Hoàng Văn Vân (2007), emphasizes the importance of reading skills in Tiếng Anh 12, specifically focusing on skimming and scanning These strategies are recognized as essential reading techniques for both learners and native speakers, as noted by Brown (1994:283).
Skimming an article involves various strategies, such as examining the headline, the introductory and concluding paragraphs, and focusing on key nouns, which help readers grasp the main idea or the general sense of the content (Maxwell, 1969; Allen, 1997) This essential skill aids in selecting newspaper items and trains students to quickly understand the text's overall message and important information Skimming is particularly suitable for intermediate-level students, as it does not require advanced comprehension skills, and is an integral part of the top-down reading approach.
The concept-driven process, referred to as a "psycholinguistic guessing game" by Goodman (1971), involves three key steps outlined by Maxwell (1973): selecting clue words, labeling or classifying these words, and synthesizing the main idea from the collected labels This methodology will be implemented in the extensive reading (ER) program using an online English newspaper.
Readers often seek specific information, such as places, names, or numbers, without needing to read an entire text thoroughly Instead, they identify the most relevant paragraphs and focus their attention there This technique helps students practice quickly locating specific details within a text Unlike skimming, which is a top-down reading strategy, scanning is a bottom-up, data-driven process that necessitates more in-depth reading (Goodman, 1971:135).
Also, scanning plays an important role in increasing students‘ reading comprehension because ―rapid scanning speeds are associated with higher accuracy‖ (Maxwell, 1972)
I disagree with Nunan's perspective that skimming and scanning are merely rapid, superficial reading techniques aimed at searching rather than engaging deeply with the text Instead, I align with Nuttall's viewpoint, which emphasizes that these skills complement careful reading by enabling readers to identify key sections of a text worth their attention By mastering skimming and scanning, students can efficiently extract essential ideas from articles Beale (2013) supports this by highlighting that proficient skimmers and scanners are adaptable readers who tailor their approach based on their objectives, allowing them to quickly gather necessary information without unnecessary delays.
1.1.2.3 How to use skimming and scanning
With regard to the strategies of reading, Richards (1989:145) proposes some as follows:
-Strategy A: Read the text, read the comprehension questions, then go back and skim for answers This is the most detailed way of reading the text
- Strategy B: Read the questions, read the text carefully to find the answers, then go back and check the answer against the questions
- Strategy C: Skim the text, read the questions then scan for the answers
- Strategy D: Read the questions and skim for the answers This is the fastest strategy
Nuttall (1996) highlights the importance of careful reading, regardless of whether skimming or scanning is employed, to effectively locate various sections of a text Additionally, Richards (1989:20) underscores that different reading materials necessitate distinct reading strategies.
Reading newspapers primarily serves to keep readers updated on current events, often leading them to skim titles for an overview and scan for key details or numbers Research by Push (1978) suggests that scanning should be introduced before skimming due to its simpler nature, as skimming demands higher fluency and practice To enhance these reading skills, Maxwell (1972) recommended incorporating skimming and scanning training into rapid-reading courses Consequently, an extensive reading program featuring an online English newspaper aims to significantly improve students' skimming and scanning abilities.
Attitude is a multidimensional factor that influences an individual's behavior choices, as highlighted by Kerlinger (1984) Ajzen (1987) and Mager (1986) emphasize that attitudes shape a person's emotions and reactions towards others, objects, or activities, categorizing them into positive (favorable) and negative (unfavorable) types In the context of language education, attitudes are crucial; Fakeye (2010) notes that a learner's attitude significantly impacts their language acquisition process.
(1996) confirms that students with more favorable attitudes toward the second language and its speakers are likely to be more successful in the language learning than otherwise
According to Mathews (1994), attitudes consist of three key elements: affective, cognitive, and behavioral, which correspond to emotion, thought, and response Visser et al (2004) further elaborate on this concept, stating that when an individual feels confident in their thoughts and beliefs about a particular issue, they are likely to exhibit positive behavior toward it.
Theoretical framework: Extensive reading (ER)
Extensive Reading (ER) is defined by various researchers, with Hafiz and Tudor (1989) describing it as the reading of substantial amounts of material in a second language for personal enjoyment, without the inclusion of productive tasks Additionally, Davies (1995) elaborates on ER within the context of English Language Teaching (ELT) classrooms, highlighting its significance in language acquisition.
An extensive reading (ER) program in an English Language Teaching (ELT) course is likened to an additional class-library, offering students access to a wide range of books along with the necessary time, motivation, and encouragement to engage in reading This approach eliminates the pressure of formal assessments and competition, allowing pupils to focus on their personal reading journeys Hedge (2000) reinforces this concept, highlighting the benefits of ER in fostering a supportive learning environment.
Extensive Reading (ER) empowers students to achieve independence by allowing them to select reading materials based on their interests, difficulty levels, and lengths This approach not only promotes an increase in reading speed but also aids in identifying key information and understanding core concepts Walter (2003) supports this perspective, defining ER as the enjoyment-driven reading of self-chosen texts that are accessible and engaging Additionally, Nuttall (2004) highlights that the abundance of reading materials available through ER primarily occurs outside the classroom, enhancing the learning experience.
Extensive Reading (ER) involves students independently selecting and reading a large volume of materials that pique their interest, without time constraints, aiming for general understanding, enjoyment, and fluency This approach is characterized by high volume and low difficulty, contrasting sharply with intensive reading, which is typically conducted in class and features low volume and high difficulty According to Hedge (2000), integrating ER into EFL/ESL programs is essential, provided that the chosen texts are appropriate for developing reading skills.
"authentic - i.e." not written for language learners and published in original language"
The features of online English newspapers make the ER program in this project highly suitable, and it is anticipated to yield positive outcomes due to the advantages of Extensive Reading (ER), which will be discussed in the following section.
Extensive reading (ER) is essential for successful language learning, as highlighted by Ellis (2004), who emphasizes the need for substantial second language input Numerous studies have demonstrated the effectiveness of ER in enhancing students' language competence, revealing benefits that can be categorized into two main areas: knowledge and skills, and personal qualities Through ER, students gain comprehensible input, expand their vocabulary and grammar, improve reading fluency, and develop overall language competence Additionally, ER fosters greater motivation and confidence in reading, while promoting learner autonomy and a lasting love for reading.
Extensive Reading (ER) offers learners significant exposure to language, providing comprehensible input that enhances their interest in learning, as suggested by Krashen's input hypothesis Following Krashen's i+1 formula, this approach aligns well with the characteristics of newspapers, allowing students to engage with a variety of materials they enjoy This exposure not only introduces new language sources but also reinforces previously learned concepts and sharpens prediction skills Consequently, ER creates a conducive learning environment, improving outcomes for both students and teachers while addressing time constraints in the classroom.
Secondly, vocabulary and grammar are developed by reading extensively
Reading diverse topics enriches students' vocabulary and syntactic knowledge by providing varied lexical resources Extensive reading (ER) fosters automatic word recognition through contextual meanings and phonological representations, thereby enhancing vocabulary skills Additionally, ER promotes awareness of grammatical structures and improves the ability to swiftly and accurately interpret sentence formations, enabling students to grasp how language components interconnect effectively.
Extensive reading (ER) enhances reading fluency, which is crucial for efficient reading Students focus on grasping the overall meaning, often overlooking challenging words and inferring key terms from context, leveraging their language and topic knowledge This approach not only boosts reading speed but also improves comprehension, highlighting the strong relationship between fluency and understanding.
Extensive Reading (ER) significantly enhances students' overall language proficiency, positively impacting writing, listening, and speaking skills As students engage with more reading material, they not only expand their vocabulary and grammar knowledge but also accumulate valuable background knowledge According to Rob Waring (2006), ER provides students with a comfortable experience with the language, allowing them to step outside their comfort zones This increased familiarity boosts their readiness to engage in speaking, writing, and listening activities effectively.
Extensive Reading (ER) enhances learners' positive attitudes towards reading by boosting their confidence and motivation By engaging with topics that meet their interests, students are more inclined to read, as noted by Bell (2001), who states that ER allows learners to access language comfortably and at their own pace As students develop their reading fluency, they become less intimidated by unfamiliar words, gaining confidence in their ability to understand texts without needing to know every word Importantly, they learn to infer meanings from context, further enriching their reading experience.
Extensive Reading (ER) fosters learner autonomy by providing an affordable and effective approach to language acquisition Students can read at their convenience, allowing them to engage with texts at their own pace and time This practice enhances their awareness of reading's purpose and improves their understanding of language use By summarizing or reporting on their readings, students actively participate in the learning process, cultivating a love for reading and recognizing its practical benefits Ultimately, ER empowers students to take responsibility for their learning by encouraging them to read widely.
Within the scope of this study, the author aims to exploit the two benefits of
Extensive Reading (ER) enhances students' reading skills while fostering positive attitudes that boost their motivation and confidence in reading The benefits of the ER program stem from its focus on providing comprehensible input and authentic materials.
Extensive Reading (ER) offers numerous advantages for second language learners, as highlighted by Nuttall (1982), who advocated for ER as a "standard practice." She emphasized that immersing oneself among native speakers is the most effective way to enhance foreign language skills, followed closely by extensive reading To fully reap the benefits of ER, it is essential that any ER program adheres to key principles outlined in the subsequent sections.
1.2.3 Principles of running an ER program
Numerous researchers, including Bell (1998), Schmitt (2000), Day (2002), and Lee and Hsu (2009), have outlined various principles for implementing an extensive reading (ER) program They highlight the importance of defining the scope of ER, selecting appropriate reading materials, and clarifying the roles of both teachers and students within the program.
Firstly, ER should offer an input of various topics and genres because students need to read widely to get a great deal of exposure to language
Previous studies
1.3.1 Research on using English newspapers for reading
Numerous studies have demonstrated the advantages of utilizing authentic materials, especially English newspapers, in educational settings Research consistently shows that both printed and online English newspapers significantly enhance students' reading skills.
A longitudinal study by Tavakoli and Esmae‗li (2013) revealed significant improvements in the foreign language reading abilities of 30 Iranian children aged 7-8 through the use of print media Similarly, Bhaskar and Soundiraraj conducted quasi-experimental research on 54 engineering students, demonstrating that employing reading strategies with newspapers effectively enhanced second language learners' reading skills, as shown by pre-test and post-test results Elmadwi (2014) also supported the importance of newspapers in developing reading and comprehension skills for English as a Second Language learners in a study involving Libyan and Indian educators and students However, despite recognizing the benefits, Libyan teachers and students faced challenges in utilizing newspapers as educational resources due to the lack of access to English newspapers in Libya.
Research has shown that online English newspapers can significantly aid students in learning outside the classroom Al-Segheyer (2001) emphasizes that recent advancements in second language acquisition have leveraged computer technology, known as Computer-Assisted Language Learning (CALL) Chun and Plass (1996) found that the software CyberBunch improved reading comprehension and vocabulary among 160 German students Additionally, Krajka (2000) demonstrated that first-year Thai students enhanced their language skills and cognitive knowledge by translating online newspaper headlines using free translation tools Awatif Abu-Al-Sha‘r (2009) also advocated for using internet newspaper headlines, noting positive outcomes from his experimental study with 47 students.
English Language Classroom Teacher major at Al-al-Bayt University enrolled in CALL course during the second semester 2007/2008 showed the significant progress of their reading skills
The research indicates that the increasing popularity of the internet in Vietnam has made online English newspapers accessible to both teachers and learners, suggesting that the study is viable and poised to enhance students' reading skills.
Numerous studies have examined students' attitudes towards learning English, particularly in reading, revealing a strong positive correlation between their attitudes and academic achievement in both areas.
Research indicates a strong positive correlation between students' attitudes and their success in learning English A study by Shams (2008) revealed that 77 students exhibited positive attitudes and high enthusiasm for the English language, significantly impacting their language learning outcomes.
Similarly, Fakeye‘s (2010) research with the participation of 400 senior secondary students from 5 randomly chosen schools found the significant correlation between attitude and learning achievement
Also, Shahrzad Eshghinejad (2016) conducted a study among 30 randomly selected students of Kashan University and found that students had a positive attitude towards learning English
With regard to the relationship between students‘ attitudes and their reading skills, many studies have been carried out
In a study conducted by Penny Jo Nielsen in 1978, the attitudes of 260 fourth and sixth-grade students from three elementary schools toward reading and related concepts were measured The findings revealed a significant correlation between students' reading achievement and their attitudes toward reading, with those demonstrating high reading achievement exhibiting the most positive attitudes.
Lindsey Seitz's 2010 research highlighted the significant impact of reading specialist candidates' consistent involvement on students' reading success Additionally, her case study revealed the challenges in accurately assessing students' attitudes toward reading.
A study by Lukhele (2013) involving 84 first- and third-year students pursuing a Primary Teacher's diploma at a college in Manzini, Swaziland, revealed no correlation between reading attitude and reading ability.
Numerous studies indicate a positive correlation between students' attitudes and their language learning achievements, particularly in reading skills However, this raises the question of whether a definitive correlation exists between reading achievements and students' attitudes.
1.3.3 Studies on skimming and scanning skills
Among various reading skills, skimming and scanning have been studied by many researchers
Agudelo et al (2007) explored the skimming technique to enhance reading comprehension among sixth graders, finding that 44 participating students felt more comfortable and engaged with reading Similarly, Rahmawati's action research (2008) on six strategies for improving reading comprehension in seven Indonesian senior high school students yielded positive outcomes, with skimming and other strategies showing improvement and students' background knowledge being activated However, the study lacked detailed information about the reading materials used.
In a study conducted by Maxwell (1978), 20 high school students participated in an 80-trial scanning experiment, where they were tasked with identifying target phrases within connected prose The results showed a significant enhancement in the scanning rates for both slow and fast scanners, with faster scanners achieving greater accuracy Following the experiment, students reported an increased ability to read their textbooks more quickly Maxwell also highlighted the importance of attitude, noting that overcoming negative perceptions is essential for improving reading skills.
Díaz and Laguado (2013) conducted action research on skimming and scanning techniques, revealing that participants improved their reading comprehension and developed positive perceptions of these methods However, similar to previous studies, the research lacks details about the reading materials used, focusing solely on the reading skills Additionally, when analyzing students' perceptions, the findings pertain only to the specific skills studied, rather than the entire reading program, which poses challenges for other researchers aiming to replicate the study.
Research on skimming and scanning has yielded positive outcomes; however, there is a notable deficiency in detailed information regarding specific reading programs Additionally, there is a need to emphasize the importance of fostering good reading habits among students through extensive reading practices.
Chapter summary
The literature review has effectively outlined key terms and the theoretical framework, highlighting the necessity and feasibility of the study through an analysis of previous research The upcoming section will provide detailed information about the study's context, including descriptions of the subjects, research methods, instruments used, and the specific steps taken to conduct the research.
METHODOLOGY
Context
Minh Khai High School, located in Đức Thọ, Hà Tĩnh province, is well-equipped with modern teaching facilities despite being in a developing rural area The school features a computer lab with 40 internet-connected computers and five classrooms equipped with projectors, enhancing the overall teaching and learning experience, particularly in English education.
Minh Khai High School, with over 1,500 students in grades 10 to 12, emphasizes English as a compulsory subject in the National Curriculum The school's administrators prioritize the English proficiency of twelfth graders, as their exam results will reflect the overall teaching quality To enhance English learning, an additional 90 minutes per week is incorporated into the grade 12 syllabus.
At Minh Khai School, all English language teachers hold a Bachelor's degree in English education However, they face challenges in teaching reading skills due to insufficient reading materials and ineffective teaching methods that fail to engage students Consequently, conducting action research on the use of online English newspapers is essential to enhance students' reading skills and foster a positive attitude towards extensive reading.
Participants
The study focuses on 40 students from class 12A1 at Minh Khai High School, utilizing convenience sampling by selecting all students in the class Detailed information was gathered through the first part of a questionnaire All participants have been learning English for 12 years, beginning in grade 2 with the "Let's Go" series In terms of formal education, they have three regular English periods per week, supplemented by two additional sessions, averaging three reading periods each month.
Besides, two colleagues who have more teaching experience were invited to observe to give critical evaluation about the new reading program This made evaluation more objective.
Research method
This study used action research A pre-test and a post-test were used to increase the validity of the results
2.3.1 Reasons to use action research
Action research, as defined by Schmuck (1997), is a participatory approach aimed at enhancing education through transformative change It encourages teachers to critically reflect on their practices and be open to modifications This collaborative process involves teachers engaging in their own inquiries, fostering adventurous and analytical thinking Additionally, it promotes the development of theories and rationales for teaching methods, while requiring educators to provide well-reasoned justifications for their professional knowledge claims.
This study employs action research as the chosen method for three key reasons: it is conducted by practitioners, making it ideal for an experienced English language teacher; it is practical and situational, specifically addressing the reading skill deficiencies of students at Minh Khai High School; and its aim aligns with the study's goal of enhancing educational outcomes Cohen and Manion (1985) highlight that action research seeks to improve the educational context, which resonates with the objective of this study to boost students' reading skills Given the advanced technology and internet accessibility at Minh Khai High School, the researcher hypothesizes that utilizing online English language newspapers will enhance students' reading abilities and foster a positive attitude towards extensive reading (ER) Thus, action research is deemed the most suitable method to test these hypotheses.
According to Nunan (2002:18), there are three major steps in an action study:
- Find a problem and make a preliminary investigation
- Form a hypothesis and conduct a number of strategies for improvement action
- Review and evaluate the results and run a workshop for discussion
In this research, the author utilized Eileen Ferrance's model from 2000, which provides a clear and straightforward framework Ferrance's approach breaks down the major steps into five smaller, manageable steps, making it easier for the author to implement the research process effectively.
Step 1 Identification of the problem area
The researcher identified a need to enhance students' reading skills through her experiences, discussions with learners, observations during reading lessons, and the outcomes of 45-minute assessments Consequently, this issue was chosen as the primary focus of the study.
Step 2 Collection and organisation of the data
The researcher gathered data on students' reading skills and the challenges they face in learning to read Observations during reading lessons were conducted to assess their abilities Additionally, a two-part questionnaire was distributed to students to gain insights into their perspectives on reading skills.
Part 2 of the questionnaire provided the researcher with specific problems students encountered in learning reading In addition to formal learning, the number of students practising reading outside class was small The results of this part are illustrated in the following charts:
Chart 1 Percentage of students practising reading outside class
Chart 2 Students‘ opinions of the difficulty of reading skills
Rather easy Easy Very easy Rather difficult Difficult Very difficult
Chart 3 Students‘ opinions of factors causing difficulty in reading
Chart 4 Students‘ opinions about the old ER program
According to the survey administered to students, over 70% students had never practised reading outside classroom and 100% had never read any online
Vocabulary Grammar Background knowledge Time
Rather good Good Very good Not good
English newspapers With regard to the level of difficulty of reading skills, students had different opinions and 95% of them agreed that reading was a difficult skill
A significant 70% of students identified vocabulary and background knowledge as key factors contributing to their reading difficulties Additionally, 75% of students expressed that they require more time to complete reading tasks, highlighting the challenge of reading speed Improving reading skills can help address these issues and enhance overall comprehension.
Students responded to questions 6 to 10, indicating that their teachers utilized supplementary reading materials; however, the students were unaware of the sources of these materials This suggests a lack of attention to the purposes of various reading resources, as well as a failure by teachers to instruct students on how to differentiate them Additionally, reading texts were typically integrated into lessons for other skills when time permitted, with no dedicated lessons solely focused on reading skills.
Students expressed diverse opinions on the supplementary reading materials used by their teachers, with 80% indicating dissatisfaction with their reading education This feedback highlights the necessity for a revised extensive reading (ER) program to better meet students' needs.
Step 4 Action based on data
To enhance students' reading skills, an action research study was conducted using online English newspapers over a ten-week period from January to March 2017, during the initial part of the second term of the academic year 2016/2017 This initiative was implemented in preparation for the national final examination, where English is a mandatory subject.
In Week 1, the teacher launched the reading program using online English newspapers, specifically Vietnam News She guided students in the lab on how to navigate the website and select articles for reading Following this introduction, a pretest was conducted to assess students' initial reading abilities.
From weeks 2 to 9, the teacher assigned various reading tasks to enhance students' skills Each week, students engaged with two different newspaper articles covering diverse topics, including Environment, Fashion, Sports, and Education.
The reading tasks were adapted from "The Official Cambridge Guide to IELTS for Academic and General Training" by Pauline Cullen et al (2014), specifically focusing on reading skills for IELTS exams (pp 44-90) This selection was made to maintain high academic standards in the reading tasks and to streamline the task design process.
After considering the suitability of all suggested reading tasks, the author decided to choose nine types of reading tasks and classify them as follows:
Table 1: Types of reading tasks
Reading tasks What do students have to do?
-Matching headings and subheadings/ articles
Match given headings to the correct subheadings or articles Match the main ideas with paragraphs
Match a list of main ideas to the corresponding paragraphs
SKIMMING extracted from some articles Match features Match a list of statements to a list of possible answers (For example: events, dates, specific people, etc) Choose a suitable title for an article
Choose the best title for the given article from a list
Gap-filling Fill in the blanks with no more than 3 words and/or numbers in the blanks
The article outlines various assessment methods, including sentence completion, where participants fill in the blanks with appropriate words from the provided text, adhering to specified word limits Additionally, it discusses multiple-choice questions, requiring respondents to select the correct answer from options A to D Lastly, the article highlights the process of identifying information, where individuals must determine the accuracy of given statements.
Complete the summary Complete a summary with words and/or numbers from the article
Eighteen articles were carefully selected to design reading tasks, considering their content and length for better comprehension Most of these articles are aligned with the reading program in Tiếng Anh 12, edited by Hoàng Văn Vân (2007), while also incorporating additional topics like school violence and LGBTQ+ narratives to broaden students' background knowledge Additionally, some shorter articles of around 100 words were included to enhance engagement and understanding.
Chapter summary
In summary, this chapter thoroughly outlines the study's context, detailing the subjects, research methods, instruments, and the specific procedures followed The upcoming chapter will present the results and findings derived from the author's analysis.
RESULTS AND DISCUSSION
Results of the tests
(Research question 1: To what extent do online English newspapers help to improve students‟ reading skills?)
The quantitative method was utilized for the tests, with results collected and analyzed using SPSS after administering both the pre-test and post-test The detailed findings are presented in tables 3 and 4 below.
Table 3: Results of the pre-test
Frequency Percent Valid Percent Cumulative
Table 3 shows the results of the pre-test According to the table, the percentage of weak students was 27.5 % and that of good students was 10%
Table 4: Results of the post-test
Frequency Percent Valid percent Cumulative
Table 4 presents the post-test results, revealing that no students achieved a mark of 4, while 35% of students scored in the good range This indicates a significant change in performance outcomes.
Using SPSS, the results of the two tests are analyzed as follows:
Table 5: Results of two tests
Table 5 displays the statistical analysis of two tests, highlighting key metrics such as mean, median, standard deviation, and score ranges The mean scores increased from 5.68 in the pre-test to 6.9 in the post-test, while the median score rose from 6.0 to 7.0 Additionally, the standard deviation decreased from 1.328 in the pre-test to 1.215 in the post-test, indicating more consistent results in the latter Improvements were also observed in both the minimum and maximum scores, with the lowest score increasing from 4 in the pre-test to 5 in the post-test, and the highest score rising from 8 to 9 To validate these improvements, a T-test will be conducted on the results of the two tests.
The sample T-test of the pretest and posttest:
H0: there was no progress (mean scores of the two tests are the same) H1: there was progress (mean scores of the two tests are different)
If sig