Significance of the Thesis
The thesis findings will benefit not only the researcher but also the teaching staff and students at TNCET by enhancing reading skills Additionally, the study aims to significantly improve the quality of English teaching and learning at TNCET, while providing a theoretical foundation for the implementation of effective reading techniques in the classroom.
Scope of the Thesis
In ESL/EFL language education, various factors affect learners' success, with key skills including reading, speaking, listening, and writing This study specifically investigates the reading comprehension needs of TNCET students amidst innovative teaching methods, highlighting the limitations and challenges they face in reading activities, as well as the application of effective reading strategies in the classroom.
Research Methods used in the Thesis
The author intends to utilize tests and survey questionnaires to assess the effectiveness of reading strategies, analyzing the findings through various data collection instruments.
Design of the Thesis
There are three main parts in this thesis: introduction, development, and conclusion
The introduction provides the rationale, the aims, the significance, the scope, the methods, and the design of the thesis
The development consists of three chapters:
Chapter 1 provides a literature review on reading comprehension and reading strategies, highlighting definitions and the significance of these strategies in the learning process It explores three key types of reading strategies: cognitive, metacognitive, and social/affective, emphasizing their role in enhancing second language (SL) reading comprehension and effective teaching practices.
Chapter 2 focuses on the methodology employed in this thesis including research questions, participants and instruments The instruments consist of tests and classroom observation
Chapter 3 reports the results of tests and classroom observation This chapter discusses in the three strategies
The conclusion summarizes the key components of the study, highlighting the main findings and the limitations encountered Additionally, it offers recommendations for future research directions.
DEVELOPMENT
This chapter explores various theories concerning reading, reading comprehension, and reading strategies These theories form the foundation for the thesis's objective: to enhance the reading comprehension skills of students at TNCET through effective reading strategies.
Reading is a complex process that encompasses the reader, the text, and their interaction (Rumelhart, 1977).
The process of reading has been intensively studied, and there have been many different approaches to it, and the term „reading‟ has been given many interpretations
Mitchell has a basic definition of reading:
Reading is the skill of interpreting written or printed symbols, allowing the reader to access and retrieve information from memory This process enables the reader to create a coherent understanding of the author's intended message.
Goodman (1971:35) defines reading as a psycholinguistic process by which the reader, a language user, reconstructs, as best as he can, a message which has been encoded by a writer as a graphic display
Eddie Williams (1984: 2) defines reading as "a process whereby one looks at and understands what has been written," highlighting that comprehension does not require full understanding of the text For language learners, reading can be particularly challenging, making it essential for teachers to equip students with strategies to navigate these difficulties effectively.
Reading is a multifaceted process that encompasses a triangular relationship among the reader, the writer, and the text This interaction is shaped by the reader's purpose and approach, as well as the reading strategies employed.
Literature Review
Definitions of Reading
Reading is a complex process that encompasses the reader, the text, and their interaction, as highlighted by Rumelhart (1977) Understanding reading goes beyond simple definitions, emphasizing the dynamic relationship between the individual and the material being read.
The process of reading has been intensively studied, and there have been many different approaches to it, and the term „reading‟ has been given many interpretations
Mitchell has a basic definition of reading:
Reading is the process of interpreting written or printed symbols, enabling readers to retrieve information from memory and construct an understanding of the author's message.
Goodman (1971:35) defines reading as a psycholinguistic process by which the reader, a language user, reconstructs, as best as he can, a message which has been encoded by a writer as a graphic display
Eddie Williams (1984: 2) defines reading as “a process whereby one looks at and understands what has been written,” highlighting that comprehension does not require full understanding of the text For language learners, reading can be challenging even after grasping the content Consequently, it is essential for teachers to equip learners with effective strategies to navigate these difficulties.
Reading is a complex process that involves a triangular interaction between the reader, the writer, and the text It encompasses the interplay of purpose and reading style, as well as the use of various reading strategies (J.A Aebersold and M.L Field, 1997).
Reading Comprehension
Reading comprehension is crucial in the teaching and learning of foreign languages, as it enables learners to efficiently extract information from reading materials This process involves three key elements: the reading text itself, the reader's background knowledge, and the contextual factors that influence text interpretation.
Research on ESL/EFL reading comprehension, there are some definitions of reading comprehension from researchers
Richard and Thomas, (1987:9), state: “Reading comprehension is best described as an understanding between the author and the reader”
A student is good at comprehension we mean that he can read accurately and efficiently so as to get the maximum information of a text with the minimum of understanding
In line with Swam, Grellet, (1981:3) accepts that
Reading comprehension or understanding a written text means extracting the required information from it as effectively as possible
Reading comprehension encompasses various definitions, but to grasp its true essence, it's essential to examine the cognitive processes occurring in the reader's mind Numerous models of reading have been developed to illustrate this intricate process The following section will explore these reading models, highlighting their respective strengths and weaknesses.
Researchers have developed models to explain the interaction between readers and texts, identifying three primary models that illustrate the reading process.
1.2.2.1 Bottom-up Model
With the bottom-up model, reading was viewed as “the process of meaning interpretation” in which “the language is translated from one form of symbolic representation to another” (Nunan, 1991)
The bottom-up model of reading, as described by Carven, views the process as linear, starting from graphic symbols and moving towards meaning responses In this approach, readers analyze words individually and sound them out phonetically, engaging in a passive perception of input This method progresses from the most basic level of interpreting symbols to higher levels that involve assigning meaning.
Gough (1972) posits that reading is a bottom-up process, where readers engage in five sequential stages: first, they fixate their eyes; next, they absorb visual stimuli; then, they identify letters; followed by creating phonological representations; and finally, they comprehend words from left to right.
Gough specifically assumes that the reader is not a guesser However, many researchers have shown his bottom-up explanations are not adequate
Rumelhart (1977a) showed that bottom-up models fail to allow for the fact that the comprehension of letters, words, and sentences are all affected by higher level processing
Higher-level cognitive processes often do not align with lower-level inputs, indicating that reading is not merely a straightforward, linear progression from basic to advanced skills.
Having the same opinion with Rumelhart, Samuel and Kamil (1988: 31) pointed out the shortcomings of these models as follows:
Early bottom-up models struggled to incorporate feedback loops, making it challenging to address sentence-context effects and the influence of prior knowledge on text topics, which are crucial for word recognition and comprehension.
Due to this limitation, the bottom-up model of reading fell into disfavor.
1.2.2.2 Top-down Model
In this model, reading is understood as a journey where the reader transitions from higher mental stages to engaging with the text This theory emphasizes the reconstruction of meaning over mere decoding of text, highlighting the interaction between the reader and the content rather than focusing solely on the printed forms or graphic elements.
The top-down theory posits that readers approach texts with a wealth of prior knowledge, expectations, and assumptions, engaging with the material as long as it aligns with their anticipations (Goodman, 1967) Additionally, Goodman emphasizes that reading is a hypothesis-driven process, where readers cyclically sample the text, make predictions, test these predictions, and adjust their understanding based on the text's confirmation or disconfirmation (Goodman, 1975).
In this model, the reader actively engages with the text, utilizing their background knowledge to draw inferences and decode symbols only when necessary for understanding.
Goodman and Smith (1998) suggest that readers can directly access meaning in a text through prediction, emphasizing that reading involves more than simply identifying words sequentially.
The top-down reading model emphasizes the active role of readers and positions them at the center of the reading process However, researchers like Stanovich (1980) point out its limitations, arguing that the model relies on the assumption that decoding text is inherently slow He suggests that while readers do make inferences and utilize background knowledge to enhance comprehension, it is misleading to claim that predicting subsequent words is faster than processing them based solely on visual information.
Due to limitations of both bottom-up and top-down models, a new and more insightful reading process has been proposed under the name of interactive model.
1.2.2.3 Interactive Model
Interactive theorists highlight the significance of knowledge and prediction in reading while also stressing the need for quick and precise processing of the text's actual words Grabe (1988) notes that the term "interactive" can refer to the interplay between the reader and the text, as well as the interaction between top-down and bottom-up reading processes.
In interactive models, various processes contribute to the sharing of information, which is then integrated to achieve the most accurate interpretation of printed text.
Reading teachers can effectively enhance their classrooms by leveraging the strengths of the interactive model By developing their skills in utilizing these models, educators can better anticipate the processes and challenges students may face during reading activities.
II.1.2.3 Characteristics of an effective reader
This concept from Eddie Williams (1984) will begin with characteristics of an effective reader:
An effective reader possesses a strong understanding of the language of the text, recognizing key content words and their meanings, even if not all are familiar Additionally, they grasp the syntax and grammar, including the function of structural words, word forms, and word order While they may not articulate these concepts explicitly, this knowledge significantly aids in their reading comprehension.
In other words, many researchers have generally shown that an effective reader knows how to use reading strategies that work for himself/ herself According to Wassaman and
According to Rinsky (1993:5), becoming an effective reader requires a deep understanding of the reading process and the ability to approach various types of printed information For second or foreign language learners to enhance their reading skills, they must adopt techniques that foster success Two key elements are essential for effective reading: a willingness to modify limiting reading habits and a commitment to practice regularly Additionally, factors such as proper organization for reading and study, improved concentration, and sustained confidence significantly contribute to developing effective reading abilities.
II.1.2.4 Teaching reading comprehension skills
According to Day and Bamford (1998:124-141), there are at least four distinctive approaches to the teaching EFL/ESL reading around the world These are given below:
The grammar-translation method focuses on teaching students to read foreign language texts by translating them into their native language This approach emphasizes understanding at the sentence level, often neglecting the overall meaning of the text Consequently, students construct meaning through their native language rather than directly from the foreign language itself.
The comprehension questions and language work method emphasizes the use of a textbook featuring concise passages that illustrate foreign language vocabulary and grammatical concepts These brief texts are designed to promote careful reading, and they are accompanied by comprehension questions and exercises to reinforce understanding.
To enhance reading comprehension, teachers should prepare students to engage with a one or two-page textbook passage by activating relevant background knowledge This preparation may involve pre-teaching essential vocabulary found in the text Students then read the passage silently, focusing on two or three guiding questions to aid their understanding.
Extensive reading aims to cultivate students' willingness and ability to read in a second or foreign language Through individual reading of books and various materials at their own pace, primarily as homework, students enhance their language skills and foster a love for reading.
To enhance reading comprehension, teachers should flexibly implement the four distinct reading teaching approaches tailored to each classroom scenario By recognizing and cultivating their ability to leverage these methods effectively, educators can significantly support their students' reading development.
II.1.3 Reading strategies II.1.3.1 Defining strategies
Over the past two decades, the study of learning strategies has experienced significant growth, often described as an "explosion of activity" by R Ellis in 1994 Influential researchers, including Tarone (1981), Weinstein and Mayer (1986), Rubin (1987), O'Malley and Chamot (1990), Oxford (1990), and Cohen (1998), have made substantial contributions that have shaped a comprehensive understanding of learning strategies.
Concerning the definition of learning strategies, there have been some considerable differences Rubin (1987:23) gave a general definition of learning strategies:
Learning strategies are strategies which contribute to the development of the language system which the learner constructs and effect learning directly
Learning strategies are specific actions taken by the learner to make learning easier, faster, more enjoyable, more self directed, more effective and more transferable to new situation
These definitions are judged as quite comprehensive because they cover both cognitive and affective aspects of learning strategies
Learning strategies, as defined by O'Malley and Chamot (1990), are "the special thoughts or behaviors that individuals use to help them comprehend, learn or retain new information." This concise definition highlights two key aspects: learning strategies encompass both mental and behavioral elements, and they are uniquely tailored to each individual Due to its comprehensive nature, this definition serves as the foundational framework for the current study.
Language Learning Strategies have been classified by many scholars But the framework that has been most widely welcomed and useful is the framework of O‟Malley and Chamot
O'Malley and Chamot (1990) identify three primary types of language learning strategies: metacognitive, cognitive, and social/affective, based on their information processing model This article will explore each of these categories in detail.
1.3.1.1 Metacognitive Strategies
Metacognitive strategies, defined as higher-order executive skills that involve planning, monitoring, and evaluating learning activities, play a crucial role in enhancing language reading comprehension According to O'Malley and Chamot (1990), these strategies can be categorized into seven distinct types, each applicable to various learning tasks Utilizing these metacognitive strategies can significantly improve learners' effectiveness and understanding in reading comprehension tasks.
1 Planning: previewing the main ideas and concepts of the material to be learnt, often by skimming the text for the organizing principle
2 Monitoring: Checking one‟s comprehension during listening or reading checking the accuracy and/ or appropriateness of one‟s oral or written production while it is taking place
3 Self-evaluation: Checking the outcomes of one‟s own language against a standard after it has been completed.
1.3.1.2 Cognitive Strategies
Cognitive strategies, as defined by O'Malley and Chamot (1990), focus on the direct manipulation and transformation of learning materials, playing a crucial role in individual learning tasks They categorize these strategies into fourteen distinct types, although their application may be limited to specific learning activities In the realm of reading comprehension, several typical cognitive strategies have been extensively discussed, emphasizing their importance in enhancing understanding and retention of text.
1 Repetition: Imitating a language model, including overt practice and silent rehearsal
2 Grouping: Classifying words, terminology or concepts according to the attributes or meaning
3 Deduction: Applying rules to understand or produce the second language making up rules based on language analysis
4 Imagery: Using visual images (either mental or actual) to understand or remember new information
5 Elaboration: Relating new information to prior knowledge, relating different parts of new information to each other, or making meaningful personal associations with the new information
6 Transfer: Using previous linguistic knowledge or prior skills to assist comprehension or production
7 Inferencing: Using available information to guess meaning of new items, predict outcomes or fill in missing information
8 Summarizing: Making a mental, oral or written summary of new information gained through listening and reading.
1.3.1.3 Social/Affective Strategies
Social/affective strategies encompass a wide range of techniques that involve interaction with others or managing one's emotions effectively These strategies play a crucial role in enhancing communication and emotional regulation.
1 Questioning for clarification: Eliciting from a teacher or peer additional explanations rephrasing, examples or verification
2 Cooperation: Working together with one or more peers to solve a problem, pool information, check a learning task, model a language activity, or get feedback on oral or written performance
3 Self-talk: Reducing anxiety by using mental techniques that make one feel competent to do the learning task
Generally, the given affective strategies are considered applicable to a wide variety of tasks However, they would be used in listening comprehension task rather than in reading comprehension one
II.1.3.2 The importance of strategies in the learning process
Recent research in second language acquisition has shifted its emphasis from teaching methodologies to understanding the factors that contribute to the varying success of language learners While some individuals achieve fluency, others struggle despite significant effort Notable scholars in this field, including O'Malley and Chamot (1990) and Nunan, have explored these dynamics to uncover the underlying reasons for differing learner outcomes.
Research by Rubin and Thompson (1994) and Cohen (1998) highlights that effective learning strategies are crucial for distinguishing successful learners from their unsuccessful counterparts Successful learners utilize appropriate strategies to navigate challenges in their learning process, whereas unsuccessful learners often resort to ineffective approaches, leading to difficulties in language acquisition.
Understanding effective learning strategies is crucial for language learners, as awareness of the underlying processes enhances their learning efficiency Research indicates that students who receive instruction in learning strategies exhibit higher motivation compared to those who do not However, many learners are unaware of which strategies are most effective for them In Vietnam, and specifically at TNCET, there has been a growing interest in learning strategies, especially with the increasing emphasis on "self-learning," "lifelong learning," and innovative teaching methods Consequently, explicit training in learning strategies and the exploration of various approaches can significantly improve learning outcomes.
According to Oxford (1990:1), strategies play a crucial role in language learning for two primary reasons First, they serve as tools for active, self-directed involvement, which is vital for enhancing communicative competence Second, learners who adopt effective learning strategies tend to exhibit increased self-confidence and improved learning outcomes.
- contribute to the main goal, communicative competence
- allow learners to become more self-directed
- expand the role of teachers
- support learning both directly and indirectly
1.3.3 Strategies in teaching second language reading comprehension
The study of reading and reading strategies has garnered significant attention, particularly in the context of second language acquisition Recent research highlights the importance of reader strategies, which provide insights into how individuals interact with written texts These strategies aid in the acquisition, storage, and retrieval of information, as noted by Rigney (1978) Furthermore, reading strategies reflect a reader's approach to tasks, their comprehension processes, and their methods for addressing misunderstandings Ultimately, effective reading strategies enhance comprehension and help overcome challenges in understanding texts.
Numerous researchers, including Anderson (1999), Brantmeier (2002), Almasi (2003), and Sugirin (1999), highlight the importance of prior knowledge in reading strategies Additionally, Brantmeier (2002) and Brown (1990) identify skimming, scanning, and guessing as effective reading techniques Despite these similarities, there are notable differences in how these researchers classify reading strategies.
C.R Adler (2004) identifies comprehension strategies as intentional plans that proficient readers employ to enhance their understanding of text He outlines seven scientifically grounded strategies for improving text comprehension: monitoring comprehension, metacognition, utilizing graphic and semantic organizers, answering and generating questions, recognizing story structure, and summarizing.
Brantmeier (2002) outlines essential reading strategies, which include skimming, scanning, guessing, recognizing cognates and word families, reading for meaning, predicting, activating general knowledge, making inferences, following references, and distinguishing main ideas from supporting details.
Effective reading strategies involve evaluating content through various methods, including making connections to prior knowledge, engaging with questions, identifying key terms, and analyzing sentence structures Techniques such as skipping and rereading also play a role in comprehension However, the effectiveness of these strategies varies based on the type of reading material and individual reader preferences.
Brown (1990: 3) gives five strategies that can help students read more quickly and effectively: previewing, predicting, skimming and scanning, guessing from context, and paraphrasing
Anderson (1999: 4) introduces six strategies for consideration when teaching reading: A - Active prior knowledge, C - Cultivate vocabulary, T - Teach for comprehension, I -
Increase reading rate, V - Verify reading strategies, and E - Evaluate progress
Reading strategies, as defined by O'Malley and Chamot (1990), are the unique thoughts and behaviors individuals employ to enhance their comprehension, learning, and retention of new information from texts These strategies can be both observable and unobservable, varying from person to person O'Malley and Chamot categorize reading strategies into three primary types: metacognitive, cognitive, and social/affective strategies, with a detailed classification scheme presented in section II.1.3.1.
This chapter has reviewed related theories on reading, and reading comprehension in general, and reading strategies in particular Some of the main points can be summarized as follows
This chapter explores key definitions of reading and reading comprehension, emphasizing that reading is a complex process involving interaction among the reader, the writer, and the text J.A Aebersold and M.L Field highlight that reading encompasses both purpose and method, facilitated through various reading strategies Researchers define reading comprehension as the understanding achieved between the author and the reader, focusing on effectively extracting information from the text They categorize reading into three models: bottom-up, top-down, and interactive The interactive model, widely supported by researchers, posits that reading involves both top-down and bottom-up processes, which may occur simultaneously or alternately, influenced by the reader's background knowledge, language proficiency, motivation, and strategic approach.
An effective reader possesses a deep understanding of the reading process and adapts their approach to various text types, as noted by Wassaman and Rinsky (1993) Key traits include a willingness to modify reading habits, enhance concentration, and foster self-confidence To support students in becoming more proficient readers, Day and Bamford (1998) recommend four essential teaching approaches tailored for reading classrooms.
The final section of the chapter delves into reading strategies, which are central to the thesis It highlights the significance of these strategies in the learning process in Vietnam, particularly within TNCET, while also reviewing notable studies on reading strategies conducted to date The section begins by defining learning strategies according to various researchers and examines the classification framework established by O'Malley and Chamot, which remains widely accepted Their framework categorizes learning strategies into three main types: metacognitive, cognitive, and social/affective strategies The detailed strategies and classifications outlined in part II.1.3.1 and appendix 1 will be utilized for the investigation of reading strategies in this study.
The next chapter is study on reading strategies used by TNCET students, which will be conducted in the light of the theories discussed above.
Research Methodology
Participants and Settings of the Study
This chapter outlines the methodology and analysis of the study, building upon the literature review from the previous chapter, which discussed reading comprehension theories and various learning strategies, with a specific focus on reading strategies.
This study seeks to answer the following research questions:
1 What are effective reading strategies that help students improve their ability of reading comprehension in English at TNCET?
2 How efficiently the reading strategies are used in reading classes?
II.2.2 Participants and setting of the study
This study involved 30 first-year non-English majors in Economics and Business Management at TNCET, comprising 22 females and 8 males, primarily from rural and mountainous regions Among the participants, only two are twenty years old, while the remaining twenty-eight are nineteen Their experience with English varies, with two students having studied for 3 years, twenty-one for 7 years, and seven for 10 years, resulting in a general English proficiency level categorized as pre-intermediate Table 2.1 provides a summary of the participants' demographic details, including gender, age, years of English study, and self-assessed proficiency levels.
Number of years learning English
Table 2.1.Background information about the participants
Students in the Department of Economics and Business Management excelled in their college entrance exams, demonstrating their academic prowess Their training spans from the first to the third year, incorporating a General English (GE) course in the first year and an English for Economics (ESP) course in the third year Consequently, English is a crucial subject for these students, significantly enhancing their overall educational experience at the college.
The selection of first-year Economics and Business Management students as participants in this study is based on several key factors Firstly, the quality of their training is a significant concern for both college administrators and faculty at TNCET, making the findings crucial for enhancing English reading comprehension and overall educational quality Additionally, these students, who achieved higher entrance exam scores, are recognized for their strong reading abilities, making them ideal subjects for this research Lastly, having directly taught these students, I possess a clear understanding of their strengths and weaknesses, facilitating a more effective study process.
II.2.2.2 Settings of the study
This study took place from early February to mid-May 2010, during the second term of the students' first year, after they had completed over 150 periods of English instruction By this point, they had worked through the New Headway – Elementary series by Liz and John Soars and other tailored materials, including Inside Out – Elementary by Sue Kay & Vaughan Jones and Know How 1 by Angela Blackwell & Therese Naber At the time of the study, the students were finishing the last units of New Headway – Elementary, with all resources designed to equip them with fundamental English knowledge and skills, serving as a foundation for the English for Specific Purposes (ESP) course in their third year.
Instruments
This study investigates the reading strategies utilized by first-year Economics and Business Management students through tests and questionnaires Initially, reading comprehension tests were conducted to assess students' proficiency levels before and after the introduction of specific reading strategies Subsequently, questionnaires were distributed to identify the reading strategies employed and evaluate their effectiveness in enhancing reading comprehension tasks.
I selected tests and questionnaires as data collection tools because they can reveal various reading strategies that enhance students' reading comprehension Utilizing this combination of instruments will offer a thorough insight into the reading strategies employed by my students Below is a detailed description of the research instruments used.
Tests are essential tools for gathering data on individuals' abilities and knowledge in specific subjects, particularly in second language acquisition research This study involved administering two reading comprehension tests to first-year Economics and Business Management students over two months The initial test aimed to assess the students' reading strategies, while the second test followed the instruction of these strategies Utilizing tests and their scores was crucial for this study, as it allowed for a thorough investigation of the students' reading strategies, which was vital for the overall success of the research.
In selecting effective reading comprehension tests for my study, it was crucial to identify assessments that align with my students' reading strategies and abilities Given that the students' English proficiency was at the pre-intermediate level, I focused on tests that are appropriate for this skill level to accurately evaluate their comprehension capabilities.
The reading comprehension tests utilized in this study, sourced from "Insights for Today" by Lorraine C Smith and Nancy Nici Mare (1993), are standardized assessments designed for high-beginning reading skills and are considered well-constructed by experts Modifications were made to align the tests with the study's objectives Each test comprises a pre-reading preparation, a reading text, and twelve questions divided into three tasks: Main Ideas and Fact-Finding Exercise, Reading Analysis, and Information Recall, which correspond to metacognitive, cognitive, and social/affective strategies The first task includes three questions focused on planning, monitoring, and evaluation strategies, while the second task features eight questions that cover repetition, grouping, deduction, imagery, elaboration, transfer, inferencing, and summarizing strategies The final task, question 12, addresses cooperation strategy.
In this study, questionnaires serve as the second data collection instrument, as highlighted by various authors, including Oxford (1990) and O'Malley and Chamot (1990), who recognize their effectiveness in gathering information on learning and reading strategies According to Selinger and Shohany (1989), the advantages of questionnaires include their quick administration compared to other methods, the uniformity and accuracy of data collected from all subjects simultaneously, and the ease of quantification through multiple-choice questions These benefits justify the choice of questionnaires as the second method of data collection in this research.
Creating a reliable questionnaire is a time-consuming process, as researchers must carefully design questions to avoid ambiguity that can lead to irrelevant answers Additionally, students may not accurately report their use of certain strategies, often overestimating or underestimating their frequency, or they may be unaware of their usage altogether To address these challenges, I meticulously developed the questionnaire based on O'Malley and Chamot's learning strategy classification and relevant literature on reading strategies.
The study's questionnaire was divided into two key sections: the first gathered demographic information from participants, including their names, ages, genders, years of English study, and self-assessed proficiency levels The second section comprised 13 questions focused on the reading strategies employed by participants during reading comprehension tests, along with inquiries regarding their perspectives on reading comprehension.
Data Collection Procedures
The data collection procedures launched in early February and ended in mid May 2010 The procedure of the study involved the following steps
Step 1: In early February, the students were given the first reading comprehension test
The test scores were collected and then analyzed to identify their reading strategies Based on these results, students‟ learning strategies were investigated
In late February, students were introduced to reading comprehension strategies, which they were expected to practice and master by the first week of May.
Step 2: In the second week of May, the test scores of the second reading comprehension test were collected and analyzed to investigate how efficiently the reading strategies are used by the students Finally, the questionnaire that included 16 questions was given to the
30 first-years Economics and Business Management students for getting information purposes Some ambiguous questions were identified and adjusted to improve the questionnaire The work was completed in mid May.
Coding of Questionnaire Data
The questionnaire comprised 16 questions, with 13 focused on assessing the subjects' reading strategies These strategies were categorized into three primary types: metacognitive, cognitive, and social/affective Below is the coding table for the reading strategies utilized in the questionnaire.
Strategy Definition Items included in the questionnaire
Planning Previewing the main ideas and concepts of the material to be learned, often by skimming the text for the organizing principle
Item 4: I preview the headings and illustrations to get the main idea of the text before reading
Item 5: I skim through the text to understand the main ideas of the texts before focusing on details
Monitoring Checking one‟s comprehension during listening or reading checking the accuracy and/ or appropriateness of one‟s oral or written production while it is taking place
Item 6: I often check my comprehension during reading or checking the accuracy of the written production while reading
Evaluation Checking the outcomes of one‟s own language against a standard after it has been completed
Item 7: I check my answers to the questions are correct or wrong after reading
B Cognitive Strategies Repetition Imitating a language model, including overt practice and silent rehearsal
Item 8: When getting a new sentence pattern, I often focus on it and put it in my knowledge
Grouping Classifying words, terminology or concepts according to the attributes or meaning
Item 9: I recognize some words that have the same part of speech or group of meaning while reading
Deduction Applying rules to understand or produce the second language making up rules based on language analysis
Item 10: I usually apply my knowledge of grammar in order to identify parts of speech or structures of some words while reading
Imagery Using visual images (either mental or actual) to understand or remember new information
Item 11: I use own visual images to understand or remember a new word, or a new information while reading
Elaboration Relating new information to prior knowledge, relating different parts
Item 12: I relate my prior knowledge to the information of of new information to each other, or making meaningful personal associations with the new information the texts I am reading
Transfer Using previous linguistic knowledge or prior skills to assist comprehension or production
Item 13: I use my knowledge of grammar or vocabulary to help understand difficult parts in reading texts
Using available information to guess meaning of new items, predict outcomes or fill in missing information
Item 14: I guess meanings of new words using the available information
Summarizing Making a mental, oral or written summary of new information gained through listening and reading
Item 15: I mentally summarize the main ideas of the texts after reading
Working together with one or more peers to solve a problem, pool information, check a learning task, model a language activity, or get feedback on oral or written performance
Item 16: I work together with my classmate or friend to solve a problem in a reading text.
Summary
This chapter outlines the methodology used in the study, detailing the participants and settings, as well as the data collection instruments, which include tests and questionnaires It also describes the data collection procedures and presents the coding scheme utilized for analyzing the questionnaire data The subsequent chapter will analyze and discuss the results of the tests and questionnaires.
Data Analysis and Discussion
Test Results
In this study, two reading comprehension tests were administered to first-year Economics and Business Management students to evaluate their reading strategies The initial test assessed their existing reading strategies, while the second test was conducted after the introduction of new reading strategies The results are analyzed based on metacognitive, cognitive, and social/affective strategies.
In the initial tasks of the two reading comprehension tests, metacognitive strategies involving planning, monitoring, and evaluation were implemented, specifically in questions 1 to 3 The results, illustrated in Bar Chart 3.1, show the percentage of students who provided correct answers.
Chart 3.1.Test Results – Metacognitive Strategies
The data from chart 3.1 indicates that students initially struggled with metacognitive strategies for reading comprehension, achieving only 63.3% correct answers in planning and nearly 70.0% in monitoring, while evaluation strategy responses were notably low at 43.3% However, after receiving guidance and practice from their teacher, students demonstrated significant improvement in Test 2, with correct answers in planning rising to 83.3%, monitoring to nearly 90.0%, and evaluation increasing dramatically to 73.3% These results highlight the positive impact of teacher support on enhancing students' reading strategies.
Results from the students‟ tests about cognitive strategies are shown in bar chart 3.2 below
Repitition Grouping Deduction Imagery Eleboration Transfer Inferencing Sumarizing
Chart 3.2.Test Results – Cognitive Strategies
Chart 3.2 clearly demonstrated the two test results from the participants In comparison with metacognitive strategies, their cognitive strategies were much worse in Test 1 The cognitive reading strategies with the highest percentage of the students who gave correct answers were summarizing and inferencing (66.7%, and 75.0%) As for repetition strategy, only more than half of them were correct For imagery and transfer strategies, nearly 60.0% of them gave correct answers The cognitive strategies with the lowest percentage of the participants who gave correct answers were grouping (36.7%), elaboration (36.7%), and deduction (41.7%)
The cognitive strategies of students showed significant improvement in Test 2 The percentage of students using the repetition strategy rose dramatically from 51.7% to 90.0% Similarly, the elaboration strategy saw an increase of 40.0%, with correct answers jumping from 36.7% to 76.7% The grouping strategy also improved, with 60.0% of students answering correctly, up from 36.7% in Test 1 Additionally, the deduction strategy experienced a notable increase of 35.0%, rising from 40.0% to 76.7% Other cognitive strategies, including imagery, transfer, and inferencing, showed slight improvements as well.
Social and affective strategies play a crucial role in the innovative teaching methods used today This study specifically focused on the cooperation strategy, and the subsequent chart will illustrate the percentage of participants who answered correctly for this strategy across two tests.
Chart 3.3.Test Results – Social/Affective Strategies
The bar chart 3.3 illustrates the evolution of students' cooperation strategies between Test 1 and Test 2 Initially, only 53.3% of students provided correct answers in Test 1, indicating a lack of effective collaboration However, following targeted guidance from the teacher, there was a remarkable improvement, with the percentage of correct answers rising to 86.7% in Test 2, reflecting an increase of over 30%.
Results of Questionnaires
A questionnaire was conducted with 30 readers, featuring 16 questions designed to assess their views on reading comprehension The initial three questions focused on students' perceptions of the significance of reading comprehension, their self-assessment of reading speeds, and their thoughts on factors influencing comprehension The subsequent 13 questions explored the reading strategies employed by the participants.
II.3.2.1 Readers’ attitudes to reading comprehension
Question 1 asks the participants how important reading comprehension is to their purpose of English learning
Chart 3.4 presents the percentage of the students‟ answers to the first question
Not important at all Not important
A little important Important Very important
Chart 3.4 reveals that all students recognize the significance of reading comprehension in their English learning journey A substantial 86.7% consider it very important, while 13.3% view it as important Notably, none of the students (0%) believe that reading comprehension is unimportant for their English learning objectives.
Question 2 asks the students to evaluate their reading speeds
Chart 3.5 shows the participants‟ answers to the second questions
Very slow Slow Average Fast Very fast
According to Chart 3.5, none of the students rated their reading speed as very fast or very slow The majority, 56.7%, considered their reading speed to be average, while 20.0% perceived themselves as slow readers, and 23.0% rated their reading speed as fast.
Question 3 asks the participants to indicate the importance of the following factors to reading comprehension
B have a good knowledge of English grammar
C have a good knowledge of the reading topic
D have effective reading strategies The results of participants‟ answers to the 3rd question will be presented in the following chart
In response to question 3A, 43.3% of students indicated that a large English vocabulary is very important, while 56.7% considered it important For question 3B, the same percentage of participants (43.3%) rated a good knowledge of English grammar as very important, with 53.3% deeming it important Additionally, only 3.3% of students viewed grammar knowledge as a little important.
In response to question 3C, 20.0% of students indicated that having a strong understanding of the reading topic is very important, while 53.3% deemed it important Conversely, 26.7% of students considered this factor to be of little importance Additionally, all interviewees acknowledged the significance of reading strategies in enhancing reading comprehension, as highlighted in question 3D.
The study posed 13 questions to students regarding their reading strategies, which were categorized into metacognitive, cognitive, and social/affective strategies based on O'Malley and Chamot's 1990 framework This analysis, as previously noted, leveraged this framework alongside two reading test formats to evaluate the effectiveness of the reading strategies utilized by the participants.
3.2.2.1 Metacognitive Strategies
The initial section of the article presents the findings from the questionnaire regarding participants' metacognitive strategies These strategies are classified into three categories: planning, monitoring, and evaluation, with specific focus on items 4, 5, 6, and 7 that correspond to these subtypes.
Chart 3.7 presents the percentage of responses given by the participants
Chart 3.7 Questionnaire Results: Metacognitive Strategies
As shown above, most students employed the three given metacognitive strategies while reading
In a study on reading strategies, 86.7% of students previewed headings and illustrations to grasp the main idea before reading, while 90.0% skimmed the text for key concepts prior to focusing on details Additionally, the strategy of monitoring comprehension was practiced by 90.0% of students, who checked their understanding and the accuracy of their written work during reading Furthermore, 86.7% of students reviewed their answers after completing the reading.
3.2.2.2 Cognitive Strategies
The second section presents the results of a questionnaire assessing cognitive reading strategies employed by participants Eight subtypes were identified: repetition, grouping, deduction, imagery, elaboration, transfer, inferencing, and summarizing, corresponding to items 8 through 15 The students' responses will be illustrated in the subsequent chart.
Item 8 Item 9 Item 10 Item 11 Item 12 Item 13 Item 14 Item 15
Chart 3.8 Questionnaire Results: Cognitive Strategies
The results in chart 3.8 show some differences and similarities among the responses given by the participants
In a recent study, 70% of participants effectively utilized repetition by focusing on new sentence patterns to enhance their knowledge Additionally, 80% demonstrated the ability to recognize words with similar meanings while reading, showcasing their grouping skills An impressive 90% of students employed deduction strategies to derive meaning from the text However, it was noted that 23% of the students did not use visual imagery to aid in understanding or retaining new words and information while reading.
A significant 86.7% of students employed elaboration and transfer strategies, while 83.3% utilized inferencing and summarizing techniques These students demonstrated the ability to deduce the meanings of unfamiliar words using contextual clues and effectively summarize the main ideas of texts after reading.
3.2.2.3 Social/Affective Strategies
The final reading strategy to explore is the social/affective strategy, with a focus on cooperation Chart 3.9 presents the questionnaire results related to this cooperation strategy.
Chart 3.9 Questionnaire Results: Social/Affective Strategies
Chart 3.9 highlights that 90.0% of participants collaborated with classmates to tackle questions in the reading texts, underscoring the significance of this reading strategy for students.
Based on the results of the study, some issues regarding the students‟ attitudes to reading comprehension and reading strategies will be discussed below
The results from the questionnaires revealed that nearly all students recognize the significance of reading comprehension in learning English When asked about the factors influencing their reading comprehension, almost all students emphasized the necessity of effective reading strategies Additionally, the discussion will focus on the students' reading strategies, categorized into three types: metacognitive, cognitive, and social/affective strategies.
The study on metacognitive strategies—planning, monitoring, and evaluation—revealed that students effectively practiced and acquired these reading techniques through two tests and questionnaires Initially, Test 1 indicated that students struggled with metacognitive reading strategies, particularly in evaluation, as many provided incorrect answers However, after two months of focused practice, Test 2 demonstrated significant improvement Additionally, questionnaire results corroborated the enhancement in reading strategies To facilitate this learning, the researcher developed reading texts accompanied by strategy-related questions and implemented one text in a 60-minute classroom session, guiding students in applying these strategies to comprehension questions Further texts were assigned for home practice.
The analysis of cognitive reading strategies, including repetition, grouping, and imagery, indicated varying effectiveness among students, as evidenced by test results and questionnaires Test 1 showed that students performed better in metacognitive strategies than in cognitive ones, but Test 2 revealed an improvement in cognitive strategies, particularly in repetition and elaboration However, strategies like transfer and imagery showed minimal progress, despite students claiming to practice them diligently This may be attributed to limitations in reading comprehension skills, as many students lacked effective reading techniques due to years of insufficient practice Additionally, students from rural and mountainous areas faced challenges accessing English language resources and opportunities for practice.
The statistical analysis of tests and questionnaires indicated the effectiveness of social and affective reading strategies utilized by students Previously, students primarily collaborated in pairs or groups for speaking practice rather than reading comprehension When faced with reading comprehension tasks, they tended to work individually, often bypassing challenging sections However, after two months, they demonstrated improved collaboration, successfully working together with classmates or friends to tackle problems within reading texts.
The study demonstrated that effective reading strategies significantly enhance students' reading comprehension abilities However, it also identified certain weaknesses in how these strategies were applied by students Consequently, the researcher concluded that these reading strategies could be more effectively utilized in reading classes at TNCET if appropriate teaching and learning methods for English reading are adopted The writer will suggest recommendations for the reading methods that should be implemented and practiced.
Teachers must consistently teach reading strategies throughout the year, ensuring these strategies are relevant to specific texts and tasks It is essential for educators to provide students with ample opportunities to practice these strategies Additionally, teachers should carefully consider the timing and context for implementing reading strategies within the curriculum Effective preparation and design of reading tasks and activities should align with the course objectives to enhance student learning.
To enhance students' reading comprehension, teachers must systematically practice and reinforce reading strategies during activities It is essential to assign a diverse range of reading materials for both school and home use Additionally, creating or compiling more reading exercises will not only boost students' comprehension skills but also strengthen their vocabulary and grammar knowledge.
The study reveals that most students primarily utilize a bottom-up reading model, which contributes to their limited performance in certain reading strategies To enhance reading skills, teachers should encourage students to integrate both bottom-up and top-down reading approaches in their lessons By effectively leveraging these models, educators can optimize their teaching methods for various reading tasks.
Students must understand that reading comprehension is an active process that requires the simultaneous use of various strategies To enhance their reading skills, they should actively seek opportunities to practice these strategies, leading to gradual improvement in their comprehension abilities.
In addition, students should be willing to practice reading both at school and at home When taking part in a reading comprehension task, students should:
1 Preview the headings, illustrations and the text to guess the main idea of the text before reading;
2 Read questions to know what to focus;
3 Determine suitable strategies according to their reading purposes;
4 Cooperate with the classmates or friends;
5 Use a dictionary for new words or expressions;
6 Seek teachers‟ assistance for difficult parts in the reading texts if they fail to comprehend it even after they have worked in groups/pairs
To enhance reading comprehension, students must focus on improving their grammar and vocabulary, as these skills are interconnected A strong grasp of grammar and vocabulary not only aids in understanding texts but also enriches students' overall language proficiency.
This chapter analyzes and discusses the results of tests and questionnaires focused on three types of reading strategies—metacognitive, cognitive, and social/affective—based on O'Malley and Chamot's framework (1990) The findings from two tests concerning 12 reading strategies were presented and examined, followed by an analysis of questionnaire results reflecting students' attitudes towards reading comprehension and their use of these strategies Additionally, the chapter includes discussions of the data and offers recommendations for enhancing the effective use of reading strategies in classroom settings.
CONCLUSION
Summary of Previous Parts
This study is structured into three key sections: an introduction, development, and conclusion The first part offers a concise overview of the research, detailing its rationale, objectives, significance, scope, and design.
Part 2 is the development with 3 chapters presenting a review of literature concentrating on the issues related to reading comprehension and reading strategies (chapter 1); the methodology employed in this study in terms of participants, data collection instruments, and data collection procedures (chapter 2) Also, in this part, presentation of data results, discussion of the findings of the study, and some recommendations are given (chapter 3) Part 3 provides the conclusions drawn out and the limitations of the study It also suggests directions for further study.
Conclusions
Understanding learning strategies is crucial in Vietnam, especially at TNCET Recently, concepts like "self-learning," "lifelong learning," and "innovative teaching methods" have gained significant attention among educators and students alike In the context of language reading comprehension, effective reading strategies are vital for improving comprehension skills and addressing challenges in understanding texts.
As stated in the introduction part, the study addressed two research questions:
1 What are effective reading strategies that help students improve their ability of reading comprehension in English at TNCET?
2 How efficiently the reading strategies are used in reading classes?
The major findings can be concluded as follows
Based on the analysis of data from tests and questionnaires, it is concluded that all of the
O'Malley and Chamot's (1990) framework identifies 12 effective reading strategies, including metacognitive, cognitive, and social/affective approaches, that significantly enhance students' reading comprehension skills.
Basing on the findings, the researcher came to the conclusion that with teacher‟s proper guidelines and sufficient time given to practice, students could acquire and use most of the
To enhance reading efficiency in classes, it is essential to focus on a limited number of strategies, such as transfer and imagery, which require more time and practice for better outcomes Teachers should design targeted reading tasks and activities that provide students with opportunities to practice and reinforce these strategies Meanwhile, students must take advantage of practice opportunities both in school and at home, while also prioritizing the improvement of their grammar and vocabulary knowledge.
Test Results – Metacognitive Strategies
The analysis of Chart 3.1 indicates that students initially struggled with metacognitive strategies for reading comprehension, with only 63.3% correct answers in planning and nearly 70.0% in monitoring Notably, just 43.3% answered correctly regarding evaluation strategies However, after receiving guidance and practice from their teacher, students demonstrated significant improvement in Test 2, with correct answers in planning rising to 83.3%, monitoring to nearly 90.0%, and evaluation increasing remarkably from 43.3% to 73.3% These results highlight the positive impact of teacher support on enhancing students' reading strategies.
Results from the students‟ tests about cognitive strategies are shown in bar chart 3.2 below
Repitition Grouping Deduction Imagery Eleboration Transfer Inferencing Sumarizing
Test Results – Cognitive Strategies
Chart 3.2 illustrates the test results of participants, revealing that their cognitive strategies significantly lagged behind metacognitive strategies in Test 1 The most effective cognitive reading strategies were summarizing and inferencing, with correct response rates of 66.7% and 75.0%, respectively In contrast, the repetition strategy yielded correct answers from just over half of the participants Additionally, nearly 60.0% of students correctly applied imagery and transfer strategies However, grouping and elaboration strategies showed the lowest success rates, with only 36.7% of participants answering correctly, followed by deduction at 41.7%.
In Test 2, students demonstrated significant improvements in their cognitive strategies, with correct answers for the repetition strategy soaring from 51.7% to 90.0% Similarly, the elaboration strategy saw a notable increase of 40.0%, rising from 36.7% to 76.7% The grouping strategy also improved, with correct responses jumping from 36.7% to 60.0% Additionally, the deduction strategy experienced a substantial increase of 35.0%, moving from 40.0% to 76.7% Meanwhile, other cognitive strategies such as imagery, transfer, and inferencing showed slight improvements.
Social and affective strategies play a crucial role in contemporary teaching methods, highlighting their significance for students This study employed a cooperation strategy, and the subsequent chart will illustrate the percentage of participants who achieved correct answers for this strategy across two tests.
Test Results –Social/Affective Strategies
The bar chart 3.3 illustrates the evolution of students' cooperation strategies between Test 1 and Test 2 Initially, only 53.3% of students provided correct answers in Test 1, indicating a lack of effective collaboration However, following targeted guidance from the teacher, there was a significant improvement in their cooperation strategies, with the percentage of correct answers rising to 86.7% in Test 2, marking an increase of over 30%.
A questionnaire was conducted with 30 readers, featuring 16 questions The initial three questions focused on students' personal views regarding the significance of reading comprehension, their self-assessment of reading speeds, and their perceptions of factors influencing reading comprehension The subsequent 13 questions explored the reading strategies employed by the participants during their reading activities.
II.3.2.1 Readers’ attitudes to reading comprehension
Question 1 asks the participants how important reading comprehension is to their purpose of English learning
Chart 3.4 presents the percentage of the students‟ answers to the first question
Not important at all Not important
A little importantImportantVery important
Questionnaire Results: Question 1
Chart 3.4 reveals that all students recognize the significance of reading comprehension in their English learning journey An overwhelming 86.7% of students believe that reading comprehension is very important, while 13.3% consider it important Notably, none of the students (0%) viewed reading comprehension as unimportant for their English learning objectives.
Question 2 asks the students to evaluate their reading speeds
Chart 3.5 shows the participants‟ answers to the second questions
Very slow Slow Average Fast Very fast
According to Chart 3.5, none of the students rated their reading speed as either very fast or very slow The majority, 56.7%, considered their reading speed to be average, while 20.0% believed they read slowly, and 23.0% assessed their reading speed as fast.
Question 3 asks the participants to indicate the importance of the following factors to reading comprehension
B have a good knowledge of English grammar
C have a good knowledge of the reading topic
D have effective reading strategies The results of participants‟ answers to the 3rd question will be presented in the following chart
In response to question 3A, 43.3% of students indicated that a large English vocabulary is very important, while over half (56.7%) considered it important For question 3B, the same percentage (43.3%) deemed a strong knowledge of English grammar as very important, with 53.3% viewing it as important Notably, only 3.3% of students felt that grammar was a little important.
In response to question 3C, 20.0% of students indicated that having a strong understanding of the reading topic was very important, while 53.3% considered it important Conversely, 26.7% of students viewed this factor as only slightly important Regarding question 3D, all interviewees acknowledged the significance of reading strategies in enhancing reading comprehension.
The subsequent 13 questions assessed students' reading strategies, categorized into metacognitive, cognitive, and social/affective strategies according to O'Malley and Chamot's 1990 framework This analysis, as previously noted, employed this framework along with two reading test formats to evaluate the effectiveness of the reading strategies used by the participants.
The initial section presents the findings from the questionnaire regarding participants' metacognitive strategies These strategies are classified into three categories: planning, monitoring, and evaluation, with four specific questions related to these categories coded as items 4, 5, 6, and 7.
Chart 3.7 presents the percentage of responses given by the participants
Chart 3.7 Questionnaire Results: Metacognitive Strategies
As shown above, most students employed the three given metacognitive strategies while reading
A significant 86.7% of students utilized previewing techniques, such as reviewing headings and illustrations, to grasp the main ideas of the text prior to reading Furthermore, 90.0% engaged in skimming the text to identify key concepts before delving into details In terms of monitoring comprehension, the same 90.0% of students checked their understanding and the accuracy of their written work while reading Additionally, 86.7% of students reviewed their answers after completing the reading.
The second part of the article presents the results of a questionnaire assessing cognitive reading strategies utilized by participants Eight subtypes were identified, including repetition, grouping, deduction, imagery, elaboration, transfer, inferencing, and summarizing, corresponding to items 8 through 15 The students' responses will be illustrated in the accompanying chart.
Item 8 Item 9 Item 10 Item 11 Item 12 Item 13 Item 14 Item 15
Chart 3.8 Questionnaire Results: Cognitive Strategies
The results in chart 3.8 show some differences and similarities among the responses given by the participants
A significant 70% of students employed repetition strategies by focusing on new sentence patterns to enhance their understanding Additionally, 80% effectively recognized words with similar meanings while reading, demonstrating strong grouping skills Remarkably, 90% of the students utilized deduction strategies to derive meaning However, 23% did not engage in imagery strategies, opting not to create personal visual images to aid in understanding or remembering new vocabulary and information.
A significant 86.7% of students employed elaboration and transfer strategies, while 83.3% utilized inferencing and summarizing techniques These students effectively inferred the meanings of new words from contextual information and were able to mentally summarize the main ideas of the texts they read.
The final reading strategy to explore is the social/affective strategy, focusing specifically on cooperation Chart 3.9 presents the results of the questionnaire regarding the cooperation strategy.
Chart 3.9 Questionnaire Results: Social/Affective Strategies
According to chart 3.9, 90.0% of participants collaborated with classmates to address questions in the reading texts, highlighting the significance of this reading strategy for students.
Based on the results of the study, some issues regarding the students‟ attitudes to reading comprehension and reading strategies will be discussed below
The results from the questionnaires revealed that nearly all students recognize the significance of reading comprehension in learning English When asked about the factors influencing their reading comprehension, the majority emphasized the necessity of effective reading strategies Additionally, the discussion will focus on the students' reading strategies, categorized into three types: metacognitive, cognitive, and social/affective strategies.
The study on metacognitive strategies—planning, monitoring, and evaluation—demonstrated that students effectively practiced and acquired these reading techniques through two tests and questionnaires Initial results from Test 1 indicated a lack of proficiency in these strategies, particularly in evaluation, as many students provided incorrect answers However, after two months of targeted practice, Test 2 results showed significant improvement Additionally, questionnaire responses supported these findings To facilitate learning, the researcher developed reading texts accompanied by strategy-related questions, implementing one text in a 60-minute classroom session where students received guidance on these strategies Further reading materials were assigned for home practice.
The analysis of cognitive reading strategies—such as repetition, grouping, deduction, imagery, elaboration, transfer, inferencing, and summarizing—demonstrated varying effectiveness through test results and questionnaires Test 1 indicated that students' cognitive reading strategies were less effective than their metacognitive counterparts, but Test 2 showed improvement, particularly in repetition and elaboration Despite students reporting diligent practice of transfer and imagery strategies, these did not show significant enhancement This may be attributed to limitations in reading comprehension skills developed over years and the lack of exposure to English materials, particularly for students from rural and mountainous regions with fewer opportunities to practice the language.
Questionnaire Results: Cognitive Strategies
Item 8 Item 9 Item 10 Item 11 Item 12 Item 13 Item 14 Item 15
Chart 3.8 Questionnaire Results: Cognitive Strategies
The results in chart 3.8 show some differences and similarities among the responses given by the participants
In a recent study, 70% of participants utilized repetition by focusing on new sentence patterns to enhance their knowledge Additionally, 80% successfully identified words with similar meanings while reading, demonstrating effective grouping skills Remarkably, 90% of students employed deduction strategies to comprehend text However, 23% of students did not utilize imagery techniques, indicating a gap in using personal visualizations to understand or retain new vocabulary and information.
A significant 86.7% of students employed elaboration and transfer strategies in their learning, while 83.3% utilized inferencing and summarizing techniques These students demonstrated the ability to deduce the meanings of unfamiliar words through contextual clues and effectively summarize the main ideas of texts after reading.
The final reading strategy to explore is the social/affective strategy, which focuses on cooperation Chart 3.9 presents the results of a questionnaire that highlights the effectiveness of the cooperation strategy in enhancing reading comprehension.
Questionnaire Results: Social/Affective Strategies
According to chart 3.9, an impressive 90.0% of participants collaborated with their classmates to tackle questions related to the reading texts, highlighting the significance of this reading strategy for students.
Based on the results of the study, some issues regarding the students‟ attitudes to reading comprehension and reading strategies will be discussed below
The results of the questionnaires revealed that nearly all students recognize the significance of reading comprehension in their English language learning When asked about the factors influencing their reading comprehension, almost all students emphasized the necessity of effective reading strategies Additionally, the discussion will focus on the students' reading strategies, categorized into three types: metacognitive, cognitive, and social/affective strategies.
The study on metacognitive strategies—planning, monitoring, and evaluation—demonstrated that students effectively practiced and acquired these reading techniques through two tests and questionnaires Initially, Test 1 revealed poor performance in metacognitive reading strategies, particularly in evaluation, with many incorrect answers However, after two months of practice, Test 2 showed significant improvement Questionnaire results supported this progress To facilitate learning, the researcher designed reading texts with strategy-related questions, implementing one text in a 60-minute classroom session where students were guided in applying these strategies to comprehension questions Additional texts were provided for home practice.
The analysis of cognitive reading strategies, including repetition, grouping, deduction, imagery, elaboration, transfer, inferencing, and summarizing, revealed mixed results In Test 1, students exhibited weaker cognitive reading strategies compared to their metacognitive counterparts; however, an improvement was noted in Test 2, particularly in strategies like repetition and elaboration Despite students reporting diligent practice of transfer and imagery strategies, their performance in these areas showed minimal enhancement This may be attributed to limitations in reading comprehension skills, as many students lacked effective reading techniques over the years, and their rural backgrounds likely restricted their exposure to English language materials and practice opportunities.
The study revealed that students significantly improved their social and affective reading strategies over two months Initially, they primarily practiced speaking in pairs or groups, neglecting reading comprehension They tended to work individually on reading texts, often skipping difficult sections However, by the end of the study, students effectively collaborated with classmates to tackle challenges within reading comprehension, demonstrating enhanced cooperative problem-solving skills.
The study demonstrated that effective reading strategies significantly enhance students' reading comprehension abilities However, it also identified certain weaknesses and challenges in the application of these strategies by students Consequently, the researcher concludes that with the implementation of appropriate teaching and learning methods, these reading strategies can be utilized more effectively in reading classes at TNCET The writer will provide recommendations on suitable reading methods to be adopted and practiced.
Teachers must consistently teach reading strategies throughout the year, ensuring these strategies are relevant to the texts and tasks at hand It is essential for educators to provide students with ample opportunities to practice the strategies they learn Additionally, teachers should carefully consider the timing and context of implementing these reading strategies within the course To align with course objectives, teachers need to prepare and design reading tasks and activities effectively.
Teachers play a crucial role in enhancing students' reading skills by systematically practicing and reinforcing reading strategies during activities To support this, it is essential for educators to assign diverse reading materials for both school and home use Additionally, creating or compiling more reading exercises can significantly boost students' reading comprehension while also strengthening their vocabulary and grammar knowledge.
The study reveals that most students predominantly employ a bottom-up reading model, which hinders their effectiveness in utilizing various reading strategies Consequently, educators should guide students in integrating both bottom-up and top-down reading approaches during lessons By leveraging the strengths of each model, teachers can enhance reading comprehension across different tasks.
Students must understand that reading comprehension is an active process that requires the simultaneous use of various strategies By maximizing opportunities to practice these reading strategies, they can gradually enhance their reading comprehension skills.
In addition, students should be willing to practice reading both at school and at home When taking part in a reading comprehension task, students should:
1 Preview the headings, illustrations and the text to guess the main idea of the text before reading;
2 Read questions to know what to focus;
3 Determine suitable strategies according to their reading purposes;
4 Cooperate with the classmates or friends;
5 Use a dictionary for new words or expressions;
6 Seek teachers‟ assistance for difficult parts in the reading texts if they fail to comprehend it even after they have worked in groups/pairs
Students should focus on enhancing their grammar and vocabulary skills, as these are essential for improving reading comprehension In turn, better reading comprehension will further enrich their understanding of grammar structures and expand their vocabulary.
This chapter presents an analysis of test and questionnaire results focused on three reading strategies: metacognitive, cognitive, and social/affective, as outlined by O'Malley and Chamot (1990) Initially, the findings from two tests assessing 12 reading strategies are discussed Subsequently, the analysis shifts to questionnaire results that reflect students' attitudes toward reading comprehension and the use of these strategies The chapter concludes with a discussion of the data and offers recommendations for enhancing the effective use of reading strategies in classroom settings.
This study aimed to explore the reading strategies employed by first-year non-English major students at TNCET and assess their effectiveness in reading classes The findings summarize earlier sections of the research, outline the study's conclusions, acknowledge its limitations, and offer recommendations for future research.
This study is structured into three main sections: introduction, development, and conclusion The first part offers an overview of the research, detailing the rationale behind the study, its objectives, significance, scope, and the overall design of the thesis.
Part 2 of the article encompasses three chapters that review literature on reading comprehension and strategies (Chapter 1), outline the methodology of the study including participants, data collection instruments, and procedures (Chapter 2), and present the data results along with a discussion of findings and recommendations (Chapter 3) Part 3 concludes with the study's key findings, acknowledges its limitations, and proposes directions for future research.