Rationale
As we navigate the new millennium, globalization has emerged as a vital development, intensifying the need for mutual understanding among global economies and citizens.
With globalization and Vietnam's accession to the WTO, the country is experiencing significant economic growth, making English an essential communication tool Proficiency in English is crucial for securing stable jobs and attaining high social status Consequently, the demand for effective English teaching and learning is rapidly increasing worldwide.
English learners must focus on four essential skills: reading, speaking, writing, and listening, with many aspiring to master all While some prioritize speaking and listening as vital communication tools, others emphasize writing for professional needs such as reports and business correspondence However, reading is often perceived as the most challenging skill, with learners struggling to engage with lengthy texts and unfamiliar vocabulary, leading to boredom in reading classes To address this, teachers should adopt innovative strategies to enhance reading skills, providing effective methods that motivate and support learners in their reading development.
Viettrronics Technology College, located in Hai Phong city, has been operational for seven years and comprises four faculties: Basic, Electrical and Electronics, Information Technology, and Economic Administration The English group, part of the Basic department, provides reading courses using the Lifelines book (Elementary by Tom Hutchinson) for non-English major students in their first and second terms First-year students encounter significant challenges in reading, primarily due to their recent transition from high school, which leaves them lacking foundational reading skills They struggle with lengthy texts and unfamiliar vocabulary within limited timeframes, as they only have two periods to read and analyze each lesson Consequently, many students resort to looking up new words and meticulously noting teachers' explanations, leading to fatigue and stagnation in their reading skills.
For all above reasons, the researcher wishes to try some new advances to improve reading skill for students, especially the first year students And the writer’s thesis is:
“Advances in English Linguistics Employable for the Teaching of Reading Comprehension Techniques to First Year Students at Viettronics Technology College”.
Aims and objectives of the study
Aims of the study
This study aims to explore the reading challenges faced by non-English students at Viettronics Technology College By identifying these difficulties, the research seeks to apply advancements in English linguistics to enhance teaching methods for reading comprehension, ultimately motivating and improving students' reading skills.
This article aims to examine the current state of reading instruction at Vocational Training Centers (VTC), identify the challenges faced by non-English speaking students, and explore the implementation of extensive reading as an effective method for teaching reading comprehension techniques to first-year students at VTC.
Objectives of the study
+ Data collection for the analysis from the first year students of classes in Economic administration department at VTC:
+ Find out the dominant difficulties + Evaluate what advances in English linguistics employable for the teaching of reading Comprehension Techniques are best suitable.
Methods of the study
This study employs both quantitative and qualitative research methods to analyze students' attitudes toward reading lessons Additionally, the researcher aims to categorize and systematize findings to identify the challenges students face in reading The goal is to determine the most effective teaching strategies for enhancing reading comprehension among first-year students at Viettronics Technology College.
Scope of the study
This study explores the use of extensive reading as an effective method for teaching reading comprehension techniques to non-English major students, particularly in tackling lengthy and unfamiliar texts Focusing on first-year students in the Economic Administration department at VTC, the research aims to identify common reading difficulties faced by these students The findings will inform the development of principles for implementing extensive reading strategies, ultimately enhancing students' motivation and improving their reading skills.
Design of the study
This minor thesis is divided into three parts
In today's globalized world, proficiency in the English language is crucial for success, as it encompasses essential skills such as reading, speaking, listening, and writing, which students actively seek to develop However, many students face challenges in mastering reading comprehension, particularly at vocational training centers (VTC) This study aims to explore these difficulties, outlining its objectives, research methods, and scope to better understand the factors influencing English language acquisition among students.
Part B: Consists of three chapters:
Chapter 1 explores the literature surrounding key linguistic concepts relevant to the research topic, including definitions of reading and reading comprehension, as well as the various types of reading It highlights the distinctions between extensive and intensive reading, providing a comprehensive overview of these essential elements in understanding reading comprehension.
Chapter 2: Analyzes the general learning situation at VTC, teachers and their teaching methods, materials and assessment, especially, data collection, finding and discussion also will be focused in this chapter
Chapter 3: Gives the employment of extensive reading as a possible way of teaching reading comprehension techniques to the first year students at VTC
Part C: “Conclusion” summarizes what is obtained in this study and shows the limitations and gives some suggestions for further study
LITERATURE REVIEW
Review of literature
This chapter is divided into four sub-sections: the first explores the theoretical background of reading skills, including definitions, comprehension, processes, types, and purposes of reading The second section highlights advancements in English linguistics relevant to teaching reading comprehension, focusing specifically on extensive reading—its definition, comparison with intensive reading, and its application in language classes The third section reviews previous research on the impact of extensive reading on students' reading abilities Finally, the fourth section provides a summary of the chapter.
1.2 An Overview on the Nature of Reading
1.2.1 Definition of reading There are numerous of reading definitions as:
Reading is a psycholinguistic process where the reader reconstructs a message encoded by the writer in a graphic format This reconstruction involves a cyclical process of sampling, predicting, testing, and confirming the information presented.
Rumelhart (1977) defines “reading involves the reader, the text and the interaction between the reader and the text”
William emphasizes that written texts often include more information than necessary for comprehension An efficient reader skillfully extracts only the essential elements needed to grasp the meaning.
According to Harmer (1989:153), reading involves the eyes capturing the message while the brain interprets its significance, highlighting that reading can be seen as a mechanical process.
Obviously, Experts give different reading definitions but they all share the same idea that reading includes reader, text, reading process and reading message
Reading comprehension plays a very important part in teaching and learning reading a foreign language It is the ability to understand information in a text and interpret it appropriately So that:
Swam (1975:1) states “a student is good at comprehension we mean that he can read accurately and efficiently to get the maximum information of a text with the minimum of understanding”
Grellet (1981:3) proposes “reading comprehension or understanding a written text means extracting the required information from it as effectively as possible”
Reading comprehension is defined as the process of constructing meaning from a text (Lenz, 2000:3) This process involves both the reader and the writer, where the reader decodes the writer’s words while utilizing their background knowledge to form an understanding of the passage.
On the whole, reading comprehension is the process that helps readers obtain information in a text and understand it appropriately
Kamil (1986) claims that there have been three general orientations of reading models: bottom-up models (text – based), top- down models (reader – based), and interactive models (balanced – models)
In bottom-up the reader begins with the written text and constructs meaning from letters, words, phrases and sentences and then processes the text in a linear fashion as Kamil
(1986: 73) says “the reader begins the reading process by analyzing the text in small units and these units are built into progressively larger units until meaning can be extracted”
Top-down processing in reading involves the reader starting from higher mental stages and moving towards the text, focusing on reconstructing meaning rather than merely decoding its form This model highlights the interaction between the reader and the text over the graphic elements As researcher Goodman (1976) noted, "reading processes are initiated by making guesses about the meaning of the text."
The interactive approach proposed by Samuel and Kamil (1988) integrates bottom-up and top-down models in a dynamic manner, emphasizing the reader's active participation This model necessitates the use of various strategies, drawing on both world knowledge and linguistic understanding to effectively interpret text meaning.
The rise of interactive models highlights their ability to enhance the advantages while reducing the drawbacks of using bottom-up or top-down approaches independently This synergy between bottom-up and top-down processing is essential for effective reading comprehension.
Traditionally, the types of reading are divided into two parts: according to manner of reading and purposes of reading
The figure 1 will show the traditional types of reading
Figure 1: The traditional types of reading
Reading, as categorized by Doff (1988), encompasses two primary forms: reading aloud and silent reading Reading aloud entails not only visual engagement with the text but also verbal expression, serving as an effective means of conveying information, though it is seldom practiced outside educational settings Additionally, other researchers view reading aloud as a valuable tool for helping students establish connections with the material.
Reading for language sounds and spelling of words and to assist teachers to check students’ pronunciation Natal
(1996) says “reading aloud is an aid for beginners to improve their pronunciation”
Silent reading, as noted by Lewis (1985:110), is the primary method employed in our native language, recognized for being both the fastest and most efficient This reading style is predominantly utilized in everyday life and within educational settings.
According to Greenwood (1985), Williams (1986) and Grellet (1990), reading is divided into four types: skimming, scanning, extensive reading and intensive reading
According to Nuttal (1982:36), skimming involves quickly scanning a text to assess its relevance to our research or to stay informed about less critical topics This technique allows us to rapidly identify the main points of the material.
According to Grellet (1981:19), scanning involves searching for specific information without necessarily following the text's linear structure This reading technique allows individuals to quickly navigate through a passage to locate particular details efficiently.
Extensive and intensive reading serve distinct purposes; extensive reading involves engaging with long texts for enjoyment, focusing on the overall meaning, while intensive reading concentrates on shorter texts, emphasizing detailed information.
1.4 Some advances in English linguistics employable for the teaching of reading comprehension techniques
According to Jack C Richards (2003), reading is divided into three types: Extensive, Intensive and Oral reading The figure 2 shows the general picture of these types
Figure 2: The general picture of advances in reading
1.4.1 Extensive reading 1.4.1.1 Extensive reading definitions
Hill (2006) emphasizes the importance of reading quantity for language learning and fluency in extensive reading He distinguishes between library extensive reading, which focuses on the number of books read, and classroom reading, which prioritizes the quality of the reading experience This classroom approach enables students to engage more deeply with texts and discuss their content with teachers or independently.
Pre-reading Prediction Main ideas
RichardDay and Bamford (2004) consider extensive reading as ten principles:
The text should be easy for students Should not give many unknown words to students
Teachers should present students with many kinds of reading materials (books, stories, topics, genres )
Students should be given the possibility of selecting what they want to read
4 Readers should read as much as they can
5 The purpose of reading is usually related to pleasure, information and general understanding
6 Reading is its own reward
7 Extensive reading should be silent and at the students’ pace
8 Reading speed is usually faster than slower
9 Teachers orient and guide their students
Teachers should be good models of students by reading the same materials that students are reading and exchanging opinions about them with students
Table 1: Ten principles of extensive reading
Out-of-class reading assignments can mirror real-world reading when students select their own materials and express their thoughts freely, without the pressure of tests This approach fosters genuine interest and inspiration from peers' opinions and experiences, while still holding each student accountable for their individual reading choices.
1.4.1.2 Extensive reading versus Intensive reading
There are two kinds of reading, intensive reading and extensive reading Both are important though their importance finds expression in different ways
AN INVESTIGATION INTO THE CURRENT SITUATION OF
Introduction
This chapter starts with an overview on VTC with background, facility and briefly trend of development Then some information about students and learning requirements are given
In addition, teaching methods, materials and assessments, and data collection are also analyzed in this chapter.
An Overview on Viettronics Technology College
Viettronics Technology College, established in 2003, is situated at 118 Cat Bi Street in Hai An District, Hai Phong City As a newly founded institution, it faced challenges in its inaugural year, with nearly 130 students enrolled across four classes and supported by a team of over ten teachers and staff.
VTC currently offers more than 73 classes, serving nearly 5,000 students with a dedicated team of over 130 teachers and staff The institution comprises four key departments: Basic Department, Electrical and Electronics Department, Information Technology Department, and Economic Administration Department.
We, English group belong to Basic department so we teach for non- English major students
This figure shows the quick development of our college as well as the potential for teachers to access to students’ variable requirements
The English teaching program at VTC is structured into two main parts In the first part, students engage in general English for two terms, focusing on essential skills During the first term, which lasts 15 weeks, the emphasis is on developing listening and speaking abilities The second term, also spanning 15 weeks, shifts attention to reading and writing skills, providing students with crucial background knowledge in preparation for English for Specific Purposes (ESP) in the subsequent terms This makes reading skills particularly vital for first-year students Additionally, the role of teachers and their methods of teaching reading significantly impact student learning outcomes.
Teachers and Teaching Methods
VTC boasts a team of eight English teachers aged between 26 and 34, with the majority holding university degrees Among them, two are pursuing their master's degrees in English at the College of Foreign Languages, Viet Nam National University Although they may be relatively inexperienced, their strong qualifications and passion for teaching drive their commitment to enhancing the quality of education they provide.
In the initial terms, teachers are assigned to various classes at the same level, managing 75 periods per term, which allows for five periods a week over two days This schedule provides teachers with ample time to effectively cover four different skills However, a lack of experience often leads to reliance on traditional teaching methods, focusing primarily on grammar and vocabulary Teachers typically instruct students to read texts, identify new words and structures, and explain their meanings, while rarely encouraging students to predict meanings or engage in critical thinking Additionally, students are often required to translate texts from English to Vietnamese or complete provided exercises, with limited use of extensive reading activities To enhance students' reading abilities, it is essential to implement more effective teaching strategies.
Materials and Assessments
At VTC, students are enrolled in a reading course based on the Lifelines book (Elementary) by Tom Hutchinson during the first and second terms This course comprises 14 units designed to enhance their reading skills.
150 periods for two terms (45 minutes for each period) There are four skills in this book
This book features a structured approach to language learning, beginning each unit with grammar and its practical application Following this, vocabulary relevant to the reading text is introduced, enhancing the overall engagement with the material Additionally, the book offers diverse reading passages on topics such as "people and jobs," making the learning experience both informative and enjoyable.
The article emphasizes that the curriculum, which includes themes like "family" and "food and drinks," primarily focuses on teaching reading through structured activities such as pre-reading, while-reading, and post-reading exercises This reliance on the textbook may lead teachers to become overly dependent on the provided materials, potentially stifling their initiative to seek additional resources or diverse activities that could enhance students' reading habits and abilities Additionally, the curriculum addresses listening, speaking, and pronunciation skills, rounding out the language learning experience.
Data Collection, Findings and Discussion
The study focuses on 210 elementary-level students from the Economic Administration department at VTC, encompassing four classes: KTK7A, KTK7B, QTK7E, and QTK7F These students, aged 19 to 22, are a diverse group hailing from various regions across Vietnam, including Thai Binh, Quang Ninh, Bac Giang, and Hanoi, as well as remote areas such as Cao Bang and Lang Son Currently, they are in their second term at VTC.
This study utilized a survey questionnaire as the primary data collection method, comprising 20 questions divided into four sections The first section assessed students' attitudes toward the significance of reading English for their learning and future careers The second section focused on students' perceptions of the reading texts in the Lifeline-Elementary book The third section explored students' reading activities, including pre-reading, while-reading, and post-reading strategies Finally, the last section evaluated students' attitudes towards their teacher's activities during reading lessons The findings aim to provide insights into English linguistics that can enhance reading comprehension techniques for first-year students at Viettronics Technology College.
2.5.2.1 Question 1: Pie chart 1: Students’ attitudes towards the role of reading English to their learning and their future career
According to a recent survey, 57% of first-year students believe that reading English is crucial for their English learning and future careers, while 40% consider it important Only 2% view reading as not very important, and a mere 1% underestimate its significance These statistics clearly highlight the vital role that English reading plays in the academic and professional development of first-year students at VTC.
57% not important not very important important very important
2.5.2.2 Questions (2-5): chart 2: Students’ attitude towards the reading text in Lifeline- Elementary book
A recent analysis of students' attitudes towards the reading texts in the Lifeline-Elementary book reveals that 62% find the texts interesting, though only 1.5% consider them very interesting In contrast, 20% feel the texts are not very interesting, while 16.5% deem them boring When assessing the difficulty of the reading material, 65.7% of students report encountering some unknown words, 32.3% find many, and only 2% claim there are no new words Additionally, students express feelings of anxiety (32%), nervousness (15.7%), and fatigue (45.2%) when faced with texts containing numerous unfamiliar words, with only a small percentage feeling excited by such challenges.
As for the length of the reading texts, a large number of students suppose it is moderate (61%) But not a small number (29%) consider the reading texts short A very small
Question 2 Question 3 Question 4 Question 5 number of students choose the option that the reading texts are very long and the rest 8% of students decide they are long
The document is structured and contains engaging reading texts appropriate for first-year students, making it a suitable resource However, some students find the texts boring, brief, and filled with unfamiliar vocabulary To enhance students' reading skills, teachers should supplement the main book with additional materials and activities, promoting extensive reading.
2.5.2.3 (Questions 6-13): Students’ activities in reading 2.5.2.3.1 (Questions 6-8): chart 3: Students’ activities in pre-reading
According to the data in Chart 3, a significant majority of students (54.3%) focus primarily on the questions related to the texts before reading, while only a small fraction (4.3%) attempts to predict the content Additionally, 31.4% of students review the headings and titles to understand the meanings, whereas 10% do not engage in any preparatory activities When asked about their frequency of predicting the main content prior to reading, a concerning 75.8% of students reported that they rarely make predictions, with only 10% indicating they do so sometimes.
A significant number of students lack essential background knowledge in reading, with only 5.7% indicating they often engage in pre-reading strategies This deficiency leads to poor reading skills, as many students do not understand that predicting content before reading can enhance their comprehension and speed According to a survey, 73% of students attempt to guess the main ideas by reading the text carefully, while 9% rely on the first and last sentences Additionally, 13.3% use images and headlines to infer main ideas, but very few employ scanning (3.3%) or skimming (1.4%) techniques.
2.5.2.3.2 (Questions 9-10): chart 4: Students’ activities in while-reading
The chart reveals that 62% of students engage in sentence-by-sentence reading and translation, while 30.9% scan the text linearly to identify new vocabulary and structures Only 4.7% read the entire text thoroughly from start to finish, focusing on details, and a minority of students opt to read only the first and last sentences of each paragraph.
When confronted with unfamiliar words while reading, 48% of students turn to a dictionary for definitions, while 25% attempt to infer meanings from the surrounding context Additionally, 22% seek assistance from their teachers for clarification on new vocabulary and structures Notably, a mere 5% of students admit to ignoring unknown words altogether.
Survey results indicate that students heavily rely on dictionaries and teacher assistance for understanding reading texts This dependence highlights the need to reform teaching methods and incorporate advancements in reading strategies to enhance students' reading skills.
2.5.2.3.3 (Questions 11-13): chart 5 Students’ activities in post-reading
According to the data presented in Chart 5, 54% of students seek clarification from their teachers when they encounter difficulties in understanding a text Additionally, 41% engage in discussions with their peers to address challenges and enhance comprehension Conversely, a small percentage of students, specifically 4.7%, feel uncertain about how to proceed, while 3.3% become fatigued and cease reading altogether Furthermore, it is noted that students lack the habit of summarizing the text.
Despite the importance of reading comprehension skills, only 1.4% of students frequently utilize this ability, while 20% use it occasionally and 7.2% never engage with it The majority, at 71.4%, report that they practice exercises after reading to enhance their understanding.
The chart reveals students' preferences for various reading exercises, with "true/false" being the most favored at 71% This preference may stem from the simplicity and clarity of the questions, which require minimal cognitive effort Additionally, comprehension questions and multiple-choice exercises are also popular, chosen by 11% and 14% of students, respectively Only 4% of students prefer word formation exercises.
Students generally have an aversion to reading materials that demand critical thinking While teachers may consider follow-up activities to engage students, they often lack clarity on effective options Typically, they rely on familiar teaching methods rather than exploring modern techniques that could enhance reading comprehension To improve students' reading skills, extensive reading (ER) is a valuable approach that educators at vocational training centers (VTC) should incorporate into their lessons.
2.5.2.3.4 (Question 14-20): chart 6: Teachers’ activities towards their students in the reading lesson
According to the analyzed data from Chart 6, a significant majority of students (41.5%) indicate that their teachers engage their attention by scanning texts and writing new vocabulary and structures on the board Additionally, 10% of students report that their teachers encourage them to examine headings and titles for comprehension prior to reading Furthermore, 21.4% of students believe they are prompted to analyze pictures for meaning before proceeding, while 27.1% state that teachers provide a brief introduction to the text before reading begins These findings suggest that most educators primarily employ traditional methods for teaching English reading, focusing on presenting new words and structures, while alternative strategies to enhance reading motivation appear insufficient for improving students' reading skills.
Summary
In this chapter, from the overview on the current teaching and learning situation at VTC, findings and discussion from the survey questionnaire, we can draw out the conclusion that
First-year students at VTC generally support the use of the book "Lifelines-Elementary," despite its limitations as it is not specifically designed for reading The reading texts are primarily presented through narrative and descriptive formats, which may not engage all learners To enhance vocabulary and meet the needs of more advanced students who may find the material insufficient or uninteresting, it is essential to provide additional extensive reading resources.
Many teachers at VTC are young and dedicated to fulfilling their students' learning needs; however, they often lack experience, which can lead to shortcomings in their teaching methods The traditional approach to teaching reading remains prevalent in this environment.
To enhance students' reading skills, teachers should diversify activities and incorporate advancements in reading techniques, fostering a communicative approach that actively engages learners in the process.
THE EMPLOYMENT OF EXTENSIVE READING AS A POSSIBLE
Introduction
Based on the analysis in chapter two, the researcher emphasizes the crucial role of English reading in enhancing students' learning and career prospects In addition to traditional teaching methods and the existing reading materials in Lifelines, it is essential to explore alternative strategies to improve students' reading skills Consequently, the researcher plans to implement extensive reading to enhance reading comprehension among first-year students at VTC.
This chapter presents ten essential principles for implementing an extensive reading approach in teaching reading These principles address the characteristics of extensive reading and the necessary conditions and methodologies for its effective application The author advocates for teachers to utilize the ten principles outlined by Bamford and Richard Day (2004) as a valuable resource for enhancing reading comprehension techniques.
3.2 Employment of extensive reading as a possible way of teaching reading comprehension techniques to the first year students at VTC
Authentic texts can be valuable in language classes, even for beginners, as long as the tasks are manageable, such as scanning a TV guide or reading a newspaper article for main ideas It's essential for students to acquire skills for navigating authentic texts, especially when personal interests or career goals are involved However, working with these texts often involves intensive, task-based reading rather than extensive reading The time needed to understand challenging texts, which requires significant dictionary use and multiple readings, limits the effectiveness of this approach in achieving the goal of extensive input and can hinder the development of reading fluency (Bamford, 1993).
Criticism of simplified materials for extensive reading often overlooks their purpose; these graded resources serve as a vital bridge to help students gain the skills and confidence needed to tackle authentic texts The ultimate aim is for students to read materials that pique their interest or fulfill their needs, and graded reading materials provide comprehensible input and practice In extensive reading programs, it's essential to encourage students to progressively challenge themselves with more complex reading as their abilities improve.
Choosing engaging and enjoyable materials for extensive reading is crucial, as it enhances student motivation When students find pleasure in their reading, it transforms the activity from a chore into an enjoyable experience, leading to increased reading frequency Narrative texts, such as novels, short stories, and biographies, naturally foster this motivation by sparking a genuine interest in the stories being told.
To create a comprehensive reading library, program administrators should ensure a diverse selection of genres that cater to the varied interests of students.
Teachers should provide reading materials with minimal unfamiliar vocabulary and grammar to students For second and third-year students, texts written by native speakers are recommended First-year students, who have lower proficiency, should have access to an extensive reading library that categorizes materials by difficulty levels, allowing students of varying abilities to find easily understandable content.
3.2.2 A variety of reading material on a wide range of topics must be available
The key to successful extensive reading lies in captivating students' interest in diverse texts that cater to their individual preferences and reading goals To foster a desire to read, it's essential to provide a wide range of materials, including books, magazines, newspapers, and various genres, both fiction and non-fiction To better understand what students are interested in, educators should follow Williams' advice by inquiring about their reading preferences in their native language, observing their choices in the library, and consulting with the school librarian.
A diverse selection of reading materials allows students to explore topics that align with their interests, fostering a flexible approach to reading Teachers can choose various texts to motivate students, who read for different purposes, such as entertainment or information This variety also enables students to practice reading independently in multiple ways.
3.2.3 Choosing what they want to read
Self-selection of reading materials is essential for extensive reading, allowing students to choose texts that they anticipate will be understandable, enjoyable, or educational This principle also empowers students to discontinue reading anything they find too challenging or uninteresting, fostering a more engaging and personalized learning experience.
Teachers should empower students by allowing them to choose what, how much, and when they read, while providing a weekly topic to guide their reading in class This approach not only ensures that the entire class has sufficient reading material but also fosters a sense of responsibility for their reading skills Additionally, teachers can access a wealth of ideas and prompts online to enhance their reading instruction By utilizing reference documents available on the internet, educators can discover numerous extensive reading (ER) activities tailored for second language learners, enabling them to design ER classes that align with their educational objectives and the proficiency levels of their students.
3.2.4 Students read as much as possible
To cultivate a reading habit and reap the benefits of extensive reading, students should aim for at least one book per week This goal is achievable for learners at all proficiency levels, particularly for first-year students with low-intermediate skills Educators should select extensive reading materials that align with classroom topics, such as providing texts related to "survivors" during the second term Additionally, teachers can encourage students to explore various sources, including online platforms, libraries, and relevant books, to enhance their reading experience.
In the second week, students will focus on the topic of "survivors" during their reading lessons, engaging in discussions about the material they have previously prepared This approach not only enhances their vocabulary rapidly but also fosters self-improvement in grammar and translation skills.
3.2.5 The purpose of reading is usually related to pleasure, information and general understanding
Teachers should prioritize creating a positive reading class atmosphere that fosters enjoyment, knowledge, and comprehension, making students feel comfortable and engaged By incorporating interactive activities instead of traditional methods, students become motivated to complete reading tasks and actively participate in discussions For instance, when teachers assign a topic like "family" and encourage small group discussions, students can collaboratively explore questions, enhancing their understanding and showcasing their knowledge This approach not only sparks enthusiasm and confidence among students but also significantly boosts their motivation to develop reading skills.
3.2.6 Reading is its own reward
The focus of extensive reading is on the students' personal experience with the text, mirroring the way reading occurs in daily life Consequently, extensive reading typically does not include comprehension questions, as it is an enriching experience that stands alone.
Summary
The researcher aims to inspire teachers to reflect on their beliefs regarding effective methods for helping students become proficient foreign-language readers This article presents ten principles of teaching extensive reading that can be applied to enhance reading comprehension techniques for first-year students at VTC.
Teachers play a crucial role in guiding students to enhance their reading skills By encouraging extensive reading, educators help students improve their comprehension, retain new vocabulary, and transform their perception of reading from a tedious task to an engaging activity.
CONCLUSION
Recapitulation
With the aims of improving the teaching and learning reading comprehension of the first year students, the research is designed with three main chapters
In Chapter 1, the researcher provides an overview of reading, outlining traditional and advanced reading types suitable for teaching comprehension techniques to first-year students at VTC, with a focus on extensive reading The chapter defines extensive reading, contrasts it with intensive reading, and discusses its application in language classes Additionally, it reviews previous research on extensive reading.
In Chapter 2, the author provides an overview of Viettronics Technology College, focusing on its teachers, teaching methods, materials, and assessment strategies The chapter includes an analysis of the current state of reading instruction at the college, based on data collected from a survey of twenty questions aimed at understanding teachers' methodologies and student activities during pre-reading, while-reading, and post-reading phases It also assesses students' interest in reading materials and their perceived utility The analysis aims to determine the percentage of extensive reading practices employed by teachers for first-year students Based on these findings, the author suggests alternative strategies for enhancing reading comprehension instruction for educators.
Students face significant challenges in developing their reading skills, primarily due to the traditional intensive reading methods employed by teachers, which often rely on predicting, skimming, and scanning techniques In contrast, the introduction of the ten principles of extensive reading represents a progressive shift in teaching approaches at VTC, offering educators innovative strategies to enhance students' reading experiences.
Chapter 3 focuses on extensive reading employable for the teaching reading comprehension techniques for the first year students at VTC It is quite a new way of teaching and learning reading for both teachers and students so extensive reading is applied to teachers and students with ten principles according to Bam ford and Richard Day
* The reading material is easy
* A variety of reading material on a wide range of topics must be available
* Choosing what they want to read
* Students read as much as possible
* The purpose of reading is usually related to pleasure, information and general understanding
* Reading is its own reward
* Reading is individual and silent
* Reading speed is usually faster rather than slower
* Teachers orient and guide their students
* The teacher is a role model of a reader
While the principles of Extensive Reading (ER) may be new to teachers and students at VTC, they serve as effective tools for enhancing students' reading skills A diverse range of ER activities significantly aids in improving these skills by fostering observation, expanding vocabulary, and motivating students to read comfortably without boredom Through ER, students can develop their reading abilities, enjoy reading for pleasure, and explore new interests Consequently, they will discover that reading is not as challenging as they once believed, leading to daily improvements in their reading skills.
Extensive reading allows teachers to explore diverse reading materials, enhancing their knowledge and enriching their reading lessons By incorporating new insights and items from their readings, educators can make their lessons more engaging and effective.
The researcher of this study encourages other educators to conduct in-depth investigations into students' English for Specific Purposes (ESP) challenges, particularly in reading comprehension By exploring these difficulties, teachers can effectively apply ten principles of extensive reading to enhance reading techniques for first-year students at VTC.
Limitations and suggestions for further research
This study has certain limitations due to the author's constraints in time and expertise It specifically targets first-year students and their basic English reading skills, while acknowledging that all students need support to enhance their reading abilities for English for Specific Purposes (ESP) in their second and third years.
To enhance the understanding of reading comprehension difficulties, it is essential to increase the number of questionnaire items targeting both teachers and students This approach will provide valuable insights that can lead to more effective solutions for improving students' reading skills Additionally, the study should provide detailed strategies for developing students' reading speed and word retention to achieve more significant results.
To enhance students' reading skills, teachers should incorporate ten principles of extensive reading alongside traditional methods in their reading comprehension instruction The author aims for this study to contribute positively to the teaching and learning of reading skills at Viettronics Technology College.
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This survey questionnaire is intended for our thesis “Advances in English Linguistics Employable for the Teaching of Reading Comprehension Techniques to First Year Students at Viettronics Technology College”
Please respond honestly and accurately to each statement or question by circling your answer Your feedback is crucial for enhancing the methods of teaching English reading at our college.
1 How do you find the role of reading English to your learning English and to your future career? a very important b important c not very important d not important
2 What do you think of the reading text in the book “lifelines -Elementary” a very interesting b not very interesting c interesting d boring
3 Are there many unknown words in the reading text in “lifelines – Elementary”? a many b some c no unknown words d other
4 How do you feel when you have a reading text with many new words that you don’t know? a anxious b enjoyable c nervous d tired
5 What do you think of the length of the reading text in “lifelines – Elementary”? a very long b medium c long d short
6 What do you often do for pre-reading? a look at the headings and title for each section and think about the meaning of each b pay attention to the questions of the texts c scan the texts and predict the content of the reading texts d do nothing
7 Before reading, how often do you predict the main content of the text? a often b sometimes c rarely d never
8 How can you guess the main ideas of the text? a basing on the first and the last sentence of the text b reading the text carefully c basing on the picture and headline to find main ideas d scanning e skimming
9 What do you often do for your detail reading? a read the text attentively from the beginning to the end b read sentence by sentence and underline new words and structures c read the first and the last sentence of each paragraph in the reading text d read and translate sentence by sentence
10 What do you often do when you are faced up with unknown words in your while- reading? a look them up in the dictionary b guess the meaning of the word basing on the meaning of sentences c ask your teacher for meaning d ignore them all
11 After reading the text for details, you are unable to understand the text, what do you do? a stop reading immediately b ask your partners c ask your teacher d do not know what to do
12 After reading the text for details, how often do you summarize the text? a often b sometimes c rarely d never
13 What kind of exercise you like most to do after reading the text? a comprehension questions b multiple choice questions c true/ false d word formation
14 What does your teacher often do to create your attention to the reading text for pre- reading? a ask you to look at the headings and title for each section and think about the meaning of each? b ask you to look at the pictures and think about the meaning of the text c scan the text and cross out all the words and structures you don’t know on the board d give a brief introduction to the text
15 What does your teacher often do when you have difficulties in understanding the text? a explain new words and structures b ask you to predict the content of the text c translate the text into Vietnamese