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(LUẬN văn THẠC sĩ) an evaluation of the appropriateness of the course book family and friends 4 for primary school learners in sunshine english school

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Cấu trúc

  • 1. Rationale (10)
  • 2. Aims of the study (12)
  • 3. Scope of the study (12)
  • 4. Method of the study (12)
  • 5. Design of the study (13)
  • CHAPTER 1: LITERATURE REVIEW (13)
    • 1.1. Reading (14)
      • 1.1.1. The roles of reading (14)
      • 1.1.2. Extensive Reading (15)
      • 1.1.3. Effective Extensive Reading (16)
      • 1.1.4. Benefits of extensive reading (17)
      • 1.1.5. Graded readers (18)
    • 1.2. Vocabulary (19)
      • 1.2.1. Vocabulary in second language learning (19)
      • 1.2.2. Incidental vocabulary learning (20)
      • 1.2.3. Reading and incidental vocabulary learning (21)
      • 1.2.4. Difficulties in incidental vocabulary learning (23)
    • 1.3. Previous research (25)
      • 1.3.1. Researches on incidental vocabulary acquisition (25)
      • 1.3.2. Researches on attitudes towards ER (30)
  • CHAPTER 2: METHODOLOGY (13)
    • 2.1. Participants (33)
    • 2.2. Action research (33)
      • 2.2.1. Action research procedures (34)
      • 2.2.2. Selection of reading materials (39)
    • 2.3. Instruments (40)
      • 2.3.1. Vocabulary tests (40)
      • 2.3.2. Questionnaire (40)
    • 2.4. Data presentation and data analysis (41)
      • 2.4.1. The pretest and posttest (41)
      • 2.4.2. T- test (42)
    • 2.5. Chapter summary (43)
  • CHAPTER 3: RESULTS AND DISCUSSIONS (13)
    • 3.1. The results of the tests (Research question 1) (0)
      • 3.1.1. The pretest and the posttest 1 (44)
      • 3.1.2. The posttest 1 and the posttest 2 (46)
    • 3.2. The results of questionnaire (Research question 2) (47)
      • 3.2.1. Results of the first part of the questionnaire (48)
      • 3.2.2. Result of the second part of the questionnaire (50)
    • 3.3. Discussion (52)
    • 3.4. Chapter summary (52)
    • 1. Summary of the findings (53)
    • 2. Limitations of the study and recommendations for further studies (54)

Nội dung

Rationale

Vocabulary is crucial in foreign language learning, serving as the key connection among the four essential language skills in English as a Foreign Language (EFL) To communicate effectively in a foreign language, students must not only amass a substantial vocabulary but also understand the appropriate usage and context of the words they learn.

Many EFL learners acquire vocabulary passively due to various factors, despite recognizing its significance in language learning Primarily, students often rely on their teachers' methods, such as explanations of meanings, which leads to a passive learning experience Additionally, they tend to concentrate solely on the basic meanings of new words Furthermore, vocabulary acquisition frequently occurs through contextualized examples found in textbooks or introduced by teachers during lessons.

Comprehension is a fundamental reason for reading, and vocabulary plays a significant role in enhancing understanding A critical way to develop vocabulary knowledge is through extensive reading (ER), which exposes students to a wide range of vocabulary essential for reading comprehension ER is a vital component of any English as a foreign or second language reading program, as highlighted by Bell (2001), who noted that it effectively fosters reading fluency, comprehension, and vocabulary development.

Extensive reading (ER) offers numerous benefits, as highlighted by various studies, from large-scale implementations in school districts to individual case studies It provides comprehensible input that enhances reading speed and comprehension, ultimately boosting learners' motivation and confidence while deepening their vocabulary knowledge (Bell, 2001; Pigada & Schmitt, 2006; Rashidi & Piran, 2011; Richards & Schmitt, 2002; Soltani, 2011) By presenting a wide array of graded materials in a stress-free environment, ER fosters a positive attitude towards language learning and encourages students to read for pleasure, which enhances their reading pace Additionally, it aids in the automatic recognition of frequently encountered words, allowing learners to engage with texts comfortably without the pressure of strict assessments, leading to a rewarding experience that promotes independence, confidence, and autonomy in learning (Allan, 2009; Hill, 2001; Bell, 2001; Pigada & Schmitt, 2006; Cha, 2009).

Recent observations indicate that Vietnamese learners, particularly those at Hung Yen Teachers’ Training College (HYTTC), have historically overlooked vocabulary acquisition (Tran, 2006) Despite four years of schooling, students demonstrated limited vocabulary, grammar, and practical skills Informal interviews revealed that many had not engaged in reading outside the classroom However, these students expressed a strong desire to enhance their vocabulary and alleviate the stress associated with vocabulary learning This need has inspired the study titled "Using Guided Extensive Reading to Improve Incidental Vocabulary Learning for First-Year English Major Students."

Aims of the study

This action research focuses on enhancing the incidental vocabulary learning of first-year English majors at Hung Yen Teachers' Training College, specifically targeting word meaning through guided extensive reading techniques.

To reach the aims, the researcher supposes two research questions as follows:

1 To what extent can the use of guided extensive reading improve the students‟ incidental vocabulary learning?

2 What are the students‟ opinions about the extensive reading program?

Scope of the study

The research was carried out with first-year English major students at HYTTC, concentrating on incidental vocabulary acquisition through a guided graded readers program (GRP) specifically in terms of meaning Consequently, the results of the study are limited to the impact of the extensive reading program on the participants within this particular context.

Method of the study

To address the research questions, an action research (AR) design was implemented, following the AR program model established by McBride and Schostak (1991) The process involved several key steps: first, identifying the problem; second, collecting and analyzing data; third, planning and executing the action; fourth, gathering data to monitor changes; and finally, analyzing and evaluating the results.

Design of the study

The study is composed of three following parts:

This part includes rationale, aims, scope and design of the study to introduce and to appeal the readers.

LITERATURE REVIEW

Reading

Reading significantly contributes to mental development and enhances eye muscle stimulation, requiring high levels of concentration and improving conversational skills Research shows that children and teenagers who cultivate reading habits tend to have higher intelligence quotients Consequently, strong reading skills are crucial not only for academic success among students but also for their social and professional growth A study by Gradman and Hanania (1991) explored the relationship between English as a Second Language learners' achievements and various background factors, revealing that extracurricular reading had the most substantial positive impact on language proficiency.

According to Walter (2004), reading in a second language requires quick and automatic word decoding, as well as access to the mental lexicon, emphasizing the importance of developing speed and fluency To achieve this, learners should aim to recognize at least 10,000 words in the new language Through reading, students become familiar with various topics, acquire a significant vocabulary, and navigate multiple texts with ease As a result, they gain confidence in their understanding of the material, enhancing their reading and writing skills.

In his 2005 work, Krashen highlighted the significant influence of reading on language acquisition, citing numerous studies that demonstrate a strong correlation between extensive free reading and improvements in second and foreign language skills Notable research by Lee, Krashen, and Gribbons (1996) focused on the acquisition of relative clauses, while Stokes, Krashen, and Kartcher (1998) examined the learning of present subjunctives in Spanish, further supporting the idea that reading enhances linguistic competence.

(2001) regarding factors which make writing difficult To sum up, many researchers have agreed upon the vital role of reading in language learning

Extensive reading (ER) has been defined in various ways by researchers, with Lewis and Hill (1992) emphasizing that it involves students gaining a general understanding of texts without needing to comprehend every word However, this definition falls short of capturing the broader purpose of ER Bamford and Day (1997) framed ER as an effective approach to foreign language teaching, particularly in reading Building on their insights, Bruton (2002) highlighted the significance of the quantity of reading material, the volume consumed, and the time dedicated to reading A more comprehensive definition by Robb and Susser (1989) characterizes ER as a language teaching method that involves reading large amounts of material for general understanding and enjoyment, allowing students to choose their reading materials without class discussions.

Extensive reading is defined as the practice of engaging with authentic texts in a foreign language that align with a student's proficiency level, aimed at achieving a general understanding and enjoyment of the material This approach is undertaken outside of the classroom, free from the stress of comprehension tests, allowing learners to immerse themselves in reading for pleasure.

To maximize the benefits of extensive reading (ER), it must be consistent and sustained (Schmitt, 2000) However, Lee and Hsu (2009) caution that many ER programs in Taiwan are short-lived, lack a diverse selection of books, and often mandate oral or written assessments, which can diminish students' enjoyment of reading Consequently, when designing an effective ER program, educators should carefully consider the duration, availability of reading materials, and budgetary constraints.

A crucial factor for effective extensive reading (ER) is providing materials that are understandable, relevant, engaging, and diverse To achieve these qualities, it is essential for teachers to involve students in the book selection process, ensuring the chosen materials resonate with their interests and comprehension levels.

• Readability: The reading materials should be short and not far beyond students‟ current linguistic levels (Coady, 1997; Huang & Liou, 2007) Nuttall (1996) stated that improvement comes from reading a lot of easy material

To enhance reading comprehension, it is crucial to select materials that are culturally familiar and authentic, as prior background knowledge significantly influences understanding (Blachowicz & Fisher, 2006; Paynter et al., 2006; Coady, 1997).

• Attraction: The materials need to be appealing to the students (Elley,

1989) When supplied with materials of high interest, students not only read more (Glazer & Giorgis, 2005), they also apply more reading strategies (Coady, 1979)

To enhance vocabulary development, reading materials should encompass a diverse array of subjects Unlike narrow reading, which emphasizes in-depth exploration of a single topic, extensive reading prioritizes exposing students to various genres and themes This approach helps students build and expand their word schemata effectively.

Extensive reading offers diverse and significant benefits for language learning, supported by extensive research and firsthand experiences Numerous educators, including Day & Bamford (1998), Hill (2001), Nation (2005), Robb (1998), and Waring (1997), have documented these advantages, highlighting the positive impact of this instructional approach on learners (Porcaro, 2009).

• Extensive reading builds automaticity of word recognition

• Automatic recognition of a word allows lexical access – the automatic calling up from memory of a word‟s meanings and its phonological representation

• Extensive reading builds vocabulary knowledge

• Comprehension and fluent reading depend on automatic word recognition and vocabulary knowledge, and thus are advanced through extensive reading

• Fluent reading allows the reader to move from word-by-word decoding to the processing of ideas, which is essential to higher level reading and thinking skills

• Extensive reading builds awareness of grammatical structures and the ability to quickly and accurately process sentence structures

• Extensive reading enhances learners‟ background knowledge

• Extensive reading promotes learners‟ positive attitude toward reading It fosters their confidence and motivation to read

•Extensive reading increases exposure to English The important role of comprehensible input in foreign language learning has been strongly demonstrated by Krashen (1993)

Extensive reading enhances language comprehension taught in the classroom, offering students a valuable opportunity to reinforce their learning This practice is crucial for mastering a foreign language effectively.

• Research studies also show that extensive reading improves learners‟ writing skills, listening and speaking skills, and examination results

Graded readers (GRs), as defined by Richard and Schmidt (2000), are texts designed for children learning their native language or for learners of a second language, featuring language content based on a grading scheme that includes restricted vocabulary and grammatical structures A variety of GR series are available globally, such as Oxford Bookworm, Penguin Graded Readers, and Cambridge English Readers Nation (2005) notes that while these series may differ in the number of levels and vocabulary lists, they often share significant vocabulary coverage, making it unnecessary to adhere to a single series GRs appeal to many language teachers and learners because they provide a controlled and systematic approach to vocabulary and grammar development, catering to diverse interests and proficiency levels.

After evaluating the materials available in bookstores and considering the reading levels of my students, I chose the graded readers from the Oxford Bookworm Libraries These stories are engaging and appropriate for the students involved in this study, featuring illustrations that enhance the narrative Additionally, many of these stories are well-known and have been adapted into films or plays I specifically selected level 1 books for my students, as they have not previously developed a habit of extensive reading.

Vocabulary

1.2.1 Vocabulary in second language learning

In his book "Vocabulary," Michael McCarthy (1990, p.2, cited in Quach, 2007) emphasizes that vocabulary is the most crucial element of any language course, as effective communication in a second language (L2) relies heavily on one's word knowledge Regardless of a student's grasp of grammar or pronunciation, the absence of a robust vocabulary hinders meaningful communication Johnson and Johnson (2004, p.1, cited in Quach, 2007) further assert that vocabulary is essential for thinking, expressing ideas and emotions, and understanding the world, highlighting the significant impact of a learner's vocabulary size on their communicative abilities.

In the book named “Understanding Vocabulary” (2000, p.16, cited in Quach,

2007), Alexander wrote: “Comprehension improves when you know what the words mean” and “words are currency of communication A robust vocabulary improves all areas of communication – listening, speaking, reading and writing”

Vocabulary plays a crucial role in language acquisition, particularly in learning a second language Therefore, it is essential for educators to incorporate vocabulary instruction into their curricula, ensuring that language lessons are thoughtfully designed to emphasize vocabulary development Additionally, learners must engage in serious study habits to enhance their vocabulary skills effectively.

Incidental vocabulary learning, as defined by Wesche and Paribakht (1999), occurs when learners acquire new words unintentionally while focusing on understanding the meaning of reading and listening contexts, rather than through deliberate study This process allows vocabulary to be learned as a "by-product" of engaging with the content Nation (2001) further emphasizes that learners' attention is typically directed toward the overall message conveyed by a speaker or writer, rather than the vocabulary itself Notably, significant vocabulary acquisition can still happen even when learners are not specifically focused on learning new words, especially when the amount of unfamiliar vocabulary in the message is minimal.

Haynes (1998, cited by Wesche & Paribakht, 1999) offers an alternative perspective on incidental learning, emphasizing the importance of attention over intention in understanding the concept She distinguishes between teaching and learning considerations and introduces two continua: one ranging from "indirect teaching" to "direct teaching."

“incidental learning” (or automated learning, involving the learner‟s peripheral attention while focal attention is elsewhere) to “attended learning” (involving focal attention)

Incidental vocabulary acquisition lacks a universally accepted definition, as various researchers have approached it from different perspectives This paper aligns with the definition proposed by Nation and Wang (1999), which emphasizes that incidental learning occurs when the primary focus is on the content of a story rather than on vocabulary itself In this context, learners concentrate on understanding the text's meaning and enhancing their reading fluency.

1.2.3 Reading and incidental vocabulary learning

A case study implemented by Grabe and Stoller (1997) also found significant gains in vocabulary through incidental vocabulary learning through extensive reading

A study focused on the vocabulary development of an American man learning Portuguese through extensive reading revealed significant results After three weeks of instruction and additional reading hours, the participant demonstrated a 20% increase in vocabulary on a final test conducted five months later The researchers concluded that the findings "strongly suggest that reading and vocabulary will develop as a result of extensive reading practice."

Incidental vocabulary learning occurs gradually through repeated exposure to words in diverse reading contexts Extensive reading serves as a valuable source of comprehensible input, offering rich contexts that enhance vocabulary acquisition As learners engage in extensive reading, they successfully infer word meanings from meaningful contexts, which in turn strengthens their vocabulary inference skills and positively impacts their reading proficiency.

Extensive reading is essential for enhancing overall language competence and vocabulary development in second language (L2) learning, as emphasized by Krashen (1993) He and other researchers advocate for the integration of extensive reading programs in L2 environments, paralleling the process of first language (L1) vocabulary acquisition The notion that vocabulary is primarily learned incidentally supports the argument that contextual learning plays a crucial role in vocabulary acquisition (Wesche & Paribakht, 1999).

Numerous studies indicate a significant connection between incidental vocabulary learning and extensive reading Milton and Meara (1995, cited by Nagy, 1997) found that advanced students could learn approximately 2,500 new words annually in a second language context, largely through incidental learning Elley’s (1991) examination of “book flood” studies revealed that L2 learners benefit more from increased reading volume compared to L1 learners, as they encounter unfamiliar words more frequently This research suggests that language acquisition is predominantly incidental, driven by intrinsic motivation and facilitated by engaging, well-illustrated books.

Horst, Cobb, and Meara (1998) conducted a controlled study involving 34 low-intermediate learners in Oman, who read 21,232 words from a simplified version of Mayor of Casterbridge over ten days, replicating Saragi, Nation, and Meiter's 1978 research The findings indicated an average increase in vocabulary acquisition, with Xu Hong noting that learners with larger L2 vocabulary sizes experienced greater incidental word learning by focusing on one in every five new words Additionally, the study highlighted that L2 learners improved their understanding of new words and formed associations through comprehension-focused extensive reading Supporting this, Day et al (1991) found that Japanese EFL students benefited from sustained silent reading of unfamiliar words for entertainment, which positively impacted their vocabulary recognition in tests.

1.2.4 Difficulties in incidental vocabulary learning

Extensive reading can positively impact incidental vocabulary learning; however, it also presents challenges for L2 vocabulary development One significant issue is that learners may incorrectly infer meanings, leading to superficial vocabulary acquisition that hinders active usage Additionally, certain lexical items, including those with deceptive morphological structures and idioms, can mislead learners and result in misunderstandings, ultimately disrupting their ability to guess meanings from context effectively.

To effectively guess word meanings, learners must understand the context and recognize most surrounding words, which requires substantial vocabulary knowledge and textual clues Unlike native speakers, L2 learners often struggle with accurately guessing meanings due to their limited exposure to new words in diverse contexts Successful guessing relies on recognizing surrounding words and employing effective reading strategies (Huckin & Coady, 1999) However, many learners experience frustration during extensive reading due to insufficient vocabulary and a lack of active reading strategies, leading them to ignore unfamiliar words or fail to infer meanings from context.

According to Huckin & Coady (1999), the lack of repeated exposure to new words does not ensure vocabulary acquisition for L2 learners Unlike native speakers, these learners encounter unfamiliar words infrequently, primarily focusing on high-frequency terms As a result, they struggle to gradually understand the characteristics of new words, hindering the development of a robust mental lexicon.

METHODOLOGY

Participants

The study focused on 25 female students from the English 2013 class (TA13), who demonstrated a pre-intermediate level of English proficiency based on their university entrance exam and Reading Skill 1 final test results As their English teacher for Reading Skill 1, I noted their willingness to participate in the research Notably, prior to this program, these students had not engaged in any extensive English reading activities They were selected in the second semester, with the expectation that they had acclimated to the college teaching and learning environment after completing high school.

Action research

Action research (AR), as defined by Wallace (1998), involves systematically collecting and analyzing data on teachers' everyday practices to inform future decisions It offers immediate and specific outcomes relevant to the teacher's context and allows for findings that may not necessarily apply universally, providing a more flexible approach compared to conventional research Nunan (1992) emphasizes that AR is problem-focused, addressing a single case within a specific situation to seek solutions Kemmis and McTaggart further define AR as a collaborative process aimed at improving practice through reflective inquiry.

(1998) is a teacher initiated classroom research which seeks to increase the teachers‟ understanding of classroom teaching and learning then brings about improvement in classroom practice

The action research model is a continuous cycle that integrates stages of action and reflection, emphasizing their interconnectedness Furthermore, it can be effectively implemented within the everyday context of the classroom.

An effective Action Research (AR) program must be adaptable, accommodating the diverse methodologies employed by various researchers in different contexts Typically, an AR study involves several distinct phases In this instance, the researcher has chosen to implement the AR model proposed by McBride and Schostak (1991), which outlines a structured process comprising specific steps.

FIGURE 1: Action research model of Bride and Schostak (1991 )

In this study, an AR was conducted based on the above process The stages of this AR were described in details:

The researcher identified a significant issue among students: a lack of vocabulary Through her experiences, discussions with learners, and careful observations, she determined that addressing vocabulary deficiencies would be the primary focus of this study.

2 Collecting and analyzing the data

To gather comprehensive insights, the researcher collected data on students' vocabulary knowledge, reading habits, and reading abilities Initially, she noted that students frequently expressed difficulties with English reading Subsequently, she examined the Reading Skill 1 course book and conducted brief interviews with students to understand their reading habits and perspectives on reading outside of class This led to the hypothesis that the students' limited vocabulary may stem from insufficient extensive reading in English Additionally, the researcher posed the question of whether extensive reading could enhance their vocabulary.

3 Planning and implementing the action

A literature review informed the implementation of an action research (AR) procedure aimed at enhancing the researcher’s educational context To facilitate vocabulary improvement among students, the researcher opted to utilize graded readers The steps of this action were outlined systematically.

Table 1: The Graded Readers Program

1 Introduce the graded readers program

2 Deliver the first story “ Goodbye Mr Hollywood”

Deliver “ Mutiny on the Bounty ”

Deliver “ The Phantom of the Opera ”

Deliver “ The Witches of the Pendle ”

Carry out immediate-posttest Hand out Questionnaire

In this activity, the teacher introduced the Extensive Reading (ER) program, highlighting its aims and benefits while encouraging participants to engage with the graded readers (GRs) outside the classroom The researcher aimed to monitor reading progress, believing that Vietnamese learners perform better under time pressure Additionally, the study explored students' attitudes and past experiences with vocabulary learning, advising against the use of dictionaries for unfamiliar words The researcher sought to understand students' personal experiences with the reading materials, particularly their interest levels and strategies for handling new vocabulary Furthermore, the investigation aimed to determine the effectiveness of ER in enhancing vocabulary knowledge and its potential to boost student engagement and motivation in learning This section also included a vocabulary test to assess these outcomes.

Week 2, 3, 4, 5, 6, 7: Students' reading and doing worksheet

Each week, participants received a 400-headword story to read immediately, with reading and writing worksheets completed outside of class To enhance comprehension, various pre-, while-, and post-reading activities were suggested for each book Students maintained book reports detailing their personal experiences, including their enjoyment of the material, the difficulty level, and their strategies for handling new vocabulary These activities allowed students to review and recycle vocabulary, providing teachers with valuable insights into their vocabulary learning progress.

The researcher organized weekly Saturday meetings lasting approximately one hour in the school library, where students and the teacher engaged in discussions about reading During these sessions, they focused on vocabulary acquisition, gathering insights from both enthusiastic and less motivated students regarding their experiences and challenges with extensive reading The aim was to foster motivation and encourage a deeper commitment to reading.

Week 8, 10: Questionnaire, immediate protest, and delayed protest

After completing all the GRs, students participated in an immediate posttest and filled out a questionnaire Two weeks later, they took a delayed posttest to assess their retention of the material learned.

4 Collecting data to monitor change

This study utilized three key instruments: graded readers, tests, and a questionnaire To gather data, the researcher instructed students to read the chosen graded readers, complete the tests, and respond to the questionnaire.

The analysis of the data aimed to assess the validity of the action plan and the associated hypothesis The findings from the AR evaluation will lead to conclusions and recommendations for future research endeavors.

In selecting materials for this study, the researcher adhered to Day and Bamford's (2002) Top Ten Principles for Teaching Extensive Reading The chosen books feature ample visual support to aid in contextual understanding and engage participants Additionally, the content aligns with the participants' intellectual levels and encompasses a variety of genres To maintain student interest and promote a sense of achievement, the books are designed to be concise, allowing for quick reading and frequent success.

In this study, graded readers were chosen for their alignment with the subjects' reading abilities, featuring texts where 96% to 99% of words were already known, thus facilitating the inference of unknown word meanings from context (Laufer & Sim, 1985) A 400-headword graded reader posed no significant lexical challenges for pre-intermediate subjects, ensuring that the co-text surrounding test items was familiar This allowed for an investigation into the rate of vocabulary acquisition based solely on these test items Six graded readers from the 400-headword, level 1 of the Oxford Bookworms Library were selected: "Goodbye Mr Hollywood" by John Escott, "Mutiny on the Bounty" by Vicary, "The Elephant Man" by Vicary, "The Phantom of the Opera" by Jennifer Bassett, "The Witches of Pendle" by Joc Potter and Andy Hopkins, and "The Withered Arm" by Thomas Hardy, ensuring that none of the subjects had prior exposure to these stories.

Instruments

A pre-test and post-test design was employed to evaluate vocabulary retention before and after the treatment, focusing on students' improvement in incidental vocabulary acquisition through graded readers The tests, adapted from Horst (2005), assessed vocabulary knowledge by requiring participants to indicate their confidence in understanding specific words using three options: YES (I know the meaning), NO (I don't know the meaning), and NS (I have an idea but am unsure) The inclusion of the NS option encouraged honesty by allowing students to acknowledge partial knowledge This testing method facilitated the quick assessment of numerous vocabulary items and was straightforward to construct, administer, and score.

A total of 118 words were chosen from a list of 142 key terms found in six graded readers, along with an additional 90 high-frequency words identified by the researcher In the pretest, participants marked their familiarity with these words before engaging in the extensive reading (ER) program Following the completion of all readings, a posttest was administered to assess the vocabulary learning outcomes of the students It is important to note that the sequence of the 118 words tested in the posttest differed from the order presented in the pretest.

According to Ary (2002), questionnaires are the primary tool for data collection in surveys, highlighting the necessity for these instruments to be both valid and reliable To enhance effectiveness, questionnaires should be designed to be visually appealing and easy for respondents to read and answer, while also facilitating convenient coding and scoring for researchers.

An adapted questionnaire from Anh (2007) was utilized to gather feedback from students regarding the program and to collect suggestions for future initiatives The questionnaire, administered after the program, comprises two sections: the first features eight questions designed to assess students' opinions about the program, while the second part invites students to provide suggestions for enhancing the future extensive reading program Additionally, students were encouraged to share any other recommendations beyond the five items listed in the questionnaire.

The questionnaire utilized a Likert-scale format with five levels of agreement: strongly agree, agree, not sure, disagree, and strongly disagree, tailored to various categories for each question To ensure objectivity in research results, the questionnaire was translated into Vietnamese, addressing potential language barriers for respondents with limited English proficiency Both the English and Vietnamese versions of the questionnaire can be found in Appendices 5 and 6.

Data presentation and data analysis

To present and interpret the collected data of the tests and the questionnaires in a logical form, the researcher decided to formulate a suitable data interpretation scheme

This study utilized a vocabulary test adapted from Horst (2005) and analyzed the results using the Vocabulary Knowledge Scale (VKS) Each word was rated with three options: YES, NO, and NOT SURE, corresponding to specific point values (YES = 2, NOT SURE = 1, NO = 0) The total score for each word-class was calculated based on these ratings.

Mean score = (total score of student 1 + total score of student 2 + total score of student 3 + …… + total score of student 25) / 25

The researcher compared the mean scores of each word class from the pre-test and post-test to identify the differences in results.

The percentages of the maximum possible scores in each word-class were also calculated as following principle:

The percentage of the maximum possible score = (mean score/ maximum possible score) x 100%

In the pretest, the average score for nouns was 52.4 out of a maximum possible score of 118, calculated from 59 nouns worth 2 points each This results in a percentage score of 34.5% By comparing these percentages across different word classes, we can clearly identify the differences and mitigate the impact of varying word counts in each category.

This study utilized the Statistical Package for Social Science (SPSS), a leading program for statistical analysis in social science, to evaluate students' vocabulary acquisition A t-test was employed to analyze the data, assuming it followed a normal distribution The comparison of pretest and posttest results, along with the immediate and delayed posttest results, provided insights into vocabulary development.

The study operated under the premise that the null hypothesis was valid, leading to a direct examination of the alternative hypothesis through t-tests conducted with SPSS version 20.0.

In this study, a significance level of 0.05 (P = 0.05) is utilized to evaluate research results obtained through SPSS version 20.0 If the P value is less than or equal to 0.05, the null hypothesis is rejected in favor of the alternative hypothesis, indicating statistical significance Conversely, if the P value exceeds 0.05, the researcher fails to reject the null hypothesis, concluding that the findings are not statistically significant.

RESULTS AND DISCUSSIONS

The results of questionnaire (Research question 2)

A questionnaire was conducted among students to collect their evaluations and suggestions regarding the GRP, categorized into their overall assessment of the program and recommendations for its future The findings from this questionnaire are detailed in the following sections.

3.2.1 Results of the first part of the questionnaire

Table 6: Students' opinions about the graded readers program

1 The GRP gave me pleasure in learning English 16

2 I wish I had been encouraged to read extensively before

3 If I had been given a choice, I wouldn't have participated in this GRP

4 If this program does not continue in the following school-year, I will keep on reading extensively

5 The GRP helped me to gain more self-control of my English study

6 My background knowledge has been widened due to extensive reading

7 Reading extensively helped to improve my English vocabulary

8 GRP helped me to develop a reading habit 23

Table 6 presents the findings from the initial section of the questionnaire regarding students' attitudes toward the program Utilizing a Likert scale, the research revealed that the GPR positively influenced students, with 64% reporting an increase in pleasure from the program Furthermore, 96% expressed a desire for encouragement to read extensively, indicating their enjoyment of the program's implementation in class However, it is noteworthy that 12% of students were not particularly interested in participating in the program.

A significant majority of participants (88%) expressed a desire to continue their extensive reading beyond the current school year, highlighting their appreciation for autonomy in language learning (92%) This indicates that students recognize the benefits of extensive reading, as evidenced by their interest in the GRP and their eagerness for further reading opportunities.

A recent evaluation of the GRP program revealed positive outcomes regarding language skills, with 96% of participants acknowledging that it expanded their background knowledge Additionally, 76% reported improvements in their English vocabulary through reading graded readers Impressively, 92% of students indicated that the GRP fostered a reading habit, igniting their passion for reading more extensively.

The initial findings from the questionnaire indicate that nearly all participants held favorable views regarding the conducted GRP Additionally, the results highlighted that a significant majority of students expressed interest and enthusiasm in participating in the GRP.

3.2.2 Result of the second part of the questionnaire

Feedback from students involved in the program was crucial for the researcher to assess its effectiveness and gauge interest in future participation Additionally, the second section of the questionnaire focused on gathering insights from participants about their experiences, providing valuable information for potential improvements and future studies.

Table 7: Students' suggestion for future program

1 The teacher should choose reading materials more carefully

2 The teacher should have more books and more copies of the same books

3 Students should be given more encouragement during the GRP

4 Instructions on activities in the GRP should be explained more clearly

5 The program should be in a longer period of time

A significant majority of students (88%) found the reading materials selected by the teacher to be appropriate, while only 12% believed that more careful selection was necessary Furthermore, an overwhelming 96% of students expressed a desire for additional books or more copies of existing titles, indicating a strong interest in reading to enhance their academic performance In terms of encouragement, 20% felt they did not require more motivation, while an equal percentage wished for more frequent encouragement during the Guided Reading Program (GRP) Notably, 80% of participants were uncertain about their need for additional encouragement Additionally, 84% of students were unsure if the teacher's instructions needed clearer explanations, highlighting the critical role of the teacher in guiding students through the program Lastly, 88% of participants advocated for extending the duration of the reading program, reflecting their enthusiasm for the initiative.

Further suggestions were made in relation with the teacher‟s available books

Three participants expressed a desire to borrow books from the teacher for summer reading, allowing them to enjoy the stories without academic pressure Additionally, eight students suggested that the teacher recommend various genres and higher-level books Furthermore, over half of the class anticipated the continuation of extensive reading (ER) programs in the upcoming school year.

Discussion

This study aimed to establish an extensive reading habit among first-year students, involving both the researcher and her students in the process Over a designated period, significant efforts were made, leading to noteworthy results.

The vocabulary test results strongly support the hypothesis that students engaged in extensive reading demonstrate improved performance in posttests and enhanced vocabulary acquisition This indicates that graded readers effectively expand students' vocabulary knowledge.

The questionnaire results demonstrated a significant positive impact of graded readers on students' attitudes towards reading Furthermore, most participants reported improvements in their background knowledge, vocabulary, and reading habits due to extensive reading These findings confirm that the Graded Reader Program (GRP) effectively enhances English vocabulary acquisition and fosters better reading habits among students at HYTTC.

Chapter summary

Chapter 3 presents the study's results, utilizing critical discussion and contrast analysis to interpret and evaluate the collected data The findings clearly demonstrate that the study successfully rejected the null hypothesis and addressed the research questions.

Summary of the findings

Reading is crucial for developing language competence in students learning English, which is regarded as a global language Recognizing the significance of reading, learners strive to expand their vocabulary for improved comprehension Various methods have been introduced to enhance reading instruction, with extensive reading emerging as an effective strategy to boost English proficiency and vocabulary acquisition.

The researcher identified a vocabulary shortage among her 25 students at HYTTC during the teaching process, prompting her to undertake action research To address this issue, she investigated the textbook and gathered student feedback, ultimately discovering that guided extensive reading could effectively enhance vocabulary acquisition Over ten weeks, the Guided Reading Program (GRP) was implemented, utilizing vocabulary tests and an attitude questionnaire as study instruments Following data collection and analysis, the program's effects were thoroughly evaluated.

The slight improvement in the investigated aspects suggests that the researcher effectively addressed the research questions Firstly, the results indicate that incidental vocabulary acquisition occurred through reading graded readers, which helped expand students' vocabulary knowledge and enhance their vocabulary acquisition, thereby answering the first research question Additionally, the questionnaire results revealed that the Graded Reader Program (GRP) positively influenced participants' attitudes, providing an answer to the second research question Overall, the findings demonstrate that the GRP offers significant advantages for vocabulary learning and teaching among first-year English majors at HYTTC.

This study indicates that extensive reading (ER) can effectively address students' vocabulary deficiencies, aligning with Soltani's (2011) recommendation to incorporate ER into the curriculum By offering students a rich source of natural language input, ER fills the gaps often left by traditional textbooks.

Limitations of the study and recommendations for further studies

In spite of the significant findings that supported the alternative hypothesis of the positive effect of extensive reading on students' vocabulary acquisition, there existed some limitations to the study

The research lacked initial methods to assess students' proficiency levels prior to the program, categorizing them as pre-intermediate without concrete evidence This gap may have hindered the GRP, particularly in effectively monitoring students' reading progress Implementing a pretest to evaluate students' vocabulary and reading comprehension would provide more reliable data for future assessments.

Selecting appropriate reading materials is crucial in this study, as the participants were at a pre-intermediate level The researcher independently chose the books, which meant that students encountered unfamiliar vocabulary, grammar structures, and topics that might not align with their interests or language proficiency This discrepancy could lead to varied posttest results among the students To address these concerns, it is recommended that the researcher establish a library featuring a diverse range of books across multiple genres and levels to better accommodate the students' needs and abilities.

One significant limitation of this study is the small sample size, consisting of only 25 participants from an English Department class This restricts the generalizability of the findings to English students at other colleges and universities Consequently, the applicability of the same program to different subjects remains uncertain To enhance the reliability of future research, it is highly recommended that subsequent studies involve larger participant populations.

This study focused exclusively on vocabulary retention related to form-meaning knowledge of target words and participants' opinions regarding the reading action research program However, it did not investigate whether extensive reading could enhance other dimensions of word knowledge, such as collocational, morphological, and syntactic knowledge, which may be unconsciously developed through reading (Webb, 2005) Future research should consider exploring these additional aspects of word knowledge.

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Do you know these words? Tick on your choice (Y= I know this word; NS=

I’m not sure about this word, N= I don’t know this word)

APPENDIX 2: THE VOCABULARY PRETEST RESULTS

Name ADJECTIVES NOUNS VERBS % ADJECTIVES % NOUNS % VERBS

APPENDIX 3: THE VOCABULARY IMMEDIATE POSTTEST RESULTS

Name ADJECTIVES NOUNS VERBS % ADJECTIVES % NOUNS % VERBS

APPENDIX 4: THE VOCABULARY DELAYED POSTTEST RESULTS

This questionnaire, adapted from Anh (2007), aims to gather data for our research on student approaches to Extensive Reading (ER) and their perspectives on Guided Reading Programs (GRP) Your responses are invaluable to our study and greatly appreciated.

Part 1: Students' opinions about the Graded Readers Program (GRP)

Following are eight statements about the GRP We would like you to indicate your opinion about each of them by putting a tick (√) in the column that best suits you

Strongly agree = 1 Agree=2 Neutral = 3 Disagree = 4 Strongly disagree =5

1 The GRP gave me pleasure in learning English

2 I wish I had been encouraged to read extensively before

3 If I had been given a choice, I wouldn't have participated in this GRP

4 If this program does not continue in the following school-year, I will keep on reading extensively

5 The GRP helped me to gain more self-control of my English study

6 My background knowledge has been widened due to extensive reading

7 Reading extensively helped to improve my English vocabulary

Part 2: Students' suggestion about the future Graded Readers Program

To enhance the future of GRP, we invite your feedback on various suggestions Please indicate your level of agreement by placing a check (√) in the corresponding column for each proposal Your input is crucial in making GRP more enjoyable and beneficial for everyone.

1 The teacher should choose reading materials more carefully

2 The teacher should have more books and more copies of the same books

3 Students should be given more encouragement during the GRP

4 Instructions on activities in the GRP should be explained more clearly

5 The program should be in a longer period of time

Thank you very much for your corporation!

8 GRP helped me to develop a reading habit

(VIETNAMESE VERSION) CÂU HỎI ĐIỀU TRA

Bản câu hỏi này nhằm thu thập dữ liệu cho nghiên cứu của chúng tôi về cách sinh viên đối mặt với khó khăn khi đọc rộng và ý kiến của họ về chương trình đọc rộng Chúng tôi đánh giá cao những câu trả lời của bạn và cam kết giữ bí mật thông tin.

Hoàn toàn đồng ý =1 ; Đồng ý= 2; Trung lập = 3; Không đồng ý = 4; Hoàn toàn không đồng ý = 5

Phần 1: Ý kiến của sinh viên về chương trình đọc tài liệu theo cấp độ

Dưới đây là 8 nhận định về chương trình đọc tài liệu theo cấp độ Chúng tôi mong bạn chia sẻ ý kiến bằng cách đánh dấu (√) vào cột mà bạn cho là hợp lý.

1 Chương trình đọc tài liệu theo cấp độ tạo được hứng thú cho tôi trong việc học Tiếng Anh

2 Tôi mong muốn trước đây tôi đã được khuyến khích đọc mở rộng

3 Nếu được lựa chọn tôi đã không tham gia vào chương trình đọc tài liệu theo cấp độ này

4 Nếu trong năm học tới chương trình này không tiếp tục tôi vẫn tiếp tục đọc thêm tài liệu

5 Chương trình đọc tài liệu theo cấp độ đã giúp tôi tự chủ hơn trong việc học Tiếng Anh

6 Kiến thức nền của tôi được mở rộng nhờ chương trình này

7 Việc đọc tài liệu theo cấp độ giúp cải thiện từ vựng tiếng Anh của tôi

8 Chương trình đọc tài liệu theo cấp độ đã dần dần giúp tôi có thói quen đọc

Phần 2: Gợi ý của sinh viên về chương trìnhđọc tài liệu theo cấp độ

Để chương trình đọc tài liệu theo cấp độ trở nên hấp dẫn và có ý nghĩa hơn, bạn có thể thực hiện những gợi ý sau: Tăng cường tính tương tác trong chương trình, cá nhân hóa nội dung dựa trên sở thích của người dùng, sử dụng hình ảnh và video để minh họa, và thường xuyên cập nhật tài liệu mới Hãy đánh dấu (√) vào cột tương ứng với từng gợi ý mà bạn đồng ý.

1 Giáo viên nên lựa chọn tài liệu cẩn thận hơn

2 Giáo viên nên có nhiều sách và và nhiều bản phô tô của các quyển sách

3 Sinh viên nên được khuyến khích nhiều hơn trong suốt chương trình

4 Các hướng dẫn cho hoạt động trong chương trình nên được giải thích kỹ lưỡng hơn

5 Chương trình đọc tài liệu theo cấp độ nên kéo dài hơn

Chân thành cảm ơn sự hợp tác của bạn!

Please provide as much information as possible about your reading selected books

3 Length of time of reading: ………

4 Your expectation from the book title:

5 Main theme of the book:

6 Who is/are your favorite character(s)? Your feelings about your beloved character(s) in the story:

7 How interesting you find the book: (put a tick where applicable)

□ not at all interesting □ not very interesting

□ a little interesting □ interesting □ very interesting

8 How difficult you find the book: (put a tick where applicable)

□ very easy □ a little easy □ a little difficult □ difficult □ very difficult

APPENDIX 8: A SAMPLE OF LESSON PLAN

 To encourage extensive reading outside of class time

 create student interest in the story

 Extensive reading: The Elephant Man by Vicary (students had read at home)

The Phantom of the Opera by Jennifer Bassett

(students will read the following week)

 Unfamiliar vocabulary might cause problems in understanding the story

 Some students are slower readers than others

 This type of story may not usually be of interest to some students

 The same story reading may cause students copy the book report from their friends

 Questions on the reading done in class

 A report form to encourage outside reading

Class profile: 25 students of TA13

T1 Asks students prepare a four minute report on a book for homework and give the report in class to a partner

Ss: give an oral report on a book they have read for four minutes

T2 Asks student then gives the same report in three minutes to a different student

Ss: Change partners and give their reports in three minutes

T3 Asks students to deliver the report in two minutes to a third student

Ss: Change every partner one last time and gives their reports in two minutes

T4 Gives a list of adjectives describing characters from the book and asks student to decide who it is

Ss: Find out the characters

T5 Introduces Elephant Man movie trailer Ss: Watch the trailer

(T may encourage students to watch the movie at home)

B TALKING ABOUT STUDENTS DIFFICULTIES IN READING AT HOME

T6 Asks students about their difficulties which they encountered during the extensive reading

Ss: Express their opinions T7 Asks Ss to explain their difficulties and help them

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