INTRODUCTION
Statement of the problem and rationale for the study
Teaching a foreign language in general and English in particular requires great knowledge, experiences and efforts
Reading is a crucial skill in language learning, especially for students learning English as a second or foreign language (Carrell, 1984) It serves as a vital source of language input, allowing learners to encounter diverse vocabulary, grammar, and sentence structures Additionally, reading authentic materials in the classroom not only engages students with real-world content but also provides them with meaningful purposes for their reading activities Furthermore, reading enriches students' understanding of different cultures and perspectives, enhancing their overall language acquisition experience.
Researchers believe that teaching productive reading strategies motivate students to read and facilitate reading comprehension (Anderson, 2003; Eskey, 2002; Grabe,
Effective reading strategies are crucial for enhancing students' learning, as they not only improve the reading process but also enrich vocabulary and grammar In upper secondary education, reading takes precedence over speaking, listening, and writing due to the grammar- and reading-based nature of examinations Despite this importance, students' reading proficiency remains unsatisfactory.
This study aims to explore the reading strategies employed by 10th-grade students at Pham Hong Thai High School Despite having learned English since grade 6, many of these students struggle to identify and utilize effective reading strategies Consequently, this lack of proficiency can lead to frustration and demotivation when they encounter difficulties in understanding texts.
For the above-mentioned factors, the researcher attempted to conduct a study named “A study on students’ use of reading comprehension strategies: A case of 10 th form students”.
Aims and objectives of the studies
This research aims to explore the reading comprehension strategies utilized by 10th-grade students at Pham Hong Thai High School and to identify methods for improving their reading comprehension skills The study seeks to answer key research questions related to the current practices and potential enhancements in reading strategies among these students.
1 What are reading strategies currently applied by 10 th form students in Pham Hong Thai high school?
2 How to improve 10 th form students’ reading comprehension?
Significance of the study
The findings of this study are anticipated to benefit English teachers, 10th-grade students, the researcher, and other scholars English teachers can identify effective reading comprehension strategies, enabling them to enhance their teaching methods and improve student outcomes The study also offers suggested techniques to engage students and teach them effective reading practices For students, these strategies promote self-study and help them overcome reading comprehension challenges Furthermore, the researcher expects to gain valuable insights and skills in teaching reading strategies Ultimately, this research aims to provide reliable and current information for future studies in the field.
Research methodology of the study
This descriptive study utilizes a qualitative approach to analyze data collected from a written survey questionnaire administered to 10th form students, focusing on their reading strategies Additionally, unstructured group interviews with teachers are conducted to explore methods for enhancing reading comprehension among 10th form students.
Scope of the study
The Ministry of Education and Training mandates that high school students develop all four essential English skills: reading, speaking, listening, and writing However, due to large class sizes and a focus on test preparation, English lessons primarily concentrate on reading This research specifically examines the reading strategies utilized by 10th-grade students, who are at the onset of their high school education and have been learning English for over five years.
Design of the Study
The thesis consists of three main parts: introduction, development and conclusion The Introduction aims at the rationale, the aims, the scope, and also the design of the study
The article is structured into three chapters: Chapter 1, the Literature Review, examines foundational theories and recent studies relevant to the field Chapter 2, the Methodology, details the research methodology, including data collection instruments such as student questionnaires and unstructured group interviews with teachers, along with a thorough description of the data collection and analysis processes Finally, Chapter 3 presents the Research Findings and Discussion, highlighting the analysis of data and the resulting insights.
In the Conclusion, the author presents the conclusions and limitations of the study as well as some suggestions for the further related studies
This chapter is followed by the References and Appendices.
LITERATURE REVIEW
Reading comprehension
Reading plays an important part in the success of second language learning It is essential to understand the nature of reading
Reading is a complex activity primarily involving the eyes and the brain, as highlighted by Hamer (1989:190) The eyes capture the written message, while the brain interprets its significance, making reading a cognitive exercise that combines visual perception with mental processing.
According to Williams (1984), reading in a second language is an active process where the reader engages with the text to achieve understanding, rather than passively consuming letters and words The reader does not need to focus on every detail of the writing, allowing for a more dynamic interaction with the material.
According to Anderson (2003:68), reading is defined as a fluent process where readers integrate information from a text with their personal background knowledge to construct meaning, with the ultimate goal being comprehension.
Reading is a selective and active process that involves comprehension The reader's understanding of language and their worldly knowledge play a crucial role in achieving reading success.
In teaching reading, it is necessary for both teachers and students to have a deep
Reading comprehension refers to the ability to efficiently extract the necessary information from a text Various scholars have presented differing perspectives on its definition.
Reading comprehension is a cognitive process that ultimately relies on the reader's understanding, as noted by Richard, Thomas, and Jere (1987: 143) It involves recalling past experiences, which informs the interpretation of written text The essence of meaning is not found solely in the printed words but is shaped by the reader's individual insights and knowledge.
Roe, Stoodt and Burns (1987:2) proposed that “reading comprehension is reconstruction, interpretation and evaluation of what author of written content means by using knowledge gained from life experience”
According to interactive model of reading, comprehension is built up or constructed from knowledge sources which interact with each other on the input from the written page
Comprehension involves connecting new information to existing knowledge stored in memory, enabling readers to integrate fresh insights with what they already know This process requires readers to actively incorporate new data into their understanding, enriching their overall knowledge base.
Ur (1996:148), on the other hands, stated that effective reading comprehension is a process with the elements as follow:
- appropriate reading comprehension strategies based on the purposes and motivation
- sufficient background information and vocabulary
- close attention to the significant bits
Reading comprehension goes beyond merely understanding written text; it involves stimulating students to recall their experiences, integrating facts, emotions, beliefs, and critical evaluations This process allows readers to derive meaning from printed material, as they recognize the graphic forms and grasp the underlying implications Ultimately, reading comprehension is about fully understanding the conveyed message within the text.
Reading strategies
Much attention has been paid to the study of reading strategies and there are a number of definitions of reading strategies
Reading strategies are defined as the mental processes that readers deliberately employ to complete reading tasks (Cohen, 1986) Similarly, Brantmeier (2002) describes these strategies as comprehension processes that help readers understand and interpret the material they encounter.
According to Oxford, Levine, and Crookall (1989), reading strategies are essential techniques and study skills that enhance reading effectiveness and facilitate learning They emphasize that these strategies serve as a process for learners to improve their reading comprehension and address any comprehension challenges they may encounter.
Brown (1990) considered reading strategies as the ways that help learners read more quickly and effectively
Reading strategies, as defined by O'Malley & Chamot (1990), encompass both conscious and unconscious techniques, actions, and behaviors that learners utilize to improve comprehension and address interpretation challenges.
In summary, despite various definitions, they all align in supporting a common understanding Reading strategies can be defined as techniques that guide readers in managing their interaction with written texts, enabling them to effectively comprehend and acquire new information.
Researchers in reading strategy studies have utilized different strategy types when categorizing reading strategies
Block (1986) and Carrell (1989) classified reading strategies into two main categories: general (or global) strategies and local strategies Local strategies focus on decoding text, while global strategies involve top-down reading techniques, such as grasping the main idea, applying background knowledge, and understanding the organization of the text.
Barnett (1988) outlines various reading strategies that enhance comprehension, including skimming, scanning, and guessing Additionally, recognizing cognates and word families, reading for meaning, and making predictions are crucial Effective reading also involves activating general knowledge, making inferences, following references, and distinguishing between main ideas and supporting details.
Oxford (1990) identified six components of reading strategies as follows:
- Guessing the meaning of new words
- Self – monitoring There are other scholars who support Oxford’s classification of reading strategies such as Grellet (1986), Kristin, Leah, & Soro (2009) and Smith (1994) Each of the strategies is as below:
Prediction is a technique that leverages readers' prior knowledge to infer the meaning or message of a text through topics, images, keywords, or structures This strategy significantly enhances students' motivation to read and comprehend the context effectively (Oxford, 1990).
Skimming is a reading technique that allows individuals to quickly grasp the main ideas of a text without focusing on specific details This method emphasizes understanding general information rather than searching for particular facts, as noted by Grellet (1986).
Scanning and skimming are both techniques that involve quickly glancing over text, but they serve different purposes While skimming aims to grasp the general or main ideas of a text, scanning focuses on locating specific information or answers to particular questions.
Inferring involves the ability to read between the lines, enabling readers to extract meaning from the text beyond the literal words It is defined as the interaction between words within a sentence or between multiple sentences, highlighting the importance of context in understanding the message conveyed (Kristin, Leah, & Soro, 2009).
Guessing the meaning of new words
Guessing the meaning of new words helps readers to read and understand text quickly because difficult words usually create problems for students and are obstacles in reading comprehension (Smith, 1994)
This strategy allows readers to regulate their reading Awareness of using this strategy helps learners to solve their problems in reading
On the other hand , Anderson (1999) divided reading strategies into six sub types including (1) A activate prior knowledge, (2) C cultivate vocabulary, (3) T teach for comprehension, (4) I increase reading rate, (5) V verify reading strategies, (6) E evaluate progress
In summary, various scholars categorize reading strategies using different terminology, and learners may not apply all strategies in every context Instead, the choice of reading strategies depends on the specific purpose of reading, leading to the selective use of one or more strategies Therefore, it is crucial to recognize the significance of reading strategies.
Effective reading strategies are crucial for achieving reading goals and enhancing comprehension (Block, 1986) Students who neglect these strategies often struggle with understanding texts Implementing reading strategies not only aids in grasping the meaning of the content but also facilitates learning in foreign languages Moreover, these strategies enable students to connect new information with their existing knowledge, a vital aspect of developing strong reading comprehension skills.
Reading strategies play a crucial role in enhancing language learners' comprehension skills, as highlighted by Dehnad (2005) Explicit instruction in these strategies enables learners to effectively monitor their understanding and recall information By incorporating meta-cognitive instruction in English classes, EFL learners can significantly improve their reading abilities, leading to increased competency and motivation to read regularly (Block).
According to Chamot (2005), students possess individual preferences for reading strategies; however, to enhance motivation and become selective users of these strategies, EFL learners must engage in self-monitoring This means that EFL learners should be aware of when and how to effectively apply suitable reading strategies, especially when they encounter difficulties in comprehension.
Reading strategies play a crucial role in the success of second language learners It is essential for students to be introduced to a variety of reading strategies and understand how to apply them effectively for improved outcomes Furthermore, fostering an awareness of their reading behaviors and the cognitive processes involved in reading will enable students to utilize these strategies more efficiently.
This study adopted Oxford’s classification of reading strategies.
Teaching and learning reading strategies
As acknowledged by many researchers, teaching second or foreign language readers how to use strategies should be part of every reading lesson
Learning reading strategies encompasses various activities and techniques designed to assist students in retaining, achieving, and evaluating information (Wenden & Rubin, 1987) Educators play a crucial role in guiding students on the effective use of these strategies, enhancing their reading skills and comprehension.
Teachers can effectively demonstrate reading strategies by verbalizing their thought processes, including predicting, skimming, scanning, inferring, and self-monitoring This approach helps students understand how to utilize these techniques, revealing the insights they can gain about a text even before reading it in detail.
Predicting involves leveraging subject matter expertise to forecast content and vocabulary, while also assessing comprehension It requires an understanding of the text type and its purpose to anticipate discourse structure Additionally, knowledge about the author aids in predicting their writing style, vocabulary choices, and overall content.
Skimming: a process of speed reading for getting general meaning: quickly getting the gist or overview of a passage or book
Scanning: looking through a text very rapidly for specific information
Inferring: finding clues and add those clues to what have been known or read based on prior knowledge
To understand new vocabulary effectively, leverage your existing knowledge of the topic and the context within the text as hints for deciphering the meanings of unfamiliar words, rather than pausing to search for definitions.
Self – monitoring: checking comprehension during reading
Teachers should dedicate class time for both group and individual preview and prediction activities to enhance preparation for reading assignments, whether in-class or out-of-class This allocation of time underscores the significance and value of these activities in the learning process.
Another way teachers can utilize is using cloze exercises to review vocabulary items This helps students learn to guess meaning from context
Teachers should encourage students to discuss their anticipated strategies for approaching reading assignments and reflect on the strategies they actually employed afterward This practice fosters flexibility in students' choice of reading strategies, enhancing their overall comprehension and adaptability.
Students must identify their purpose for reading and activate their background knowledge to anticipate content and select suitable reading strategies They should employ these strategies flexibly and interactively, adapting them to the reading tasks at hand Additionally, it is crucial for students to monitor their comprehension during and after reading to identify inconsistencies and comprehension failures, which in turn helps them learn to implement alternative strategies effectively.
Students who employ effective reading strategies gain control over their reading experience, which in turn boosts their confidence in their language reading abilities.
Numerous studies have explored the comprehension strategies employed by second language readers to process texts, involving participants of diverse ages, proficiency levels, and backgrounds Researchers utilized various methods, such as think-aloud reports, interviews, questionnaires, observations, and written recalls, to analyze the types and frequencies of these strategies.
1.4.1 Foreign research on reading strategies
In a study by Hosenfeld (1977) focusing on second-language reading strategies, successful readers maintained the overall meaning of the text, read in broader phrases, and skipped less important words, reflecting a positive self-image as readers Conversely, unsuccessful readers struggled to grasp the meaning of sentences, tended to read in shorter phrases, fixated on trivial words, rarely omitted any words, and exhibited a negative self-concept.
In a study conducted by Carrell (1989) involving Spanish-speaking and English-speaking students, questionnaires were used to explore the relationship between reading strategies and reading ability among first and second language learners The findings revealed notable differences in strategy perception between proficient L1 and L2 readers Specifically, Spanish-speaking learners of English were found to utilize global or top-down reading strategies more effectively, while English-speaking learners demonstrated a stronger association between local or bottom-up strategies and their reading proficiency in the second language.
Anderson (1991) explored the reading strategies employed by adult second language learners, finding that both high and low scoring readers utilized similar strategies when tackling comprehension questions However, the study indicated that high scoring students applied these strategies more effectively and appropriately, highlighting a key difference in their reading approach.
In a study by Block (1992), the comprehension monitoring process of first and second language English readers was examined, involving 25 college freshmen with varying reading proficiency levels Participants were asked to verbalize their thoughts and understanding while reading an expository text, providing insights into their cognitive processes during reading.
Proficient ESL readers effectively tackle vocabulary challenges by utilizing background knowledge, assessing the word's contribution to the passage's overall meaning, rereading sentences, and applying syntactic clues, demonstrating global meaning-based strategies Conversely, non-proficient ESL readers tend to concentrate on identifying lexical issues without making significant efforts to understand the words' meanings.
In a multi-method study by Sugirin (1999) investigating EFL readers' comprehension strategies, various research methods were employed, including think-aloud protocol analysis, retellings, reading comprehension tests, in-depth interviews, and casual observations The findings revealed significant disparities in comprehension levels and strategies among participants, highlighting that they exhibited traits of both poor and proficient readers Notably, during the think-aloud activity, participants initially skimmed the entire text despite being instructed to read it sentence by sentence, indicating a reliance on top-down processing strategies typically associated with effective reading practices.
Researches on reading strategies
This chapter outlines the methodology employed for data collection and analysis in the study, following the theoretical background established in the previous chapter It begins by detailing the study's setting and participant descriptions, before moving on to explain the data collection instruments and analysis procedures utilized throughout the research.
2.1 An overview of the textbook “Tieng Anh 10” (the set of standard textbooks)
The English textbook "Tieng Anh 10," developed by a team of lecturers from ULIS (VNU, Hanoi) and published in 2006, serves as a continuation of the English language curriculum from secondary schools.
According to the Ministry of Education and Training, by the end of the 10 th form students are expected to achieve the following:
- Listen for the main ideas or for specific information of a monologue or a dialogue with the length of 120 - 150 words of the topics they have learnt
- Exchange information in English at a simple level about the situations relating to the topics they have learnt
- Comprehend passages of appropriately 190 - 230 words about the topics they have learnt
- Understand the main ideas of the text or understand the text in detail Develop vocabulary comprehension: gap - filling, matching, etc
- Write paragraphs (of about 100 - 120 words) relating to the topics they have learnt according to a model or with prompts
Despite many years of English learning, often starting in secondary school, students' proficiency levels differ significantly due to varied teaching methods across different schools In large classes with limited time, it becomes challenging for all students to meet learning objectives, resulting in noticeable disparities in their language skills.
THE METHODOLOGY
An overview of the textbook “Tieng Anh 10” (the set of standard textbooks)
The English textbook "Tieng Anh 10," developed by a team of lecturers from ULIS (VNU, Hanoi) and published in 2006, serves as a continuation of the English language curriculum established in secondary schools.
According to the Ministry of Education and Training, by the end of the 10 th form students are expected to achieve the following:
- Listen for the main ideas or for specific information of a monologue or a dialogue with the length of 120 - 150 words of the topics they have learnt
- Exchange information in English at a simple level about the situations relating to the topics they have learnt
- Comprehend passages of appropriately 190 - 230 words about the topics they have learnt
- Understand the main ideas of the text or understand the text in detail Develop vocabulary comprehension: gap - filling, matching, etc
- Write paragraphs (of about 100 - 120 words) relating to the topics they have learnt according to a model or with prompts
Despite years of English study, often starting in secondary school, students from diverse educational backgrounds exhibit varying levels of proficiency due to differing teaching methods In large classrooms with limited time, it becomes challenging for all students to meet their learning objectives, resulting in noticeable disparities in their language skills.
The English textbook "Tieng Anh 10" employs a theme-based approach, featuring 16 units that span six key topics The first topic, "You and Me," includes Unit 1, which explores "A Day in the Life of ," Unit 2, focused on "School Talk," and Unit 3, addressing "People's Background."
The article covers various educational topics, including "Special Education," "Technology and You," and "An Excursion" in units 4, 5, and 6, respectively It also explores "Community" through units 7 and 8, focusing on "The Mass Media" and "The Story of My Village." Additionally, it addresses "Nature and Environment" with units 9, 10, and 11, which delve into the "Undersea World," "Conservation," and "National Parks."
“Recreation” (Unit 12 - Music, 13 - Films and cinema, 14 - The world cup) People and Places (Units 15 Cities, 16 Historical places)
There are five parts in each unit arranging in equal order as follows: Reading, Speaking, Listening, Writing, and Language focus Each part is carried out in a period
The program is designed to enhance students' proficiency in four macro-skills over a 45-minute session To assess their progress, a "Test Yourself" feature is included after every two to three units, aimed at evaluating students' understanding of the material covered Each test encompasses Listening, Reading, Grammar, and Writing components to provide a comprehensive assessment of their skills.
Reading serves as the foundational element of each unit, aiming to enhance students' reading skills, including scanning and skimming This process provides essential language input, enabling students to effectively engage in speaking, listening, and writing activities related to the unit's theme in subsequent sections.
Effective reading strategies are crucial for students to acquire additional skills The following outlines the key characteristics of the reading component in the textbook, reflecting the study's focus.
2.1.3 Characteristics of reading part in the textbook
In reading part, there is always a passage whose topic relates to other three skills
It is designed with three parts including “Before you read” (pre-reading), “While you read” (while-reading) and “After you read” (post-reading)
The article emphasizes the structured approach to reading comprehension through three key phases: "Before you read," which engages students with thought-provoking questions and appealing visuals to introduce the topic; "While you read," where targeted tasks encourage scanning for specific information and skimming for general ideas, ultimately enhancing reading skills; and "After you read," which offers valuable activities for students to reinforce and revise their understanding of the material.
Reading comprehension can be enhanced through diverse topics in texts, yet students often face challenges due to unfamiliar vocabulary and complex grammatical structures To aid understanding, teachers must equip students with effective reading strategies, guidance, and support.
In conclusion, reading part helps students improve mainly scanning and skimming strategies, so they haven’t learnt all of the reading strategies well.
Objectives and method of the study
This research aimed to explore the reading comprehension strategies utilized by 10th-grade students at Pham Hong Thai High School and to identify methods for improving their reading comprehension skills The study sought to answer specific research questions related to these objectives.
1 What are reading strategies currently applied by 10 th form students in Pham Hong Thai high school?
2 How to improve 10 th form students’ reading comprehension?
This study utilized a qualitative approach, focusing on data gathered from a written survey questionnaire administered to 10th form students and an unstructured group interview conducted with 10th form English teachers at Pham Hong Thai High School.
The participants of the study
The participants of the study consisted of the tenth form students and the tenth form English teachers at PHT high school
As for the students, the samples were 150 tenth form students from four classes chosen randomly as follow:
There are 13 classes of the tenth form students, and each class has approximately
35 students These 13 classes were arranged in ascending order from 1 to 13, then one class chosen after every 3 classes
This study focuses on tenth form students at PHT High School due to their significant training quality concerns among teachers The findings aim to provide valuable insights for enhancing reading proficiency, thereby improving overall educational standards These students, who have completed their first semester in English reading, exhibit proficiency levels ranging from elementary to intermediate, making them ideal participants for researching reading strategies Furthermore, the random selection from four classes ensures that the researcher can effectively implement all phases of the research process.
Currently, there are five English teachers responsible for teaching 10th-grade students, including the researcher To ensure objective insights, four energetic and dedicated teachers with over ten years of valuable teaching experience were selected as participants Their extensive experience enables them to understand students' needs, strengths, and weaknesses in learning English reading skills These teachers were interviewed to share their perspectives and strategies for enhancing students' reading comprehension.
Instruments of data collection
The major instruments employed in this study are survey questionnaire for students and semi unstructured group interview for teachers
A questionnaire is a printed tool for data collection that includes various questions or statements requiring responses from subjects These questions can vary from simple yes-no answers and frequency indications to open-ended inquiries that encourage detailed descriptions of language learning behaviors Surveys are widely recognized as the most popular descriptive method in educational research, offering several advantages as a research approach.
"The main attraction of questionnaires is their unprecedented efficiency in terms of (a) researcher time, (b) researcher effort, and (c) financial resources." (Zoltan Dornyei, 2003:
Selinger and Shohany (1989) highlight several advantages of using questionnaires as a data collection method Firstly, they are time-efficient compared to other procedures Secondly, administering the same questionnaire to all subjects simultaneously ensures uniformity and accuracy in the data collected Lastly, the use of multiple-choice questions facilitates easy quantification of responses Due to these benefits, questionnaires are utilized as the primary method for data collection in this study.
The study utilized a questionnaire divided into two main sections The first section gathered demographic information from participants, including age, gender, years of English learning, and self-assessed proficiency levels The second section contained seven questions: two employed a 4-point Likert scale to assess students' attitudes toward reading comprehension and effective reading strategies, while two multiple-choice questions explored students' motivations for learning to read and the challenges they face Additionally, a 5-point Likert scale question evaluated participants' reading strategies, and the final two open-ended questions sought insights into other reading strategies they employ and suggestions for teacher interventions to improve reading comprehension.
2.4.2 Unstructured group interview for teachers
In addition to utilizing a survey questionnaire for students, the researcher conducted unstructured group interviews with teachers to enhance the validity and reliability of the data collected These interactive interviews allow the researcher to gather more detailed information, particularly when initial responses may be vague, incomplete, or off-topic (Mackey and Grass, 2005:173).
The interview was conducted in an unstructured format to gather insights on improving students' reading comprehension Open-ended questions were utilized to encourage interviewees to elaborate on their responses, clarify issues, and provide additional perspectives The session was tape-recorded, and key points were documented for later analysis, enhancing the overall interpretation of the findings.
Data collection procedures
The procedure of data collection consists of three main stages as follows:
Stage 1: In this stage, the survey questionnaire was constructed and edited carefully After that, it was modified and piloted with some respondents to ensure that both of their content and structures could be suitable to the samples
Stage 2: The survey questionnaire for the students was administered by the researcher in the classes The aim of this questionnaire was to figure out the current situation of reading comprehension strategies used by the samples The researcher briefly introduced her study, instructed them how to complete the survey questions (Vietnamese version) and got trimmed to help them if needed in order to avoid misunderstanding and achieve the most accurate results
Stage 3: Then, the researcher contacted with four 10 th form English teacher so as to invite them to participate in the interviews It is noted that, all of respondents’ personal information were assured to be particularly kept confidential by the researcher
Following the analysis of the survey questionnaire data, interviews were conducted with tenth-grade English teachers to validate the findings and gather insights on students' reading strategies The goal was to enhance existing strategies and develop new approaches The researcher utilized a recorder to capture essential information during the interviews Similar to the survey process, the interviewer introduced the study and explained the interview format before beginning the recording Participants were encouraged to express their personal opinions and experiences, providing specific examples to ensure comprehensive and in-depth information was collected.
Data analysis procedures
The procedure of data analysis encompasses three main following stages:
Stage 1: After the survey questionnaire had been delivered to the participants, the returned data was combined and cleaned before the analysis As for the open-ended questions, the researcher wrote down the ideas that the respondents had given
Stage 2: In this stage, the data collected from the survey questionnaire was described through pie charts and graphs, analyzed and synthesized
Stage 3: After being transcribed, relevant and important ideas collected from the interview were analyzed and used as illustrations of the data analysis to answer the research questions
In summary, this chapter outlines the methodology used in the study, detailing the research design, participants, and the instruments and procedures for data collection and analysis This serves as a crucial foundation for the subsequent section, which will present the results and discussions.
RESEARCH’S RESULTS AND DISCUSSIONS
The survey questionnaire results
A survey was conducted with 150 tenth-grade students at Pham Hong Thai High School to collect data, with all responses collected and processed Table 1 presents a summary of the participants' background information, including their gender, age, years of English study, and self-assessed English proficiency levels.
Number of years learning English
Male Female 15 16 17 4 5 6 Elementary Pre-intermediate Intermediate
Table 1: Background Information of the Subjects All of the questions in the survey questionnaire for the students were analyzed to address the first research question
The following pie chart indicates the students’ attitude towards the importance of reading comprehension
0 6.7 very important as important as other skills not important as other skills not important at all
According to Figure 1, 60% of students regard reading comprehension as very important, while 33.3% believe it holds equal importance to listening, writing, and speaking skills Only 6.7% of students undervalue reading, considering it less important than other skills, but notably, no students deemed reading unimportant This highlights the necessity of learning reading in English.
The following chart presents the students’ opinions on their purposes of reading in English
20 40 60 80 100 to reinforce vocabulary & grammar to improve language skills to improve background knowledge to fullfil the compulsory requirements
Figure 2: Students’ purposes of learning reading in English
The purposes of reading among students vary significantly, with a substantial 83.3% indicating that they read to enhance their vocabulary and grammar Following closely, 58.3% of students aim to improve their language skills through reading Additionally, 50.5% of respondents recognize the importance of reading for expanding their background knowledge In contrast, only 10.8% of participants view reading as a means to meet compulsory requirements Overall, it is evident that students primarily see reading as a tool for reinforcing language abilities and gaining knowledge.
The next figure highlights the difficulties in reading texts that the students have
0 20 40 60 80 100 new words difficult grammar structures strange topics difficult reading tasks Difficulties
Figure 3: The difficulties in reading a text
A recent survey revealed that 77% of students struggle with unfamiliar vocabulary when reading texts, while 57% find unfamiliar grammatical structures particularly challenging In contrast, only 5.35% of respondents identified strange topics as a barrier to comprehension Additionally, 38% of students believe that difficult reading tasks hinder their ability to read smoothly, possibly due to a lack of effective reading strategies.
The students’ attitude towards the importance of having good reading strategies is
9% very important important a little important not important at all
The chart illustrates that a significant majority of students believe good reading strategies are crucial for reading comprehension, with 48% rating them as very important and 28% as important However, nearly 24% of respondents disagreed on the importance of these strategies, possibly due to a lack of awareness or instruction on how to effectively use them.
The analysis of respondents' reading strategies revealed several key approaches, categorized according to Oxford’s classification (1990) These strategies included predicting, skimming, scanning, inferring, guessing the meaning of new words, and self-monitoring, facilitating a clearer understanding of their reading behaviors.
Never Rarely Sometimes Often Very often
1 I preview the headings and illustrations to get the main idea of the text before reading
2 I relate my prior knowledge to the information of the texts I am reading
Table 2: Results of predicting strategy The first type reading strategies is predicting including two items
According to the data, 37.3% of respondents never previewed the headings and illustrations to grasp the main ideas of the text before reading, while 40.6% did so rarely In contrast, only 14.1% of readers frequently or very frequently employed this strategy.
The survey results from PHT students indicate a nearly equal distribution in their strategy usage, with 55% rarely employing the strategy and 44.7% using it sometimes or often Notably, no students reported never using this strategy.
“never” or “very often” used this strategy
Never Rarely Sometimes Often Very often
I skim through the text to understand main ideas of the texts before focusing on details
Table 3: Results of skimming strategy
The results from Table 3 reveal a diverse frequency in the use of skimming strategies among subjects Specifically, over half of the participants, comprising 31.3% who often and 25.5% who very often skimmed the text, indicated they employed this method to grasp main ideas before delving into details Conversely, more than one-third of respondents, accounting for 32.6%, reported that they either never or rarely utilized skimming strategies.
Never Rarely Sometimes Often Very often
I scan for key words or concepts that are closely related to the questions in order to answer them 31 20.6 19 12.5 21 14.1 38 25.5 41 27.3
Table 4: Results of scanning strategy
Table 4 reveals that, similar to the skimming strategy, there was no significant difference in the choices made by students Notably, 66.9% of students reported scanning for key words or concepts related to the questions to formulate their answers However, a considerable portion of respondents, 20.6%, never used this strategy, while 12.5% did so rarely.
Never Rarely Sometimes Often Very often
I use my knowledge of grammar or vocabulary to help understand difficult parts in reading texts
Table 5: Results of inferring strategy
According to Table 5, a significant majority of students (68.8%) did not utilize their grammar and vocabulary knowledge to comprehend challenging sections of the reading text In contrast, only 20.6% occasionally employed this strategy, while a mere 10.6% frequently applied it.
Guessing meaning of new words
Never Rarely Sometimes Often Very often
I guess meanings of new words using the available information
Table 6: Results of guessing meaning strategy
According to the data presented in Table 6, over half of the students, specifically 23.3% who reported using the strategy very often and 18.7% who used it often, actively engaged in this approach In contrast, approximately 43.4% of students indicated that they either never or rarely employed this strategy.
Never Rarely Sometimes Often Very often
1 I choose reading strategies according to my reading purposes
2 Before reading, I read the comprehension questions to decide important information that should be noted
3 I skip the words that are not essential for comprehending the texts while reading
4 I check if my answers to the questions are correct or wrong after reading
5 I summarize the main ideas of the texts after reading
Table 7: Results of self – monitoring strategy When looking at table 7, it can be seen that self-monitoring comprises 5 items
A significant 88.5% of participants indicated that they rarely selected reading strategies based on their specific purposes, while only 11.5% of students reported that they sometimes or often employed such strategies.
A significant 61.5% of respondents indicated that they focused on reading comprehension questions to identify key information necessary for answering them effectively.
Responses to item 3 showed significant variation, with nearly half of the respondents (49.9%) indicating they never or rarely skipped non-essential words for comprehension In contrast, a similar proportion of students reported using this strategy sometimes (20.6%), often (16.2%), or very often (13.3%).
The interview results
All the information of the interview was to address the second research question
This study involved an unstructured group interview with four 10th-grade English teachers at PHT High School, providing valuable insights into strategies for improving reading comprehension among 10th-grade students.
To keep respondents’ personal information confidential, the researcher called four teachers A, B, C and D
Teachers unanimously emphasized the significance of reading comprehension and its strategies in learning English, highlighting that these elements enhance students' overall learning not just in reading, but across various skills.
Teachers expressed mixed opinions on the reading texts in the course book Teacher C noted that the texts cover essential topics with a reasonable length, generally familiar to students In contrast, Teacher B pointed out that certain topics, particularly in units 1, 2, 4, 7, and 8, are perceived as boring, making it challenging to engage students Additionally, some texts are too simplistic (units 2 and 7), while others, like units 3 and 15, are overly complex for students to grasp Teacher A emphasized the inconsistency in reading difficulty, stating that while some texts are easy, others introduce many new words and phrases, creating a varied learning experience.
Teachers frequently instruct their students in essential reading strategies, with three interviewees (Teachers A, C, and D) emphasizing the importance of scanning and skimming techniques Additionally, Teacher B highlighted the value of contextual guessing to help students infer the meanings of unfamiliar words.
In a recent interview, teachers discussed their strategies for motivating students to read Teacher D highlighted the diverse reading abilities among students, necessitating a variety of activities such as pair work, group work, and role play to foster engagement However, she noted challenges like insufficient materials, time constraints, large class sizes, and a focus on grammar-based testing that hindered the implementation of these activities Meanwhile, Teacher C emphasized the importance of preparing engaging "warm-up" activities and utilizing authentic materials, such as magazines and short stories, to captivate students' interest in reading.
Last but not least, the question “What will you do to enhance Ss’ reading comprehension?” was raised
Teacher A noted that her students rarely utilize reading strategies and some lack an understanding of their importance To address this, she encourages her students to identify their reading purposes before starting, enabling them to choose and apply appropriate strategies flexibly and interactively, which can greatly improve their reading efficiency Recognizing that reading strategies are crucial for comprehension, she incorporates techniques such as predicting, skimming, and scanning, while also allocating time for speed-reading exercises.
In the pre-reading stage, Teacher C plans to enhance student vocabulary by collecting and defining key terms from the text using flashcards, fostering meaningful understanding Additionally, she will guide her students to preview comprehension questions, enabling them to concentrate on these inquiries while reading.
Teacher B emphasized the significance of enhancing reading fluency to boost reading comprehension She proposed various strategies to help students improve their reading fluency, including self-monitoring, vocabulary enhancement, and increasing reading speed Furthermore, she advocated for cooperative learning by organizing students into pairs or groups, believing that this approach would facilitate learning, increase student engagement, alleviate classroom tensions, and ultimately promote better student outcomes.
Teacher D plans to enhance her students' learning by providing a diverse range of texts beyond the course book, enabling them to engage with various topics She aims to activate their background knowledge to help them predict content effectively During reading, she will encourage students to check their comprehension and, in the post-reading stage, facilitate summarization, questioning, and predictions about future events based on the text they have just read.
In conclusion, both students and teachers recognize the significance of reading comprehension and strategies However, teachers face challenges such as limited time, large class sizes, grammar-focused testing, and students' inadequate reading strategies, vocabulary, and grammar skills Notably, the primary reading strategies taught—skimming, scanning, and contextual guessing—align with those students commonly employ Therefore, it is essential for teachers to introduce a broader range of reading strategies Furthermore, teachers' perspectives on enhancing reading comprehension align with students' preferences, demonstrating a mutual understanding Overall, the interview results effectively addressed the second research question.
This chapter provides a comprehensive analysis and interpretation of findings derived from two instruments: a student survey questionnaire and teacher interviews, aimed at addressing the study's two research questions The upcoming conclusion will summarize these findings, outline the study's limitations, and offer recommendations for future research.
CONCLUSION
Conclusions
This study aimed to investigate the use of reading comprehension strategies of the
A study was conducted to enhance reading comprehension among 10th-grade students at Pham Hong Thai High School Utilizing a qualitative approach, the researcher employed a survey questionnaire with 150 students and conducted unstructured interviews with four selected teachers to gather data The findings led to significant conclusions regarding effective strategies for improving students' reading skills.
The study on tenth form students at Pham Hong Thai High School highlighted their recognition of the importance of reading comprehension and the desire for effective reading strategies Despite this awareness, there were no significant differences in reading abilities between good and poor readers Many students faced challenges with unfamiliar vocabulary and grammatical structures during reading comprehension lessons While they showed a preference for these lessons and were encouraged to utilize reading strategies, most relied on skimming, scanning, and guessing meanings of new words Some students unconsciously began using additional strategies like predicting, inferring, and self-monitoring, while others approached reading methodically, focusing on each word and pausing to look up unknown vocabulary.
The findings from the unstructured interviews revealed that teachers recognized the significance of reading comprehension and strategies, yet faced challenges such as limited time, large class sizes, grammar-focused testing, and students' inadequate reading strategies, vocabulary, and grammatical knowledge To address these issues, teachers primarily taught skimming, scanning, and context-based word-guessing techniques Additionally, they proposed various methods to enhance students' reading comprehension, including the introduction of effective reading strategies, the use of authentic materials, and the incorporation of diverse activities throughout the three stages of reading comprehension lessons.
Based on the findings, some pedagogical implications are suggested as follows:
Teachers play a crucial role in helping students apply various reading strategies to enhance their learning By providing engaging activities tailored to specific reading skills, educators can maintain students' focus and interest Selecting texts that resonate with students' interests and everyday experiences is essential for fostering enthusiasm in reading activities Prior to each reading comprehension task, teachers should offer clear explanations to prepare students effectively The reading comprehension process consists of three main stages: pre-reading, while-reading, and post-reading During the pre-reading stage, teachers must ensure students understand the lesson's objectives, while being mindful of time management to prioritize main reading activities In the while-reading phase, teachers should be available to assist students as needed Finally, in the post-reading stage, educators act as guides, encouraging students to articulate their thoughts and insights about the text, ultimately leading to improved comprehension and reading skills.
Students play a crucial role in the success of reading lessons, as their active participation as listeners is essential They must attentively follow the teacher's instructions to effectively recognize information and deduce new vocabulary and grammatical structures Additionally, students should engage as proactive and adaptable readers, utilizing class time efficiently to read and complete exercises for a comprehensive understanding of the text It is also important for them to identify appropriate reading strategies and leverage their background knowledge, as the significance of the text and its information may not always be explicitly presented.
Limitations of the study
Despite the researcher's commitment to conducting the study professionally, challenges arose during implementation, leading to certain limitations The study focused on a sample of 150 tenth-grade students and four tenth-grade teachers at PHT High School, which means that the findings and recommendations are specifically relevant to this context For other high schools in Hanoi or different provinces with varying conditions, it is crucial to carefully consider the applicability of the study's results and suggestions.
Suggestions for further study
To enhance future research, it is recommended that researchers expand the participant pool to include all tenth-grade students in high schools across Hanoi and other provinces This broader scope will enable a more in-depth investigation of students' expectations, needs, and interests, ultimately assisting teachers in refining their instructional approaches.
The study emphasizes the importance of exploring specific reading strategies, such as skimming, scanning, and inferring, in the context of learning English Future research should focus on these targeted strategies to enhance understanding and effectiveness in reading comprehension.
Thirdly, other further studies can be carried out to examine the differences between good readers and bad readers or male readers and female readers when they use reading strategies
Researchers can explore additional studies that emphasize the implementation of strategies for enhancing three essential skills: listening, speaking, and writing.
This study explored two key research questions and identified certain limitations This chapter summarizes the main findings of the research and offers recommendations for future studies on the topic.
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APPENDICE Appendix 1 SURVEY QUESTIONNAIRE FOR STUDENTS
This survey questionnaire is designed with the aim of getting necessary information for study “A study on students’ use of reading comprehension strategies:
A survey of 10th-grade students is being conducted to gather valuable insights for evaluation research aimed at enhancing educational materials Your feedback on the following questions is crucial and greatly appreciated.
Your years of learning English: 4 years 5 years 6 years Your proficiency level:
PART 2: In completing these questions, please choose the answer by circling the letter next to your choice You could also have more than one choice in some questions or give your own answers
1 How important is reading comprehension?
As important as other language skills (listening, speaking, writing) Not as important as other language skills (listening, speaking, writing) Not important at all
2 What is your purpose of learning reading in English?
To reinforce vocabulary and grammatical structures
To fulfill the compulsory requirements
3 What difficulties do you often have in reading a text?
Grammatical structures are difficult The texts often have strange topics The reading comprehension tasks are difficult
4 How important is having good reading strategies to reading comprehension?
A Little important Not important at all
5 Circle the most suitable option to clarify you use of reading strategies?
1 Never 2 Rarely 3 Sometimes 4 Often 5 Very often
1 I choose reading strategies according to my reading purposes 1 2 3 4 5
2 I preview the headings and illustrations to get the main idea of the text before reading
3 Before reading, I read the comprehension questions to decide important information that should be noted
4 I skim through the text to understand main ideas of the texts before focusing on details
5 I scan for key words or concepts that are closely related to the questions in order to answer them
6 I skip the words that are not essential for comprehending the texts while reading
7 I guess meanings of new words using the available information
8 I use my knowledge of grammar or vocabulary to help understand difficult parts in reading texts
9 I relate my prior knowledge to the information of the texts I am reading
10 I check if my answers to the questions are correct or wrong after reading
11 I summarize the main ideas of the texts after reading 1 2 3 4 5
6 Name other reading strategies that you apply when learning reading? (Please specify)
7 What do you want the teachers do to help enhance your reading comprehension? (Please specify)
Appendix 2 BẢN KHẢO SÁT DÀNH CHO HỌC SINH
Bản câu hỏi này được thiết kế để thu thập thông tin cần thiết cho nghiên cứu
Chiến lược đọc hiểu Tiếng Anh cho học sinh lớp 10 là một chủ đề quan trọng, không có câu trả lời đúng hay sai Học sinh nên tự đưa ra ý kiến cá nhân khi trả lời các câu hỏi liên quan Sự tham gia và hợp tác của các em là rất đáng quý trong quá trình học tập này.
PHẦN 1: THÔNG TIN CÁ NHÂN
Số năm đã học Tiếng Anh: 4 năm 5 năm 6 năm Trình độ Tiếng Anh của em (Tự đánh giá):
PHẦN 2: TRẢ LỜI CÂU HỎI Đánh dấu tất cả các đáp án em thấy phù hợp với bản thân mình trong khi học đọc hiểu:
1 Đọc hiểu quan trọng như thế nào?
Rất quan trọng Quan trọng như những kỹ năng khác (nghe, nói, viết) Không quan trọng như những kỹ năng khác (nghe, nói, viết) Không quan trọng chút nào
2 Mục đích đọc hiểu Tiếng Anh của em là gì? Để củng cố từ vụng và cấu trúc ngữ pháp Để cải thiện kỹ năng ngôn ngữ Để mở rộng kiến thức nền Điều kiện bắt buộc
3 Khó khăn em thường gặp phải trong khi đọc hiểu?
Có nhiều từ mới trong bài đọc Nhiều cấu trúc ngữ pháp khó
Các bài đọc thường có chủ đề lạ Bài tập đọc hiểu khó
4 Chiến lược đọc hiểu tốt quan trọng như thế nào đối với đọc hiểu?
Rất quan trọng Quan trọng Khá quan trọng Không quan trọng chút nào
5 Khoanh vào các lựa chọn để cho thấy mực độ sử dụng các chiến lược đọc hiểu em dùng
1 Chọn chiến lược đọc hiểu theo mục tiêu đọc 1 2 3 4 5
2 Xem trước tiêu đề và minh họa để biết ý chính của đoạn trước khi đọc
3 Đọc trước câu hỏi để quyết định thông tin cần thiết 1 2 3 4 5
4 Đọc lướt qua đoạn văn để hiểu ý chính trước khi tập trung vào chi tiết
5 Đọc từ khóa hoặc khái niệm gần với câu hỏi để trả lời chúng 1 2 3 4 5
6 Bỏ qua những từ không cần thiết khi đọc bài 1 2 3 4 5
7 Sử dụng thông tin có sẵn trong bài để đoán nghĩa từ mới 1 2 3 4 5
8 Sử dụng kiến thức ngữ pháp hoặc từ vựng của mình để hiểu phần khó
9 Liên hệ kiến thức sẵn có với thông tin trong bài đọc 1 2 3 4 5
10 Kiểm tra lại xem câu trả lời đúng hay sai sau khi đọc 1 2 3 4 5
11 Tóm tắt ý chính của bài sau khi đọc 1 2 3 4 5
6 Những chiến lược đọc hiểu khác mà em áp dụng? (Hãy ghi rõ)
7 Em muốn giáo viên làm gì để giúp em cải thiện kỹ năng đọc hiểu? (Hãy ghi rõ)
I am conducting a study named “A study on students’ use of reading comprehension strategies: A case of 10 th form students” and your valuable information will help me carry out my study successfully
Now let’s start our interview!
I: First of all, how important is reading comprehension and reading strategies?
Teacher A: We all agree that they are of great importance as they facilitate the students’ learning not only in reading itself but other skills as well
I: “What do you think about the reading texts in the course book?”
Teacher C: the reading texts cover all the basic topics with reasonable length which are familiar with the students in general
Teacher B: I think that some topics are boring and teachers find it difficult to motivate students to study (unit 1, 2, 4, 7, and 8) Some reading texts are too simple (unit
2, 7), whereas there are some texts really difficult for students to acquire in a lesson such as unit 3, and 15
Teacher A believes that student reading requirements vary significantly, noting that some texts are quite simple, while others present challenges with numerous unfamiliar words and phrases.
I: What reading strategies do you often teach your students?
Teacher A: I often teach my students how to scan and skim
Teacher C: Yes, me, too Teacher D: So do I
Teacher B: I also teach my students to guess the meaning of new words in context
I: What do you do to motivate your students to read?
Teacher D notes that students have varying reading abilities, necessitating diverse activities such as pair work, group work, and role play to foster reading engagement However, challenges arise in implementing these activities due to a lack of materials, limited time, large class sizes, and a focus on grammar-based testing.
Teacher C: I often prepare interesting “warm – up”, and designs authentic material like magazines or short stories for students to read
I: What will you do to enhance Ss’ reading comprehension?
Teacher A observes that her students rarely apply reading strategies and some do not recognize their importance To address this, she plans to have her students identify their reading purposes before starting, enabling them to choose appropriate and flexible strategies for the task This approach aims to significantly improve their reading efficiency Additionally, recognizing the crucial role of reading strategies in comprehension, she will encourage her students to engage in predicting, skimming, and scanning, while also incorporating timed speed-reading exercises.
To enhance students' vocabulary comprehension, I will gather and define key terms from the text to create flashcards for the pre-reading stage This approach fosters meaningful and relevant vocabulary acquisition Additionally, I will have students preview comprehension questions to guide their focus while reading, ensuring they can effectively address these questions during the reading process.