Identification of the problem
As we all know, English is the most widely used language in the world and its important role in today‟s life of industrialization and modernization is undeniable
English serves as a crucial bridge for economic, political, and cultural interactions in our multilingual world As a result, proficiency in English has become a key requirement for job seekers, making it an essential subject in the educational systems of numerous countries globally.
In Vietnam, the significance of English is increasingly recognized due to the government's open economic policy, impacting the country's economic, social, and political spheres English teachers play a crucial role in developing the nation’s human resources, facing challenges in ensuring that students can use English correctly, efficiently, and instinctively To address these challenges, teachers should focus on gradually enhancing students' engagement in the learning process, starting with promoting their active role in learning English.
The learner-centered approach to foreign language teaching emphasizes the active role of learners in the learning process, shifting them from passive recipients to engaged participants who acquire knowledge based on their interests and needs According to Ellis and Sinclair (1989), promoting learner autonomy is essential for three reasons: it enhances the effectiveness of learning, encourages ongoing education beyond the classroom, and allows learners to apply strategies across different subjects Little (1991) argues that proactive commitment to learning leads to greater efficiency and effectiveness Thus, learner autonomy is vital in language acquisition, with teachers playing a crucial role in demonstrating the value of the material Ultimately, students must understand that they are responsible for seeking answers independently, as instructors may not have all the solutions.
Carrell and Eisterhold (1989) highlight a crucial link between autonomous learning and reading skills, suggesting that inadequate reading proficiency can impede students' overall language learning progress (Paweena, 2012).
At Phu Duc Upper Secondary School, the concept of learner autonomy is relatively new for students, particularly in the context of improving their reading skills in English, which is deemed essential Despite the emphasis on reading in English classes, teachers Miss H and Miss D have observed that students struggle with self-learning due to their low reading proficiency This thesis aims to demonstrate how fostering learner autonomy can enhance reading comprehension skills, ultimately empowering students to take charge of their language learning journey This motivation drives the research titled "Promoting Learner Autonomy in Enhancing Reading Comprehension."
Skills for Students at High School in Thai Binh: An Action Research”.
Purpose of the study
The purpose of the research:
- Identifying the current students‟ autonomy at Phu Duc High School in reading comprehension skills
- Proposing anappropriate scheme of action to improve the situation
- Finding out the effect of the selected activities in action plan
- Reflecting the result of the research
This study aims to provide valuable insights for English teachers and students at Phu Duc Upper Secondary School, focusing on promoting learner autonomy to enhance reading comprehension skills.
Particularly, the research is carried out to find out the best answer for the following questions:
- Can the uses of the three implemented reading strategies in help students at Phu Duc High School immprove their reading comprehension skills?
- Can the uses of the three implemented reading strategies help students at Phu Duc High Schooldeveloplearner autonomy?
Method Review
To achieve the study's objectives, an action research project aimed at enhancing learner autonomy in reading comprehension will be implemented over 12 weeks during the first semester of 2016-2017 This approach is chosen to improve the teaching situation, as developing reading comprehension skills necessitates consistent practice Thus, action research is an appropriate method to explore effective solutions to the posed question.
Scopes of the study
Learner autonomy plays a crucial role in second language acquisition, yet its development remains underexplored This study contributes to the existing research by focusing on enhancing learner autonomy through improved reading skills Conducted over 12 weeks at Phu Duc Upper Secondary School, the study involved 27 students from a 10th-grade math gifted class These students exhibited a significant lack of learner autonomy, particularly in their English studies, and dedicated minimal time to learning the language Notably, their reluctance towards reading has emerged as a key challenge in fostering their autonomy.
Structure of the study
This study is organized into three main sections:
This part aims to give a description of the reasons, objectives, scope, methods and design of the study
This article is structured into several chapters, beginning with Chapter 1, which lays the theoretical groundwork by defining key terms and relevant theories Chapter 2 offers an overview of the teaching and learning environment at Phu Duc High School Chapter 3 details the methods, subjects, and procedures used for data collection, while Chapter 4 presents the findings and analysis of the gathered data.
This paper concludes by summarizing the key findings and offering insights into enhancing learner autonomy through improved reading skills Additionally, it provides valuable recommendations for future research in this area.
LITERATURE REVIEW
Learner autonomy
Autonomy in learning empowers learners to take control of their education, making it a fundamental goal in modern educational practices, particularly in language teaching Promoting learner independence has become a primary focus for educators, as highlighted by various scholars (Holec, 1981; Dickinson, 1987; Little, 1991; Dam, 1995; Benson, 2001; Palfreyman, 2003; Lamb and Reinders, 2007) Teachers play a crucial role in fostering autonomy by employing pedagogical strategies that encourage students to manage their language skills independently By raising awareness about the significance of autonomy, educators can embody the wisdom of the proverb: “Give a man a fish, feed him for a day Teach a man to fish, feed him for a lifetime.”
Henri Holec, recognized as the father of learner autonomy, first introduced the concept, defining it as "the ability to take charge of one’s own learning" (Holec, 1983: 3) He emphasized the importance of learners planning, monitoring, and evaluating their learning processes to enhance their autonomy and create personal learning opportunities Similarly, Nunan (1995) highlighted that the ability to set personal goals and generate learning opportunities is crucial for learners to become truly autonomous.
Linguists and educationalists have differing views on the definition of autonomy in learning David Little (1994) describes autonomy as the learner's psychological relationship with the learning process, emphasizing critical reflection and independent action In contrast, Leni Dam (1995) focuses on the learner's willingness and ability to manage their own learning Both Dam and Holec (1981) agree that an autonomous learner is one who independently sets goals, selects materials and methods, organizes tasks, and establishes evaluation criteria.
115) states that autonomy “is learned at least partly through educational experiences and interventions”
According to Dickinson (1987), learners are at the center of the learning process, which is characterized as a self-initiated endeavor, contrasting with the behaviorist view where learners play a passive role and learning equates to rote memorization A crucial aspect of this perspective is that autonomy is seen as an inherent trait of learners rather than a product of the learning environment Additionally, Benson (2001) highlights that most research on autonomy revolves around three key hypotheses: the nature and components of autonomy, the potential to cultivate autonomy among learners, and the effectiveness of various approaches in promoting autonomy within language learning contexts.
Scharle and Szabo (2000) stated that an autonomous student must have built four blocks:
4) Cooperation and group cohesion Sharing the same ideas, (Omaggio, 1978, cited in Wenden, 1998, pp 41-42; Holec, 1981; Dickinson, 1987; Little, 1991; Broady & Kenning, 1996; Barnett, 1993) distinguish the characteristics between dependent learners and independent learners as below:
1 do not set learning goals
2 only work when extrinsic motivators such as grades or rewards are offered
3 do not reflect on how well they are learning and stick to the fixed hypotheses
4 cannot make decisions about their learning
5.do not know their own strengths and weaknesses
6 do not know their learning styles and different strategies for learning
7 make mistakes or not knowing is shameful
8 rely heavily on teachers and think teachers is wholly responsible for their learning
9 study, translate and memorize knowledge
10 do not connect classroom learning with the real world
1 plan their learning and set goals 2.are intrinsically motivated by making progress in learning
3 often reflect on the learning process and progress, reject hypotheses that do not apply
4 can make well-informed learning decisions
5.are aware of their strengths and weaknesses 6.have insights into their learning styles and strategies
8 are self-reliant for own learning
9 use and practice skills, analyzea little
10 connect classroom learning with the real world
Basing on these theoretical backgrounds, I will analyze the data to see whether the population students are autonomous learners or not
Autonomous learning is often misunderstood as learning in isolation, but it actually exists on a continuum that includes varying degrees of teacher involvement (Reinders, 2000) According to Holec (1981), while language learners can take full responsibility for their learning, teachers play a crucial role in guiding them towards autonomy To foster this independence, educators must both support and challenge students effectively Boud (1981) emphasizes that it is acceptable for learners to choose structured teaching when it aligns with their goals, indicating that developing autonomy may require a different type of structure rather than simply removing it.
The role of the teacher in fostering autonomous learning is evolving but remains essential Teachers' perspectives shift in response to their roles, while students' views are influenced by factors such as motivation, the significance of learning, accountability for their education, and opportunities for learning outside the traditional classroom (Nordlund, 1997: 71-89) It is crucial for teachers to empower students to become autonomous learners and instill confidence in their ability to enhance their educational journey effectively.
Cohen (2002) emphasizes the importance of understanding one's learning style preferences and motivational levels over traditional strategy instruction Recent literature continues to explore learning strategies, learner training, and development in the context of autonomy (Gao, 2002; Jiménez-Raya & Lamb, 2003; Huang, 2006) Autonomy is crucial as it empowers learners to take control of their language skills and promotes independent learning across various contexts.
Developing language skills requires learners to cultivate awareness of their own learning strategies and styles, as emphasized by Nordlund et al (1997) Strategic competence involves planning, implementing, monitoring, and evaluating one’s learning, utilizing opportunities both inside and outside the classroom Oxford (1990) highlights that many language students, conditioned by cultural and educational systems, often adopt a passive learning approach It is crucial to shift this mindset, as education should empower learners to take control of their learning processes By fostering a sense of autonomy, students can achieve proficiency in all four language skills Reading, in particular, is essential for language acquisition, as it enhances knowledge and supports lifelong learning Given the prevalence of written language in conveying human knowledge, strong reading skills have become increasingly necessary in various life contexts.
Motivation plays a crucial role in language learning, serving as the primary driver for initiating and sustaining the often challenging process of acquiring a second or foreign language According to Guilloteaux and Dürnyei (2008), without adequate motivation, even the most talented individuals struggle to achieve long-term goals, highlighting that effective curricula and quality teaching alone are insufficient for ensuring student success.
According to Wenden (1998), attitudes are defined as learned motivations and valued beliefs that influence how individuals respond to situations, including their acceptance of language learning environments The assessment of attitudes towards language courses and teachers is crucial in understanding learners' motivation Tremblay and Gardner (1995) identify three key components of motivation in language learning: the effort dedicated to achieving goals, the desire to learn the language, and the overall attitude towards the learning task.
Motivated learners demonstrate persistence and attentiveness, actively engaging in tasks while setting clear goals and aspirations They find enjoyment in their activities and reflect on their successes and failures Additionally, they employ various strategies to enhance their performance and achieve their objectives, highlighting the importance of motivation in the learning process.
According to Grabe (2009), motivation is crucial for students to enhance their reading skills, as it drives them to read extensively and overcome challenges Guthrie and Wigfield (2000) define reading motivation as an individual's personal goals, values, and beliefs related to reading topics, processes, and outcomes This intrinsic motivation is essential for developing proficient reading abilities.
In Grabe (2009)‟study we find a table where he describes factors that support reading motivation These factors are:
1 Opportunities for learning success and gains in conceptual knowledge
2 Real-world interactions (demonstrations, data collection, observations, etc.)
3 Autonomy support, student self-direction
7 Social collaboration and relationship building for academic tasks
8 Evaluation and feedback that support learning (Grabe 2009: 191)
Motivation is the key driver of successful learning outcomes, as it instills purpose and intention in our efforts In this study, I aim to enhance students' motivation by showcasing how our activities can lead to positive results When students recognize the benefits of their efforts, their drive to achieve their goals increases This is particularly crucial for our target group, which lacks motivation to engage in reading and homework With only 2-4 hours a week dedicated to these activities, it is essential to foster self-learning through effective reading strategies By allowing learners to select their reading topics, we can encourage meaningful engagement and boost their motivation to learn a foreign language effectively.
1.1.4 Way to develop learner autonomy
Nunan (1988) presents a nine-step program designed to transition students from dependent to autonomous learners However, in the context of Phu Duc High School, implementing all nine steps is impractical, leading the researcher to omit certain unnecessary steps during the training activities.
Step 1 – Make instructional goals clear to learners
A very first step in generating learner autonomy is to help learners recognize their goals after the lesson
For example: Today we‟re going to practice scanning strategy and we‟re going to read about music and movies and stuff OK?
Now, I want you to open your reading materials and look quickly over the first text then tell what the main idea of the text is
UNIT GOALS After this unit you will able to recognize the main idea of a text
Step 2 – Allow learners to create their own goals
Reading comprehension
There are plenty of different definitions of reading comprehension, for example:
Reading comprehension involves deriving meaning from text, focusing on the overall understanding rather than isolated words or sentences As children engage with text, they create mental models that represent the ideas conveyed These mental models can be categorized into two types: a text-based model, which reflects the propositions of the text, and a situation model, which captures the perceived context or subject matter of the text (Kintsch 1998; Van Dijk and Kintsch 1983).
Reading comprehension involves constructing meaning from written or spoken communication through an interactive exchange of ideas between the interpreter and the message (Harris & Hodges, 1995) This process presumes that meaning is derived from the intentional problem-solving and thinking processes of the interpreter, with the understanding that prior knowledge and experiences significantly influence the interpretation of the content.
Reading comprehension is a vital aspect of literacy, involving the active construction of meaning from text It encompasses a complex interplay of automatic and strategic cognitive processes that allow readers to form mental representations of the material they engage with.
Reading comprehension involves the process of collecting and synthesizing information from texts, relying on the reader's prior knowledge to enhance understanding.
Reading strategies
Skimming is a rapid reading technique aimed at grasping the main ideas of a text without focusing on every word This method is useful for quickly understanding the gist of a passage, such as when previewing a newspaper by swiftly navigating through headings and the initial lines of paragraphs, allowing readers to capture essential information efficiently.
Skimming is the process of quickly glancing through a text to grasp its main idea, which helps determine the relevance of a research paper to one's own work or to stay superficially informed about less significant topics (Nuttall, 1996:49).
Scanning has to do with looking for “specific information, for example, the relevant times on a timetable, items in a directory, or key points in an academic text”
(Hedge, 2003: 195) Williams (1996: 107) states that “scanning is reading for particular points of information It is a selective reading, and its purpose is to achieve very specific reading goals”
Scanning involves quickly glancing through a text to locate specific information, such as names or dates, or to assess its relevance for a particular purpose, like determining if a gardening book covers the cultivation of a specific vegetable.
According to Anderson & Pearson (1984): “The ability to make inferences from given information in a text and from background information has been described as the heart of the reading process.”
Making inferences involves the skill of reading between the lines, as it requires readers to interpret text through critical thinking, prior knowledge, intuition, and imagination According to Keene & Zimmerman (1997), this process is essential for a deeper understanding of the material.
Making inferences is essential for readers to actively engage with a text, allowing them to build meaning through personal interaction Skilled readers often infer subconsciously, using logical assumptions based on textual clues and their prior knowledge This process fosters creativity and enables diverse interpretations, especially in fictional genres Conversely, nonfiction texts, which focus on factual content, tend to yield more limited interpretations Regardless of the genre, readers must support their inferences by articulating the prior knowledge and textual information that inform their conclusions.
Keene and Zimmerman (1997) showed that when successful readers infer, they:
Make reasonable predictions as they read, test and revise those predictions as they read further
Create dynamic interpretations of text that are adapted as they continue to read
Use the combination of background knowledge and explicitly stated information from the text to answer questions they have as they read
Make connections between conclusions they draw and other beliefs or knowledge
Make critical or analytical judgments about what they read
In a different aspect, Barrett‟s Taxonomy of Reading Comprehension (1974) identifies the following eight factors that proficient readers often use when they infer:
Inferring supporting details – guessing about additional facts the author could have included in the selection that would have made it more informative, interesting, or appealing
Inferring the main idea – providing the main idea, general significance, theme, or moral that is not explicitly stated in the selection
Inferring sequence – guessing what action or incident might have taken place between two explicitly stated actions or incidents or making hypotheses about what could happen next
Inferring comparisons – inferring likenesses and differences in characters, times, or places
Inferring cause-and-effect relationships – hypothesizing about the motives of characters and their interactions with others and with time and place
Inferring character traits – hypothesizing about the nature of characters on the basis of explicit clues presented in the selection
Predicting outcomes – guessing the outcome of a selection after reading an initial portion of it
Inferring about figurative language – inferring literal meanings from the author‟s figurative use of language
METHODOLOGY
Research question
The research question for this study has been raised in Part A, Section 2 above It is, however, reproduced here to make it easy for the reader to follow:
- Can the uses of the three implemented reading strategies in help students at Phu Duc High School immprove their reading comprehension skills?
- Can the uses of the three implemented reading strategies help students at Phu Duc High Schooldeveloplearner autonomy?
Context and Subject of the study
Founded in 1965, Phu Duc Upper Secondary School has evolved from a modest institution with just 8 classes and 10 teachers to a thriving educational establishment featuring 42 classrooms, 96 staff members, and nearly 2,000 students The school's facilities are spacious, clean, and aesthetically pleasing Committed to enhancing educational quality, the teachers implement innovative teaching methods that significantly improve student learning outcomes As a result, the school boasts an impressive annual graduation rate of 98% or higher, with consistently high performance in university entrance exams, ranking among the top in the province.
This study focuses on 27 students from the 10A2 class at Phu Duc Upper Secondary School, all of whom have been learning English as a compulsory subject for at least 9 years Despite their extensive study, these students, aged 18-20, exhibit a negative attitude towards English, primarily due to poor reading scores The group consists of 6 girls and 21 boys, most of whom are in a math gifted class and dedicate minimal time to English learning A significant challenge for these students is their lack of autonomy in reading, which contributes to their aversion to the subject.
Procedure of the research
The researcher identified a significant issue regarding students' low level of autonomy at Phu Duc High School and determined that the reading field would be the most effective context for investigation To gather comprehensive data, he employed various collection instruments to assess both students' autonomy and proficiency levels Subsequently, he implemented an intervention that introduced three reading strategies, grounded in insights from the literature review, aimed at enhancing reading proficiency and fostering learner autonomy Throughout the intervention, he conducted six observations of the class, following Nunan's (1995) theoretical framework, and utilized data collection instruments post-intervention to analyze and reflect on the research outcomes.
Data collection instruments
To guarantee the reliability and validity of the data, all interviews were conducted in Vietnamese, allowing students to fully comprehend the questions Similarly, the survey questionnaires were also administered in Vietnamese Subsequently, all questionnaires and interview transcripts were translated into English to align with the requirements of this English thesis.
According to Nunan (1993), survey questionnaires are an efficient tool for researchers, allowing for significant time savings in the distribution and collection of responses They provide subjects with the freedom to express their thoughts without concerns about confidentiality breaches In action research, questionnaires remain the primary data collection method To enhance the validity and reliability of the findings, I employed a survey questionnaire to compare students' responses with the statistical data collected.
The questionnaireconsists of four parts for multiple selections:
Part 1 is designed to find students' attitudes and behaviour towards the project by committing to project implementation that demonstrates the student's level of autonomy
Part 2 is used to find out if students have improved their speaking skills The data not only shows the student's level of proficiency, but they also show an improvement in their autonomy
Part 3 was based on Broady (1996) and Chu, Lee, Sakai, and Takagi (2008)‟ theory about learners‟ attitude towards self-learning It is used to explore the changing attitudes of students towards self-learning after the intervention
Part 4 is used to confirm the conclusions drawn from Parts I, II, III It is also used to find out whether the answers of the students for the questions in the four sections are consistent or not In short, all of fourparts aims to prove if the studentshas improved their reading proficiency and become autonomous after all interventions
To gain a deeper understanding of the issues and the rationale behind questionnaire responses, semi-structured interviews were conducted, as they are an effective tool for problem-solving Out of 27 students, 5 were randomly selected to provide their feedback on the project.
The researcher conducted six observations to assess student participation and reading autonomy during 11 lessons of the project Utilizing an observation sheet adapted from Nunan's 1995 framework (see Appendix 9), the aim was to gather comprehensive data on student involvement in class activities This tool was designed to evaluate the engagement of the entire class rather than focusing on individual students, ensuring the reliability of the findings.
At the conclusion of the project, a reading achievement test was conducted to evaluate students' ability to effectively apply three strategies and enhance their reading skills Additionally, the test aimed to assess the consistency between the statistical data collected from various sources and the students' test scores.
Implemented activities
Meeting number 1consists of 3 activities:
In this project, students will be introduced to the concept of learner autonomy, exploring its significance and benefits in the learning process Following the introduction, a discussion will take place to delve into how learner autonomy enhances educational outcomes To further engage students, they will complete two self-evaluation questionnaires: one focusing on their level of learner autonomy and the other identifying whether they are independent or dependent learners.
Meeting number 2 consists of 4 activities:
Activity 1: Have students sign a learner commitment
Activity 2: Convince the learners about the benefits of three reading strategies to improve their learner autonomy
Activity 3: Raising awareness of 3 strategies (scanning, skimming, inferring) for enhancing reading comprehension skills (have students do exercises using 3 strategies)
Activity 4: Have students complete questionnaires on pre-project self-evaluation form of reading comprehension skills
Meeting number 3-4-5: Discuss and practice on scanning skill
In these activities, students had to practice finding the specific information in a text
In the pre-reading phase, the researcher engaged students by suggesting topics and preparing them linguistically, allowing them to tap into their prior knowledge For instance, during meeting 3, students examined pictures and headings to predict topics and engage in discussions In the reading phase, they focused on locating specific information within short texts Finally, in the post-reading phase, students practiced their scanning skills and reflected on their reading In meeting 3's post-reading activity, the researcher instructed students to write two true statements and two false ones about the text they had read.
Meeting number 6-7-8: Discuss and practice on scanning skill
In a series of activities aimed at enhancing reading comprehension, students practiced identifying the main idea of various texts During the pre-reading phase, the researcher assessed students' prior knowledge related to the reading materials In the while-reading phase, students engaged in identifying main ideas within short texts, such as matching headings with corresponding paragraphs Finally, in the post-reading phase, students reinforced their skimming skills by summarizing the texts in their own words, further solidifying their understanding of the material.
Meeting number 9-10-11: Discuss and practice on inferring skill
In a series of activities aimed at enhancing students' inferencing skills, the researcher first engaged them in a pre-reading phase to activate their prior knowledge related to the text During the reading phase, students practiced making inferences by completing a ten-question exercise that involved selecting synonyms for underlined words In the post-reading phase, students reinforced their inferencing abilities by evaluating the truthfulness of ten statements about the text This structured approach not only improved their comprehension but also encouraged critical thinking about implicit information in the material.
- Have students complete questionnaire on post-project self-evaluation on autonomy
- Have students complete questionnaire on post-project self-evaluation of reading comprehension skills
- Select 5 students randomly to conduct the interviews
The program, based on Williams (1996), emphasizes effective reading instruction through three phases: pre-reading, while-reading, and post-reading The pre-reading phase aims to engage students by introducing the topic, motivating them to read, and preparing them linguistically for the text During this phase, learners explore their prior knowledge related to the readings The while-reading phase focuses on helping students comprehend the writer's purpose, understand the text structure, and clarify its content.
In the post-reading stage, it's essential for teachers to gather feedback from students regarding the text This phase plays a crucial role in evaluating students' understanding and responses to the chosen material, allowing for a deeper assessment of their engagement with the content.
FINDINGS AND DISSCUSSIONS
Self-evaluation of reading comprehension skills before and after the projects 25 3.2 Attitude towards learner autonomy before and after the project
(1.Strongly disagree 2.Disagree 3.Agree 4.Strongly agree)
1 I often read outside the classroom
2 I can recognize the specific information in texts
3 I often guess the meanings of unknown words before using dictionary
4 I can make inferring about content and vocabulary in texts Before the project 8(30%) 15(55%) 3(11%) 1(4%)
5 I can understand the main idea in texts
Before the project 9(33%) 15(55%) 1(4%) 2(8%) After the project 1(4%) 3(11%) 13(48%) 10(37%)
6 I can summarize texts in my own words Before the project 8(30%) 15(55%) 3(11%) 1(4%)
7 I feel confident when doing reading tests Before the project 10(37%) 15(55%) 1 (4%) 1(4%)
Before implementing new strategies, a significant 84% of students frequently depend on dictionaries to understand unfamiliar words Moreover, 85% lack confidence in making inferences about the content and vocabulary of texts Their reading comprehension skills show further weaknesses, with 85% unable to summarize texts in their own words, 88% struggling to grasp the main ideas, and 85% failing to identify specific information within texts Consequently, reading exercises feel like a burden to them, as evidenced by the fact that 92% express a lack of confidence when tackling these tasks.
Before the project, students displayed passivity in enhancing their reading comprehension, as indicated by self-evaluation questionnaires However, following the introduction of three effective reading strategies—scanning, skimming, and inferring—there was a notable improvement in their skills Post-intervention, 88% of students could identify specific information in texts, while 81% were able to make inferences about content and vocabulary, and 85% understood the main idea Furthermore, 85% felt confident in summarizing texts, leading to a belief among 84% that they could tackle reading tests with assurance Additionally, the number of students reading outside the classroom surged to 84%, a significant increase from just 8% prior to the project The enhancement of students' reading skills is detailed in Table 1.
Thetable below shows the improvement of a student's reading skills:
Table 3.2: The illustration of the improvement of a student's reading skills
(1.Strongly disagree 2.Disagree 3.Agree 4.Strongly agree)
4 I can make inferring about content and vocabulary in texts
In the table, the letter X represents a student's selection among four responses: 1 Strongly disagree, 2 Disagree, 3 Agree, and 4 Strongly agree A downward right movement of X indicates a shift in the student's perception of learner autonomy, with each step to the right (1-2-3-4) earning one point, while two steps yield two points and three steps result in three points Conversely, if X remains stationary, it scores 0 points, and movement to the left deducts one point for each step taken.
The scoring system indicates that a score of 7 points or higher signifies a significant change, while scores between 1 and 7 suggest only a minor change Conversely, a score of 0 or below reflects no change at all For instance, as illustrated in the chart, a student earns 1 point when the letter X shifts from position 2 to position 3, indicating a slight adjustment.
Figure 3.1: Students’ improvement in reading skills
82% no improvement slight impveoment significant improvement
The results indicate that all students demonstrated improvement in their reading skills, with 82% of the 28 students showing significant enhancement and 18% exhibiting slight progress following the interventions.
3.2 Attitude towards learner autonomy before and after the project
After exploring learner autonomy through Nunan's theory, I had my students complete pre-project self-evaluation questionnaires to assess their attitudes towards autonomy in learning Based on Nunan's classification of independent versus dependent learners, the students identified their learning styles The findings revealed that 100% of the students considered themselves dependent learners, as indicated by their responses to the question about their learner type (see Appendix 1).
The Table 3 below reveals the attitude of students before the project
Table 3.3: Attitude towards learner autonomy before and after the project
(1.Strongly disagree 2.Disagree 3.Agree 4.Strongly agree)
1 I know what my strengths and weaknesses are in learning English
2 I like reading outside the classroom
3 I‟ll do the exercises even if I don‟t have to hand it in Before the project 10(37%) 13(48%) 1(4%) 3(11%)
4 The best way to learn is not by asking for teacher‟s explanations
5 I can learn by myself and improve without class
6 I often plan my learning and set goals
7 I like the teacher to let me find my mistakes and correct them myself
8 I had purposes in mind when choosing what to read for my assignments
Before the project 8(30%) 15(55%) 3(11%) 1(4%) After the project 1(4%) 3(11%) 13(48%) 10(37%)
9 I check and read again the assigned readings to complement what I‟ve gained in class Before the project 10(37%) 13(48%) 3(11%) 1(4%)
10 I can monitor and overcome any difficulties in my learning process all by myself
The pre-project self-evaluation questionnaire reveals that a majority of students are independent learners, with only 11% (3 students) able to manage their learning and problem-solving without teacher assistance Additionally, 8% (2 students) set purposeful goals and plan their learning processes effectively According to data from questions one and six, based on Nunan's distinction between independent and dependent learners, a small percentage of students (11%) exhibit a positive attitude towards learner autonomy before and after the project, as shown in Table 3.
A recent analysis reveals that a significant majority of students (85%) lack purpose when selecting reading materials for assignments, indicating a reliance on teacher guidance in their learning process Only 15% of students take responsibility for their learning by revisiting assigned readings or engaging in exercises independently This lack of self-reliance stems from an inability to identify their strengths and weaknesses, hindering their ability to discover effective learning styles and improve reading comprehension skills To address this issue, the next phase of the project will focus on providing students with reading strategies aimed at enhancing their comprehension abilities and fostering an understanding of the importance of learner autonomy in their educational journey.
Implementing reading strategies significantly enhances students' reading skills, fostering an awareness of learner autonomy After teaching these strategies, students engage in self-assessment to evaluate their reading comprehension Post-project self-evaluation questionnaires reveal a notable shift in mindset, with 85% of students believing they can improve independently and 81% feeling capable of monitoring and overcoming learning challenges without teacher assistance Additionally, there is a dramatic increase in students who know how to plan their learning and set goals, rising from 8% to 84%, while 81% now recognize their strengths and weaknesses in learning English.
A significant 85% of students acknowledge the importance of enhancing reading skills outside the classroom, with the same percentage having specific purposes when selecting reading materials for assignments Self-evaluation indicates that 85% of students prefer to resolve issues independently before seeking teacher assistance Furthermore, 88% of students now recognize the value of self-learning, often revisiting and reviewing assigned readings, a notable increase from 15% prior to the project Additionally, the willingness to complete exercises without teacher prompts has risen dramatically, with 88% of students expressing this readiness compared to only 15% before the initiative.
Positive student attitudes significantly enhance the learning process, with 92% finding activities interesting and 84% believing their peers are engaged as well Only 3% of students feel that the reading materials do not match their proficiency levels Furthermore, an impressive 96% of students acknowledge the effectiveness of strategies in improving their reading skills, while 92% report feeling motivated after participating in these activities.
Table 3.4: Attitudes toward the activities
(1.Strongly disagree 2.Disagree 3.Agree 4.Strongly agree)
1 I find the selected activities interesting
2 After doing the activities, I liked reading a lot
3 My friends seemed to be interested in doing the tasks
4 Reading materials are not suitable with my proficiency
5 The strategies help me read faster 0% 1(4%) 14(51%) 12(45%)
6 I believe that the use of the strategies is very helpful in reading process
7 The activities make me feel motivated
8 I kept a record of my assignment to check and read again
The interviews in Appendix 8 have given more evidences to convince the student of the importance of both improving reading skills and promoting learner autonomy:
Students report increased confidence and significant improvement in their reading skills after implementing effective strategies They find these strategies not only useful for reading exercises but also applicable in other contexts, which contributes to their motivation and enjoyment This highlights a reciprocal relationship where enhancing reading skills fosters learner autonomy, while promoting autonomy further enhances reading abilities.
Table 3.5: The illustration of the changes of a student’s attitude toward learner autonomy
(1.Strongly disagree 2.Disagree 3.Agree 4.Strongly agree)
5 I can learn by myself and improve without class 1 2 3 4
In Table 5, the letter X represents a student's selection of four responses: (1 Strongly disagree, 2 Disagree, 3 Agree, 4 Strongly agree) A downward movement of X to the right indicates a shift in the student's perception of learner autonomy, with each step to the right earning one point, two steps earning two points, and three steps earning three points Conversely, if X remains stationary, it scores 0 points, while movement to the left results in a deduction of one point for each step A score of 10 points or higher signifies a significant change, 1-10 points indicates a slight change, and a score of 0 or below reflects no change For instance, a student moving X from 1 to 3 would accumulate 2 points.
Figure 3.2: Students’ changes in their perception of learner autonomy
The results shows that 100% of the students have changed their attitudes positively in which 15% of them have changed slightly while the rest (85%) have changed significantly
Table 3.6: Attitudes towards the benefits of self-directed learning
(1.Strongly disagree 2.Disagree 3.Agree 4.Strongly agree)
1 The self-directed learning project help me improve my reading comprehension skills a lot
2 The self-directed learning project help me to set learning goals and make plans to achieve the goals
3 Learner autonomy helps me to learn ways to study by myself
4 Learner autonomy help me recognize the importance of autonomy not only in English but also in the other subjects
5 Learner autonomy plays a significant role in language learning
85% no change slight change significant change
A significant majority of students, 89%, believe that learner autonomy enables them to learn independently and effectively set and achieve their learning goals Additionally, 92% of students recognize the crucial role of learner autonomy not only in language learning but also across other subjects, with the same percentage agreeing that the project has improved their reading comprehension skills Overall, 92% of students acknowledge the importance of learner autonomy in language acquisition, while only a minimal percentage, 8.4%, express disagreement with its benefits In contrast, 54.6% and 37% of students respectively agree and strongly agree on the positive impacts of learner autonomy on their learning experience.
Figure 3.3: Attitudes of students towards the benefits of learner autonomy
A comparative analysis of students' attitudes towards learner autonomy reveals a notable shift towards a more positive perception Furthermore, the questionnaire results highlight the various benefits associated with embracing learner autonomy in educational settings.
Strongly disagree Disagree Agree Strongly agree
Summary
Utilizing three key reading strategies—scanning, skimming, and inferring—empowers learners to take charge of their education, fostering autonomy in goal-setting and planning their learning journey These strategies not only enhance student motivation but also promote the development of personalized learning styles, ultimately helping students achieve their academic objectives.
Effective reading strategies enhance learners' excitement by enabling them to read more easily and quickly Additionally, allowing students to choose topics that interest them fosters motivation These strategies also empower students to identify specific and general information and make predictions about the text independently, reducing their reliance on the teacher.
In conclusion, the analysis indicates a significant improvement in students' reading skills through the implementation of effective reading strategies Moreover, these enhanced reading abilities contribute to fostering student autonomy Ultimately, the researcher believes that valuable insights have been gained regarding the research question.
- Can the uses of the three implemented reading strategies in help students at Phu Duc High School immprove their reading comprehension skills?
- Can the uses of the three implemented reading strategies help students at Phu Duc High Schooldeveloplearner autonomy?
Findings
Research indicates that students have shown a significant increase in learner autonomy and reading skills due to the implementation of targeted reading strategies By comparing data before and after the project, it is evident that students have become more independent and proactive in their learning process The findings highlight that participation in the project has effectively enhanced students' reading comprehension, fostering their development as independent learners.
The research was completed with the answer to the question:
- Can the uses of the three implemented reading strategies in help students at Phu Duc High School immprove their reading comprehension skills?
- Can the uses of the three implemented reading strategies help students at Phu Duc High School develop learner autonomy?
The strategies implemented at Phu Duc High School have significantly enhanced students' reading comprehension skills This improvement has fostered an awareness of the importance of learner autonomy, which plays a crucial role in not only enhancing reading skills but also benefiting other subjects and overall learning processes.
Implications
In many EFL classes, the traditional word-by-word reading strategy is still prevalent, with few teachers focusing on enhancing students' reading comprehension through diverse strategies Implementing techniques such as skimming, scanning, and inferring not only enhances reading skills but also fosters learner autonomy, creating a reciprocal relationship that leads to improved learning outcomes This development of learner autonomy is beneficial not only in language acquisition but also across various subjects, highlighting its importance in the overall educational process.
Reading strategies significantly enhance other language skills, such as listening, speaking, and writing Regardless of the specific skill being developed, reading remains a crucial component in the learning process For instance, when taking listening or speaking tests, understanding the test structure through reading is essential, making skimming skills particularly valuable Additionally, these reading strategies have practical applications; learners can utilize scanning to locate specific information in texts or employ skimming to quickly grasp key news items in newspapers.
To enhance reading skills and foster learner autonomy at Phu Duc High School, teachers should carefully select reading materials that align with students' English proficiency, interests, age, and gender This tailored approach encourages student engagement and promotes a proactive learning environment, making the educational experience more enjoyable and motivating Additionally, educators should incorporate the reading strategies proposed by Williams (1996), which include pre-reading, while-reading, and post-reading activities, to achieve effective teaching outcomes.
4 Limitations and suggestions for further research
This study acknowledges several limitations, including a small sample size of only 27 students, which may hinder the reliability of the data and conclusions drawn Conducted at Phu Duc Upper Secondary School, the selected reading materials were tailored to this institution and may not be suitable for other schools due to varying student reading proficiencies and educational programs Additionally, time constraints prevented the exploration of all effective reading strategies that could enhance students' reading comprehension skills and foster learner autonomy.
This research highlights the need for further studies on various reading strategies, including predicting and extensive reading Additionally, replicating this study with larger population groups could demonstrate that equipping students with diverse reading strategies enhances their reading comprehension skills and fosters learner autonomy.
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To determine whether you are a dependent or independent learner, please review the characteristics listed below and mark the ones that apply to you Your responses will help clarify your learning style based on the distinctions between dependent and independent learners.
1 do not set learning goals
2 only work when extrinsic motivators such as grades or rewards are offered
3 do not reflect on how well they are learning and stick to the fixed hypotheses
4 cannot make decisions about their learning
5.do not know their own strengths and weaknesses
6 do not know their learning styles and different strategies for learning
7 make mistakes or not knowing is shameful
8 rely heavily on teachers and think teachers is wholly responsible for their learning
9 study, translate and memorize knowledge
10 do not connect classroom learning with the real world
1 plan their learning and set goals
2 are intrinsically motivated by making progress in learning
3 often reflect on the learning process and progress, reject hypotheses that do not apply
4 can make well-informed learning decisions
5 are aware of their strengths and weaknesses
6 have insights into their learning styles and strategies
7.learn from mistakes or question making
8 are self-reliant for own learning
9 use and practice skills, analyze a little
10 connect classroom learning with the real world
I’m a dependent learner I’m an independent learner
Đánh dấu các đặc tính của bạn để xác định xem bạn là người học phụ thuộc hay người học tự chủ, dựa trên sự phân biệt giữa hai loại hình học này.
Người học phụ thuộc Người học tự chủ
1 Không đặt mục tiêu trong học tập
2 Chỉ học khi có động lực bên ngoài như là điểm hoặc phần thưởng
3 Không phản ảnh họ đang học tốt thế nào vàkhư khư với những giả thuyết cứng nhắc
4 Không thể quyết định việc học của mình
5.không biết điểm mạnh , điểm yếu của bản thân
6 Không biết phong cách học của mình và những chiến thuật học tập khác nhau
7 Mắc lỗi hoặc không biết là xấu hổ
8 Dựa dẫm vào giáo viên và nghĩ giáo viên chịu trách nhiệm hoàn toàn với việc học của họ
9 Học, dịch và ghi nhớ kiến thức
10 Không liên hệ kiến thức trên lớp với thực tế
1 Lập kế hoạch và đặt mục tiêu trong học tập
2 Có động lực bên trong bằng những tiến bộ trong học tập
3 Thường phản ánh trên kết quả học tập và sự tiến bộ, loại bỏ những giả thuyết không khả thi
4 Có thể đưa ra quyết định
5.Ý thức được điểm mạnh và điểm yếu của bản thân
6 Có hiểu biết sâu sắc về phong cách học tập của mình và những chiến lược học tập
7 Học từ lỗi sai hoặc đặt câu hỏi
8 Tự chủ với việc học
9 Sử dụng và thực hành kĩ năng, biết phân tích một chút
10 Liên hệ kiến thức trên lớp với thực tế
Em là người học phụ thuộc Em là người học tự chủ
1 Take responsibility for my own study
2 Attend the class on times required
3 Send homework and assignments to the teacher on schedule
4 Not to cheat or copy others‟ work
5 Trymybest to cooperate with the teacherduring the project
I understand that breaking the learner commitment could result me in losing my points from the total study result at school
Date: /2017 Place: Thái Bình Signature
CAM KẾT HỌC TẬP Lớp:
1 Có trách nhiệm với việc học của mình
2 Có mặt ở lớp đúng thời gian được yêu cầu
3 Gửi bài tập về nhà và các bài tập cho giáo viên đúng thời gian quy định
4 Không gian lận hoặc chép bài của bạn
5 Cố gắng hết sức hợp tác với giáo viên trong suốt quá trình nghiên cứu
Em hiểu rằng vi phạm cam kết học tập có thể khiến em bị hạ điểm tổng kết kết quả học tập ở trường
FEEDBACK QUESTIONNAIRE Identify your degree of agreement or disagreement with a statement by putting a tick in one of four responses The four options are presented as follows:
1 I find the selected activities interesting
2 After doing the activities, I liked reading a lot
3 My friends seemed to be interested in doing the tasks
4 Reading materials are not suitable with my proficiency
5 The strategies help me read faster
6 I believe that the use of the strategies is very helpful in reading process
7 The activities make me feel motivated
8 I kept a record of my assignment to check and read again
2 Attitude towards learner autonomy before and after the project
1 I know what my strengths and weaknesses are in learning English
2 I like reading outside the classroom
Before the project 10(37%) 14(51%) 2(8%) 1(4%) After the project 1(4%) 3(11%) 15(55%) 8(30%)
3 I‟ll do the exercises even if I don‟t have to hand it in Before the project 10(37%) 13(48%) 1(4%) 3(11%)
4 The best way to learn is not by asking for teacher‟s explanations
5 I can learn by myself and improve without class Before the project 9(33%) 15(55%) 2(8%) 1(4%)
6 I often plan my learning and set goals
7 I like the teacher to let me find my mistakes and correct them myself
8 I had purposes in mind when choosing what to read for my assignments
Before the project 8(30%) 15(55%) 3(11%) 1(4%) After the project 1(4%) 3(11%) 13(48%) 10(37%)
9 I check and read again the assigned readings to complement what I‟ve gained in class Before the project 10(37%) 13(48%) 3(11%) 1(4%)
10 I can monitor and overcome any difficulties in my learning process all by myself
3 Self-evaluation of reading comprehension skills before and after the projects
1 I often read outside the classroom Before the project 11(41%) 14(51%) 1(4%) 1(4%) After the project 2(8%) 2(8%) 14(51%) 9(33%)
2 I can recognize the specific information in texts Before the project 10(37%) 13(48%) 3(11%) 1(4%) After the project 2(8%) 1(4%) 14(51%) 10(37%)
3 I often guess the meanings of unknown words before using dictionary Before the project 9(33%) 14(51%) 2(8%) 2(8%) After the project 1(4%) 2(8%) 14(51%) 10(37%)
4 I can make inferring about content and vocabulary in texts Before the project 8(30%) 15(55%) 3(11%) 1(4%) After the project 2(8%) 3(11%) 13(48%) 9(33%)
5 I can understand the main idea in texts Before the project 9(33%) 15(55%) 1(4%) 2(8%) After the project 1(4%) 3(11%) 13(48%) 10(37%)
6 I can summarize texts in my own words Before the project 8(30%) 15(55%) 3(11%) 1(4%) After the project 1(4%) 3(11) 15(55%) 8(30)
7 I feel confident when doing reading tests Before the project 10(37%) 15(55%) 1(4%) 1(4%) After the project 2(8%) 2(8%) 14(51%) 9(33%)
4 Attitudes towards the benefits of self-directed learning
1 The self-directed learning project help me improve my reading comprehension skills a lot
2 The self-directed learning project help me to set learning goals and make plans to achieve the goals
3 Learner autonomy helps me to learn ways to study by myself
4 Learner autonomy help me recognize the importance of autonomy not only in English but also in the other subjects
5 Learner autonomy plays a significant role in language learning
FEEDBACK QUESTIONNAIRE Đánh dấu vào các lựu chọn tương ứng của em cho những câu dưới đây:
1 Thái độ đối với các hoạt động
1 Em thây các hoạt động được chọn rất thú vị
2 Sau khi tham gia các hoạt động em rất thích đọc
3 Bạn em rất thích thú khi tham gia các hoạt động
4 Tài liệu đọc không phù hợp với trình độ của em
5 Các chiến lược đọc giúp em đọc nhanh hơn
6 Em tin rằng các chiến lược đọc rất hữu ích trong quá trình đọc
7 Các hoạt động khiến em cảm thấy có động lực
8 Em giữ một bản photo của bài đọc được giao để kiểm tra và đọc lại
2 Thái độ đối với tính tự chủ trong học tập trước và sau nghiên cứu
1 Em biết điểm manh và điểm yếu của mình trong việc học ngoại ngữ
2 Em thích đọc ngoài giờ học
3 Em sẽ làm bài tập dù không phải nộp bài
4 Cách học tốt nhất nhờ giáo viên giải thích
5 Em có thể tự học và tiến bộ mà không cần đến lớp
6 Em thường vạch rakes hoạch và đặt mục tiêu trong học tập
7 Em thích giáo viên để em tự tìm và sửa lỗi sai của mình
8 Em có mục đích khi lựa chọn tài liệu đọc cho bài đọc được giao
9 Em đọc và kiểm tra lại những bài đọc được giao để bổ túc thêm những gì em đã học được trên lớp
10 Em có thể tự mình xoay sở và vượt qua những khó khăn trong học tập
3 Tự đánh giá về kĩ năng đọc hiểu trước và sau nghiên cứu
1 Em thường đọc ngoài giờ học
2 Em có thể nhận ra thông tin cụ thể trong văn bản
3 Em thường đoán nghĩa những từ mới trước khi tra từ điển
4 Em có thể suy luận về nội dung và nghĩa của từ mới trong văn bản
5 Em hiểu nội dung chính của văn bản
6 Em có thể tóm tăt lại nội đung văn bản theo ý hiểu của mình
7 Em thấy tự tin khi làm bài kiểm tra kĩ năng đọc
4 Thái độ với lợi ích của tính tự chủ trong học tập
1 Nghiên cứu về phát huy tính tự chủ trong học tập giúp em cải thiện khả năng đọc hiểu rất nhiều
2 Nghiên cứu về phát huy tính tự chủ trong học tập giúp em đặt mục tiêu trong học tập và vạch ra kế hoạch để đạt được mục tiêu
3 Tính tự chủ trong học tập giúp em biết cách tự học
4 Tính tự chủ trong học tập giúp em nhận ra tầm quan trọng của nó không chỉ với tiếng Anh mà còn với những môn học khác
5 Tính tự chủ trong học tập đóng vai trò quân trọng trong việc học ngoại ngữ
1 Bạn có nghĩ rằng các chiến lược đọc sách thực hiện là hữu ích cho bạn trong các ngữ cảnh khác không ? Vì sao?
Sinh viên B: Có ạ, bởi vì em đã sử dụng chúng trong các môn học khác và đã không mất nhiều thời gian để hiểu các bài học
Sinh viên C: Có ạ, bởi vì em đã phát giác được các chiến lược này hiệu quả như thế nào trong các môn học khác sau khi đượchọc
Sinh viên D cho biết: "Chiến lược này không chỉ áp dụng cho môn học này mà còn giúp em trong các môn khác, giúp em nhanh chóng hiểu câu hỏi và tìm ra câu trả lời."
Sinh viên A chia sẻ rằng các chiến lược học tập giúp xác định thông tin cụ thể một cách nhanh chóng, từ đó cải thiện khả năng học các môn khác một cách dễ dàng hơn.
Chiến lược đọc quét giúp sinh viên E tăng tốc độ đọc và cải thiện khả năng ôn tập bài học trước một cách hiệu quả.
2 Bạn có cảm thấy có động lực khi bạn có thể đưa ra sự suy luận về nội dung và từ vựng trong một văn bản tiếng Anh không? Vì sao?
Sinh viên B: Có ạ, bởi vì em thích đọc khi em có thể hiểu sâu hơn về ý nghĩa tiềm ẩn bên trong những gì em đọc
Sinh viên C chia sẻ rằng, nhờ vào việc học cách xác định thông tin ngoài các chi tiết cụ thể trong văn bản, em cảm thấy tự tin hơn khi đọc.
Sinh viên E: Có ạ, bởi vì chiến lược này làm cho việc đọc thú vị hơn, và nó giúp emđọc được nhiều hơn
Sinh viên A: Có ạ, bởi vì chiến lược này giúp em thu thập thêm thông tin trong văn bản
Sinh viên D: Có ạ, bởi vì em có thể hiểu sâu hơn về văn bản Và em càng thích đọc nhiều hơn sau khi thực hiện chiến lược suy luận
3 Bạn có cảm thấy có động lực khi bạn có thể xác định thông tin cụ thể một văn bản tiếng Anh không? Vì sao?
Sinh viên C: Có ạ, bởi vì em có thể đọc nhanh hơn khi tôi có thể xác định thông tin cụ thể một văn bản tiếng Anh
Sinh viên E: Có ạ, bởi vì em có thể sử dụng chiến lược để tìm ra câu trả lời đúng nhanh hơn
Sinh viên A: Có ạ, bởi vì em có thể đọc hiểu các văn bản dễ dàng hơn
Sinh viên B: Có ạ, bởi vì nó giúp em mất ít thời gian khi đọc và em có thời gian để đọc thêm nữa
Học sinh D: Có ạ, bởi vì em cảm thấy thoải mái hơn khi đọc khi em có thể xác định các văn bản thông tin cụ thể
4 Bạn có cảm thấy có động lực khi bạn có thể hiểu được ý tưởng chính của một văn bản tiếng Anh không? Vì sao?
Việc đọc trở nên thú vị hơn khi sinh viên có thể hiểu những gì mình đang đọc Hiểu ý chính không chỉ giúp cải thiện khả năng đọc mà còn nâng cao trải nghiệm học tập của sinh viên.
Sinh viên D: Có, bởi vì điều này khiến em cảm thấy tự tin khi tập bài tập
Sinh viên E: Có ạ, bởi vì em cảm thấy việc đọc dễ dàng hơn khi có thể hiểu ý chính của văn bản
Sinh viên B: Có ạ, bởi vì nó giúp em đọc nhanh hơn và dành thời gian để đọc nhiều hơn và có thêm kiến thức
5 Bạn có nghĩ rằng các chủ đề tùy chọn theo mối quan tâm của bạn đã thúc đẩy quyền tự chủ hơn để đọc về các chủ đề khác không? Vì sao?
Sinh viên A: Có ạ, bởi vì các chủ đề tùy chọn khiến em cảm thấy những bài đọc thú vị hơn