INTRODUCTION
Rationale
English is a mandatory subject in college curricula, emphasizing the four essential skills: reading, listening, speaking, and writing Among these, reading is crucial for enhancing students' general knowledge and supporting their future studies Langer (1981) highlights that reading serves as a key activity in language classes, offering information, enjoyment, and a means to deepen language understanding Furthermore, Reutzel (1985) notes that increased reading correlates with a broader vocabulary and improved performance in grammar and writing assessments Carrell (1984) asserts that reading is particularly vital for students learning English as a second language Consequently, teaching reading has gained significant focus However, many students often lack prior knowledge of the text's topic, making the pre-reading stage essential for engaging interest, motivating learners, and preparing them linguistically for the material (Williams, 1986).
At Vinh Phuc College, teaching reading is crucial for developing essential English skills among students, particularly for first-year English majors in the Department of Social Science As an English teacher, I have observed that the pre-reading stage significantly impacts students' reading performance; however, the pre-reading tasks I implemented were often too simplistic and ineffective, failing to motivate students or build the necessary background knowledge for comprehension Consequently, I initiated action research to enhance these pre-reading tasks, aiming to implement effective strategies that will foster better engagement and performance in reading lessons I intend to share the findings of this study with fellow educators facing similar challenges.
Aims of the Study
The main purpose of the study is to develop pre-reading tasks in reading lessons for English-major freshmen at Vinh Phuc college Specifically, it aims at:
finding out the problems the first-year English-major students at Vinh Phuc College encountered in pre-reading tasks
giving the teacher‟s solutions for these problems and emphasizing on the effects of the intervention on the students
providing the implications for developing pre-reading tasks to improve students‟ reading performances.
Research questions
The above aims of the study can be realized by the following research questions:
1 What problems did the first-year English-major students at Vinh Phuc College encounter in pre-reading tasks?
2 What could the teacher do to solve these problems? What were the effects of the intervention on the students?
3 What were the implications for developing pre-reading tasks to improve students‟ reading performances?
Significance of the Study
Theoretical significance of the study :
This study examined the challenges associated with implementing pre-reading tasks in reading lessons and their impact on student performance Additionally, it provided recommendations for effectively designing pre-reading tasks to enhance students' reading skills.
Practical significance of the study :
This study aims to enhance reading lessons at Vinh Phuc College by implementing effective pre-reading tasks The findings provide valuable suggestions for both teachers and students, focusing on strategies to improve students' reading performance.
Scope of the Study
This study examines the impact of effectively developing pre-reading tasks on enhancing students' reading performance during lessons Conducted with Course 18 English over four lessons, each lasting 180 minutes, the research focuses on this specific factor among various influences on reading achievement.
The research method employed in this study is action research, following Tsui's (1993) adapted process, which consists of five key steps: identifying problems, analyzing their causes, designing improvement strategies (action planning), implementing these strategies (action), and evaluating their effectiveness These steps are organized into four distinct phases, as illustrated in the accompanying figure.
Figure 1: Action research procedure These steps were described more concretely in the chapter 3 on methodology
The main body of this thesis consists of five chapters:
Chapter 1: Introduction: presents the rationale, the aims, the significance, the scope, the method and the design of the study Herein, the research questions are also raised
Chapter 2: Theoretical background: provides the definition of related concepts and reviews the related works that compose the theoretical background of the study
(1) DIAGNOSING Identifying the problem & its causes
(2) ACTION PLANNING designing strategies for improvement writing a proposal for action research
(3) TAKING ACTION trying out the strategies
(4) EVALUATING evaluating the try-out
Chapter 3: The Methodolody: presents situation analysis, identifies the research method and gives detailed descriptions of the data collection tools (survey questionnaire and classroom observation), methods of analysis as well as the participants of the study
Chapter 4: Findings: presents, analyzes the findings of the research
Chapter 5: Conclusion: summarizes the discussion of research findings, gives some teaching implications, and discusses the limitations of the study as well as suggestions for further research.
THEORETICAL BACKGROUND
Introduction
This chapter explores the theoretical aspects of pre-reading tasks, organized into three main sections The first section examines the theoretical foundations of reading, including its definitions and various types The second section highlights the significance of reading in foreign language acquisition and outlines the stages involved in reading lessons Finally, the third section provides an overview of pre-reading tasks, discussing their theoretical background and classification.
Theoretical background of reading
There are various definitions of reading Herein, I also would like to mention different points of view on the definition of reading
Reading, as defined by Ur (1996), involves both the act of reading and comprehension It is a process where readers engage with a text, interpreting and extracting meaning from the conveyed messages (Williams, 1984; Aebersold & Field, 1997).
According to Harmer (1989), reading is defined as a coordinated exercise involving both the eyes and the brain, where the eyes receive the text and the brain processes and comprehends the conveyed message.
A definition of reading is offered by Rubin and Thomson (1994, p.91),
Reading is an active process where individuals seek information by connecting new content with their existing knowledge The success of this process heavily relies on the reader's language proficiency and background knowledge.
Reading is also defined as the interaction between the reader and the author According to Smith (1978, p.102), “reading is understands the author‟s thought”
Reading involves understanding the author's intent rather than just their words, highlighting that it is a complex mental process that requires deeper engagement with written language.
“reading is thinking” (Roe, Stood and Burns, 1987, p.2)
In summary, the various theories indicate that a comprehensive definition of reading is unlikely, as each linguist's interpretation reflects their unique perspective Despite these differences, all definitions emphasize the fundamental nature of reading.
According to Brown (1989), there have been several types of reading These types may be categorized as follows:
According to Doff (1988, p.70), oral reading encompasses not only viewing and comprehending the text but also vocalizing it The primary goal of oral reading is to effectively communicate the text's meaning to an audience, making it more than just a straightforward recitation This approach highlights the importance of conveying the significance of the text through oral expression.
Oral reading has both advantages and disadvantages According to Natal
Oral reading, established as an effective technique since 1966, enhances learners' pronunciation by linking sounds with spelling This method not only aids students in their reading skills but also allows teachers to monitor pronunciation effectively Additionally, it helps maintain classroom control, as while one student reads aloud, others are engaged and prepared to continue the reading when called upon.
Greenwood (1985) highlights several disadvantages of oral reading, primarily noting that students often struggle to grasp the text's meaning while concentrating on pronunciation This focus on articulation can detract from comprehension, as students may prioritize saying the words correctly over understanding them Additionally, during turn-taking in oral reading sessions, only one student engages with the text at a time, leaving others passive and limiting the overall effectiveness of this method for enhancing reading skills Consequently, educators must assess their students' abilities to determine the appropriateness of incorporating oral reading into their teaching strategies.
Silent reading, as defined by Doff (1988, p.67), is the process of visually interpreting sentences and grasping their meaning without vocalizing the words, even internally This method enables students to comprehend the text's message and extract key ideas essential for answering questions effectively.
In conclusion, silent reading enhances the overall reading process and significantly improves reading comprehension, allowing teachers to easily assess student understanding and tailor materials to their abilities Additionally, this approach encourages students to concentrate on the meaning of the text rather than pronunciation, making it a valuable method in foreign language teaching and learning.
Silent reading encompasses two primary types: intensive and extensive reading Intensive reading focuses on teaching specific reading strategies or skills, treating the text as an end in itself In contrast, extensive reading involves engaging with large volumes of material in a direct and fluent manner, serving as a means to an end, whether for pleasure or for technical, scientific, or professional purposes While these two reading approaches may seem contrasting, they are actually complementary and both essential for effective reading development.
Intensive reading, as defined by Nuttall (2000, p.38), is a classroom-focused activity where a teacher directs students to concentrate on the text, often through specific tasks This approach emphasizes guided reading, ensuring that learners engage deeply with the material.
Intensive reading, as defined by Grellet (1981, p.41), refers to the practice of reading short texts to extract specific information, emphasizing accuracy and detailed comprehension Similarly, Brown supports this notion by highlighting the focus on in-depth understanding during intensive reading activities.
Intensive reading focuses on achieving a comprehensive understanding of a text, emphasizing not only its literal meaning but also the nuances of how that meaning is constructed According to (1990, p.297), this approach draws students' attention to grammatical forms, discourse markers, and surface structure details, which are crucial for grasping implications and rhetorical relationships Through intensive reading, learners develop a deep understanding of logical arguments, the text's structure, and the writer's attitudes and intentions Ultimately, this method is vital for enhancing students' comprehension and ensuring accuracy in their reading skills.
Extensive reading, as defined by Grettle (1981) and supported by Carrell and Carson (1997), involves engaging with longer texts primarily for pleasure and general understanding, emphasizing meaning over language details This practice is recognized as a valuable self-learning activity for students, enhancing their reading ability and linguistic competence According to Brown (2001), extensive reading is crucial for enriching vocabulary, spelling, and writing skills, making it an essential component of language acquisition.
Teaching and learning reading skills
In teaching English as a second foreign language, reading is a crucial skill that receives significant attention, as it is fundamental to language acquisition.
Reading is a vital macro skill for students, especially in English as a second or foreign language, and is essential for teaching and learning at Vinh Phuc College's English-major Division, as it significantly contributes to the development of other language skills According to Rivers and Temperly (1978), reading is an integrated language skill that enhances vocabulary, grammatical structures, and summarization abilities Richard (1992) emphasizes that reading increases knowledge of the target language through exposure to new vocabulary Additionally, reading improves listening skills, as students benefit from listening to dramatic presentations of texts, which adds depth to their understanding Rivers and Temperly also highlight that practicing reading alongside listening to expressive recordings helps develop anticipation and syntactic identification skills Furthermore, reading materials serve as valuable resources for oral presentations, providing students with essential information and ideas for discussions.
Reading is a crucial tool for students to gain insights into the target culture, as highlighted by Richard (1992, p.4), who notes that "reading in the new language is also an important way to learn about the target culture." Through reading, students can explore various aspects of the culture, including the lifestyle, behaviors, thoughts, and customs of the native people This engagement with literature not only enhances language skills but also fosters a deeper understanding of cultural nuances.
Reading is a crucial component of any language class, serving not only as a source of information and enjoyment but also as a way to deepen and expand language knowledge (Rivers, 1981, p.147) Furthermore, it enhances students' other language skills and provides valuable insights into diverse cultures.
Linguists agree that reading lessons consist of three essential stages: pre-reading, while-reading, and post-reading (William, 1984; Dubin & Bycina, 1991; Phillips, 1985).
(1984) also indicates that each of these stages carries its own features and requires different techniques and strategies
The pre-reading stage is a crucial initial step in every reading lesson, as it fosters motivation for the text and equips students with the necessary language skills before they begin reading.
The pre-reading stage serves three main purposes: introducing the reading topic, stimulating student interest, and activating background knowledge while providing essential vocabulary According to Doff (1988), effective pre-reading tasks include a brief introduction to the text, which motivates students and offers insights into the topic Additionally, presenting new vocabulary and reviewing grammatical structures prepares students for the reading by enhancing their understanding of relevant language Finally, posing guiding questions about the text's general idea encourages brainstorming and deeper engagement with the material Overall, the pre-reading phase is crucial for effective reading preparation, helping students focus on the topic and equipping them with the necessary vocabulary and grammatical knowledge.
The while-reading stage is crucial in a reading lesson, focusing on understanding the writer's purpose, text structure, and content clarity (William, 1984, p.38) Techniques during this phase include guessing new words from context, asking questions, and taking notes Teachers should encourage students to grasp both the text and the author's intentions Ultimately, this phase is essential for enhancing students' reading performance, necessitating diverse activities from teachers to foster improvement.
The post-reading phase is crucial for students to demonstrate their understanding of the text According to William (1984), this stage is designed to help learners consolidate their comprehension and connect the material to their own knowledge and interests Therefore, it is essential for teachers to create engaging activities during this phase to facilitate reflection and personal connection to the reading Ignoring this stage can hinder the overall effectiveness of a reading lesson.
Theoretical background of pre-reading tasks
This section provides an overview of the theoretical framework and research surrounding pre-reading tasks, highlighting their significance in enhancing reading comprehension It includes a comprehensive list of suggested pre-reading activities, divided into two main components: an overview of pre-reading tasks and a classification of various lead-in tasks designed for the pre-reading stage.
2.4.1 Overview of pre-reading tasks
Pre-reading tasks are essential tools that prepare readers by providing necessary background knowledge, enhancing their interest in the topic, and introducing relevant vocabulary (Ringler & Weber, 1984; Lazar, 1993) According to Chen and Graves (1995), these tasks serve as a bridge between the content of the text and the reader's existing knowledge, facilitating better comprehension and engagement with the reading material.
Pre-reading tasks are essential for motivating students and enhancing their reading performance Research consistently shows that these tasks effectively activate students' background knowledge before engaging with the reading material, thereby improving comprehension and retention.
Pre-reading tasks play a crucial role in enhancing student engagement and comprehension According to Chastain (1988), these tasks stimulate interest in the topic and prepare students linguistically before they begin reading Additionally, Lewis and Hill (1992) highlight that pre-reading activities facilitate text comprehension and help students concentrate on the material at hand.
In summary, pre-reading tasks are essential as they serve three main purposes: they help build students' background knowledge, stimulate interest in the topic, and prepare students linguistically for the upcoming text.
Various researchers have focused on the pre-reading stage such as Bowen
(1982), Lewis and Hill (1985), William (1986), Doff (1988), Swaffar (1991), Moore
(1992), Wallace (1992), Nuttal (2000) and Chia (2001) In their studies, they have also provided several pre-reading tasks of the first phase of each reading lesson
2.4.2.1 Giving a brief introduction of the text
An effective introduction to an informative text is crucial for teachers, as it serves two primary purposes: establishing a purpose for reading and activating background knowledge To engage students, teachers should create tasks that align with their interests related to the reading material, thereby motivating them to explore the text Additionally, a strong introduction helps students recall prior knowledge and personal experiences related to the topic According to Nuttall (2000), a good introduction not only motivates and activates students' background knowledge but also encourages active involvement and is typically concise To enhance this process, various pre-reading tasks are recommended to effectively prepare students before they delve into the text.
Pre-reading questions serve as an effective tool to engage students with the reading text, as they provide motivation and guide learners toward the main ideas of the content (Doff, 1988) These questions should focus on general concepts rather than intricate details, allowing students to easily identify answers Collaborative discussions in pairs or groups can enhance student enthusiasm and interest in the topic, making the learning experience more interactive Various formats of pre-reading questions, including yes/no, multiple-choice, and "wh" questions, can be employed to stimulate curiosity and promote comprehension.
Incorporating visual aids at the beginning of reading lessons is essential for introducing the text effectively These aids, which include photographs, videos, real objects, flashcards, and charts, serve to engage students and enhance their motivation to read To maximize their effectiveness, it is crucial that visual aids are relevant to the reading topic and aligned with students' interests.
Incorporating a short story as a pre-reading task can effectively engage students and enhance their reading experience By sharing a story related to the upcoming text, teachers provide a compelling introduction that sparks students' interest and excitement This narrative connection not only motivates students to delve into the reading material but also fosters a deeper understanding of the content, making the teacher's story an invaluable tool in the classroom.
Incorporating games during the pre-reading stage is an effective strategy for introducing text to students Games not only capture students' interest but also allow teachers to create meaningful contexts for language use Recommended games for this purpose include lucky number, crossword puzzles, and hangman, all of which enhance engagement and comprehension.
Engaging students in pre-reading discussions is a vital technique that enhances their understanding and interest in the text This approach not only stimulates critical thinking about the topic but also fosters interaction among students, ultimately improving their speaking skills.
Brainstorming serves as an effective introduction to texts, as highlighted by Wallace (1992), who identifies it as a popular pre-reading task This activity involves providing students with key words and asking them to generate related terms either orally or in writing Consequently, brainstorming helps students recall their prior knowledge on the topic, fostering engagement and creating an enjoyable learning environment.
2.4.2.2 Providing some language preparation for the text
Pre-teaching vocabulary is a crucial step in preparing students for reading comprehension Before diving into the text, teachers introduce new words and grammatical structures, which helps students engage more effectively with the material According to Nuttall (1982), this method of presenting key language items within the context of the reading is far more beneficial than teaching them in isolation Overall, pre-teaching vocabulary not only facilitates a smoother introduction to the text but also equips students with the necessary language skills to better understand the content.
Before reading, some pre-reading tasks are suggested for both teachers and students to pre-teach vocabulary effectively
Teaching vocabulary effectively often involves providing clear definitions and explanations of new words and structures This approach not only helps students understand the meanings but also encourages them to explore related vocabulary within the same context, enhancing their motivation to engage with the text To maximize the effectiveness of pre-teaching vocabulary before reading, teachers are advised to offer concise and direct definitions and explanations.
Utilizing synonyms and antonyms is an effective strategy for enhancing vocabulary comprehension By defining new words through their synonyms and antonyms, educators can aid students in recalling prior knowledge while also introducing challenging vocabulary related to unfamiliar topics This approach not only reinforces existing understanding but also facilitates the learning of new terms.
THE METHODOLOGY
Introduction
This chapter provides a detailed introduction about the methodology including situation analysis, participants, data collection instruments, methods of data analysis, research method.
Situation analysis
The study was conducted at the English-major Division of the Department of Social Science at Vinh Phuc College, a key institution in the province for training teachers, secretaries, and tour guides Students in the English major complete a three-year program where English is the primary focus, beginning with two years of general English covering all four language skills In their final year, students delve into specialized subjects, including grammar, phonetics, semantics, lexicology, and methodology.
The first stage of education plays a crucial role in developing students' four language skills, particularly for first-year students who often see significant improvement in their English after high school However, the allocation of class time for these skills, especially reading, is frequently inadequate Typically, freshmen receive only three reading periods per week, which is insufficient for enhancing their reading abilities, expanding their background knowledge, and building vocabulary and structural understanding.
The main course book is used to teach reading skill to first-year English- major students is „Insights for Today‟ of Lorraine C Smith and Nancy Nici Mare
The course book features a theme-based approach organized into six units, each centered around a major theme that includes two consistent chapters While each chapter is designed to be completed in class, some exercises may be assigned as homework, depending on the teacher's preference and class time availability.
Every chapter in the course book consists of many parts The sample of some chapters is put in Appendixes B, C, D, E Below is the introduction of each part of a chapter
Pre-reading preparation is crucial for enhancing student engagement and reading comprehension This activity not only activates background knowledge but also introduces essential vocabulary related to the reading passage Research indicates that pre-reading discussions are more effective than pre-vocabulary exercises in boosting comprehension Educators should dedicate time to explore illustrations and engage students with pre-reading questions, encouraging them to connect the topic to their personal experiences and predict the content of the reading.
When students read a passage for the first time, it's essential to focus on understanding the ideas conveyed in groups of words, sentences, and paragraphs rather than isolated words After students have read the passage silently, the teacher can read it aloud to provide a clear model for pronunciation and intonation This practice is particularly beneficial for beginners, as they are eager to improve their pronunciation skills and find this method helpful for their learning.
In the Fact-Finding Exercise, students will initially read a passage and then evaluate a series of true/false statements For any false statements, they will revisit the text to locate the relevant information and revise the statements to make them accurate This engaging activity can be conducted either individually or in groups, promoting critical thinking and comprehension skills.
To enhance information recall, students should be encouraged to read each passage thoroughly a second time, focusing on details Following this second reading, they will answer specific questions related to the passage and then compare their responses with a classmate This collaborative approach allows students to refer back to the text, verifying and discussing their answers for better comprehension.
In the reading analysis exercise, students will answer questions that primarily focus on identifying main ideas, with one correct answer among three options, while the other two are either too broad or too specific Teachers should engage students in discussions to clarify why the incorrect answers do not fit This exercise also encourages students to analyze word meanings, sentence structures, and the relationships between ideas While it can be completed individually, group work enhances the learning experience by allowing for collaborative discussions on potential answers.
To effectively introduce word form exercises, teachers should first review the parts of speech, focusing on verbs, nouns, adjectives, and adverbs Highlighting each word's position in a sentence helps students identify missing parts of speech Teachers should also clarify clues related to tense, number, and the affirmation or negation of ideas Demonstrating examples with students before or after the exercises enhances understanding Each section of the exercises has specific instructions tailored to the patterns being taught For instance, in sections involving the suffix –tion, teachers can explain how certain verbs transform into nouns by adding –tion or dropping the final –e before adding –ation Pair work is particularly effective for these exercises, and once students grasp the concepts, they can be assigned as homework.
The Vocabulary in Context exercise serves as a fill-in activity to reinforce previously learned vocabulary from earlier exercises This vocabulary has been introduced through questions and the Reading Analysis section It can be completed as homework for review or conducted in class as a collaborative group activity.
Follow-up activities are designed to enhance student engagement by integrating information and vocabulary from the passages into both oral and written forms These activities, suitable for pair and small-group work, can be utilized by teachers as in-class or homework assignments By encouraging students to interact with the real world, these follow-up tasks often require them to venture outside the classroom for interviews or to gather specific information, fostering a practical application of their learning beyond traditional speaking and reading exercises.
Topics for Discussion and Writing
This section offers discussion prompts and questions for students to engage with individually, in pairs, or in small groups, fostering collaborative learning It also encourages students to express their thoughts through writing, enhancing their communication skills.
Each chapter includes a crossword puzzle designed to reinforce the vocabulary presented throughout the lessons These puzzles not only provide an enjoyable way for students to engage with the material but also facilitate pronunciation practice, as teachers can encourage students to spell out their answers By focusing on correct spelling and vocabulary recall, crossword puzzles effectively enhance the learning experience, making them a favored activity among students.
CLOZE quizzes consist of guided exercises that vary within the text, focusing on specific types of missing words These omissions can include articles, prepositions, verbs, pronouns, or quantifiers, enhancing the learning experience by encouraging active engagement with the material.
Index of Key Words and Phrases This section contains words and phrases from all the chapters for easy reference
Answer Key The Answer Key provides the answers for the exercises
The course book has notable drawbacks, particularly in its reading texts, which often contain numerous unfamiliar words for students Without effective teaching techniques to support them, students may struggle and become disinterested in engaging with the material Additionally, some texts may not align with students' background knowledge or interests, making it essential for teachers to employ strategies that activate prior knowledge and enhance student engagement before reading.
Data Collection Instruments
In this study, data collection was conducted using survey questionnaires and classroom observations To ensure clarity and efficiency, the survey questionnaires were written in Vietnamese, minimizing the risk of misunderstanding among participants and reducing the time needed for the researcher to explain the questions.
3.4.1 Questionnaire 3.4.1.1 Reasons for choosing questionnaire
According to Richard & J Platt & H Platt (1992, p.23), survey questionnaire is useful in:
„…gathering information about affective dimensions of teaching and learning such as beliefs, attitudes, motivation, preferences, etc, and enables a teacher to collect a large amount of information relatively quickly‟
One reason for selecting this data collection tool is its ability to facilitate straightforward summarization and reporting of the data Since all participants responded to the same question, coding the data will be efficient and time-saving.
Survey questionnaires offer students a safe platform to share their opinions without fear of embarrassment or repercussions In this study, anonymity was ensured by not requiring students to provide their names, which facilitated the collection of honest responses.
The study utilized a questionnaire as the primary method for collecting data, featuring a mix of closed-ended, open-ended, and multiple-choice questions Questionnaire 1 was administered to 32 freshmen majoring in English to identify key issues regarding the use of pre-reading tasks in reading lessons Following the lessons, Questionnaire 2 was distributed to assess any changes in student perceptions Both questionnaires were written in Vietnamese to align with the language proficiency of the freshmen.
Class observation was the second data collection tool The following sections describe reasons for choosing classroom observation and the detailed procedures to conduct class observation
3.4.2.1 Reasons for choosing classroom observation
According to Richard & J Platt & H Platt (1992), observational methods involve systematic observation of events and are frequently utilized in examining language use and classroom dynamics This study selects observational methods as a cost-effective approach to collect data through specific observation tasks within the classroom setting.
Another reason for the researcher‟s selection of observational methods is that the collected data would reflect the real activities in observed classrooms
Classroom observation data were collected through both manual and electronic methods (Nunan & Bailey, 2009) One assistant videotaped classroom interactions using a mobile phone for transcription and coding, while the other recorded non-verbal activities, class events, and information such as the date, time, number of students, and class setup My comments and opinions were kept distinct from the descriptive data.
There were two observation sessions, one for identifying the problem and one for observing the three try-out lessons.
Methods of Data Analysis
The study utilized both quantitative and qualitative analysis methods, incorporating questionnaires and observations Each analysis followed a systematic approach, which included data preparation, exploration, analysis, representation, interpretation, and validation (J W Creswell & Clark, 2011) This section will outline the key quantitative procedures for analyzing questionnaire data and the qualitative methods for evaluating class observations.
Research Method – Action research (AR)
The concept of AR is based on theoretical perspectives of different researchers such as Dewey (1945), Collier (1945), Lewin (1946) and Habermas
Kurt Lewin, often referred to as the "father" of action research (AR), emphasized the importance of research that directly contributes to social management and engineering He argued that effective social practice requires action research that not only examines the conditions and outcomes of various social actions but also leads to tangible social change Lewin asserted that research limited to theoretical publications is inadequate, highlighting that the essence of action research lies in its ability to foster social action and evaluate its impact.
Action research (AR), also known as participatory research, collaborative inquiry, and emancipatory research, encompasses various approaches aimed at fostering critical change within communities Defined by Burns, AR is characterized by a self-reflective and systematic inquiry conducted by participants who are also members of the research community The primary goal is to identify and investigate problematic situations deemed significant by participants, ultimately leading to informed changes in practice Rooted in democratic principles, AR emphasizes that the ownership of change lies with those conducting the research, promoting empowerment and active engagement in the process.
AR is also regarded as one of the most typical researches conducted in current educational circles (Ferrance, 2000) As defined by Mills (2003, p.5), educational action research, is:
Systematic inquiries by teacher researchers, principals, school counselors, and other stakeholders aim to gather information about school operations, teaching methods, and student learning outcomes The primary goals of this research are to gain insights, foster reflective practices, implement positive changes in the educational environment, and ultimately enhance student performance and the overall well-being of the school community.
Action research (AR) is focused on enhancing teachers' professional development and advancing students' learning outcomes It encompasses efforts by individuals or groups to refine their skills, techniques, and strategies (Ferrance, 2000, p.3) AR can be conducted at various levels, including individual educators (individual AR), collaborative groups of teachers (collaborative AR), entire school staff (school-wide AR), or by a network of stakeholders within a specific district (district-wide AR).
This research is a solo action research project conducted by the researcher, aimed at enhancing first-year students' reading performance through the development of pre-reading tasks in reading lessons at the English Major Division of the Department of Social Science, Vinh Phuc College.
As evidently introduced by Mills (2003), there have been a large number of action research models for researcher to follow such as models of Lewin (1952), Susman (1983), Kemmis & McTaggart (1988), Tsui (1993), Calhoun (1994), Wells
(1994), Stringer (1996) , Creswell (2002) and Kemmis & McTaggart (2008) Among these different models, Kemmis & McTaggart (2008) have developed a simple model of the cyclical nature of the typical action research process (Figure
2) Each cycle has four steps: plan, act, observe, reflect
Figure 2: Simple action research model (Kemmis & McTaggart, 2008, p.278)
Gerald Susman (1983) gives a somewhat more elaborate listing He distinguishes five phases to be conducted within each research cycle (Figure
The problem-solving process begins with identifying an issue and gathering data for a thorough diagnosis Next, multiple potential solutions are proposed, leading to the selection and implementation of a single action plan Following the intervention, data on the results is collected and analyzed to evaluate the effectiveness of the action taken The problem is then re-assessed, initiating another cycle of the process, which continues until the issue is fully resolved.
Figure 3: Detailed Action Research Model (Susman, 1983)
In my quest to identify an effective action research (AR) procedure, I discovered that the AR model proposed by Tsui (1993) is both specific and practical, making it an ideal choice for myself and fellow educators to implement action research effectively This model enabled me to conduct my research in the most efficient manner possible.
Also basing on the above introduced basic process, Tsui (1993) adjusted an
The AR model consists of five concrete steps aimed at addressing educational challenges First, identify problems by reviewing audio or video-taped lessons and their transcriptions, followed by conducting a student survey In the second step, investigate the causes of the identified issues through consultations with colleagues and trainers, as well as by reading relevant professional literature After determining the reasons for the problems, develop improvement strategies and draft a proposal for action research The fourth step involves implementing try-out lessons based on the designed strategies Finally, evaluate these lessons by analyzing a lesson that reflects the changes made, reflecting on the reasons for those changes, and conducting a follow-up survey to gather student feedback.
In my research, I adapted a model consisting of five key steps First, I identified problems by reviewing videotaped lessons, utilizing field notes, and conducting a student survey for additional insights Next, I determined the causes of these problems based on survey results I then designed targeted strategies for improvement and implemented them in the classroom Finally, I evaluated the effectiveness of these strategies by reviewing lesson changes, reflecting on the reasons behind them, and gathering further student feedback through surveys A detailed description of the action research procedure can be found in Chapter 4.
This chapter outlines five essential components of the study: situation analysis, participants, data collection instruments, methods of data analysis, and research method Consequently, the next chapter will allow the researcher to easily present the key research findings and discussions.
FINDINGS
Introduction
This chapter presents findings of the research based on steps of action research presented in the chapter 3
The research findings are based on an action research procedure comprising three cycles, each consisting of five steps (Tsui, 1993) This article details the first cycle extensively while summarizing the subsequent two cycles to emphasize their differences Throughout all cycles, the focus remained on developing pre-reading tasks and implementing consistent strategies for their enhancement.
4.2.1 Cycle 1 4.2.1.1 Step 1: Identifying the problem a Observing lessons to illustrate the problem
The initial examination of the problem involved classroom observation during the first reading lesson, which was recorded on video and documented by two colleagues Following the lesson, I analyzed the video and refined the notes (see Appendix B, Field Note 1) Subsequently, I summarized the research findings derived from the observational data.
The study revealed that pre-reading tasks failed to engage students' interest in the topic, build background knowledge, or enhance vocabulary and comprehension skills Specifically, the first task aimed to stimulate discussion on questions related to the text, intending to motivate students for reading However, the questions proved to be uninteresting, resulting in students appearing bored and disengaged during the activity Observations indicated that many students were distracted and reluctant to participate, with no one volunteering to discuss the questions, despite their simplicity.
The pre-teaching vocabulary task has proven effective in equipping students with new words and structures necessary for understanding the text This was evident during the while-reading exercises, where numerous students sought clarification on the meanings of the vocabulary they had previously learned.
The prediction task has not yet proven effective in aiding students to anticipate the content of texts Many students struggle with making accurate predictions due to insufficient background knowledge on the topic and a lack of motivation to read Consequently, only 40% of their predictions, or two out of five statements, were correct.
Ineffective lead-in tasks significantly hinder students' reading performance, as many students demonstrate a lack of attention to the text, insufficient background knowledge, and limited vocabulary This deficiency prevents them from comprehending the content necessary to complete subsequent exercises For instance, during the while-reading stage, students managed to provide only two correct answers for exercise 1 and one for exercise 2.
The lesson's lack of success can be attributed to ineffective pre-reading tasks, which adversely affected students' reading performance To gain deeper insights into the lesson's shortcomings, a survey will be conducted to gather feedback from students.
To gain insights into the issues highlighted in the video and gather feedback from students, I administered a questionnaire (Appendix F) after the initial lesson The survey yielded several key findings: first, the problem was redefined based on the responses to questions 1, 2, and 3 Second, the underlying causes of the issue were identified through the answers to question 2 Lastly, students provided valuable suggestions for enhancing pre-reading tasks in response to question 4.
Question 1: What is your assessment on our reading lesson today?
Very effective Effective Less effective ineffective
Table 1: Students‟ assessment on the first reading lesson
The data reveals that only 6.25% of students found the lesson effective, while a significant majority rated it as less effective (50%) or ineffective (43.75%) Notably, no students claimed the lesson was a great success, indicating that nearly all participants perceived it as either less effective or ineffective.
Question 2: In your opinion, are pre-reading tasks useful or not? Why or why not?
Pre-reading tasks Useful or not? No %
Table 2: Students‟ assessment on pre-reading tasks used in the first reading lesson
The data indicates that pair discussions (25%) and pre-teaching vocabulary (75%) were perceived as the least effective tasks by students, while a small minority found them useful (18.75% and 31.25%, respectively) In the case of prediction tasks, responses were nearly balanced, with 46.875% answering "yes" and 53.125% saying "no," highlighting a slight preference for ineffectiveness Overall, most students assessed lead-in tasks as being used ineffectively.
They also provided the reasons for their choice:
Useful or not? Reasons No %
Yes able to predict the content of the text 15 46,875 able to provide Ss some vocabulary in the text 10 31,25 able to build Ss background knowledge before reading
6 18,75 able to enhance students‟ motivation in reading 5 15,625 sufficiently varied 4 12,5 suitable for students‟ interest 2 6,25
No monotonous/ boring 26 81,25 not suitable for students‟ interest 26 81,25 Ineffective in enhancing students‟ motivation in reading
Ineffective in building Ss background knowledge before reading
Ineffective in helping students complete the tasks given well
Ineffective in providing Ss some vocabulary in the text
Ineffective in helping Ss predict the content of the text
Table 3: Reasons for effectiveness and ineffectiveness of pre-reading tasks provided by the students
The data reveals that a significant majority of students (81.25%) found pre-reading tasks to be ineffective, citing their monotonous nature and lack of engagement as primary reasons Additionally, 75% of students noted that these tasks failed to activate their background knowledge and assist them in completing assignments effectively However, nearly half of the respondents (46.875%) acknowledged that the prediction task, one of the lead-in activities, did help them anticipate the text's content Furthermore, only 31.25% agreed that these tasks were beneficial for introducing new vocabulary and structures essential for reading comprehension Ultimately, a small minority (around 20% and 10%) believed that the lead-in tasks were adequately varied and aligned with student interests, effectively activating background knowledge and stimulating interest in the text's topic.
Most students agreed that pre-reading tasks were beneficial for the day's lesson, although several reasons were cited for the ineffectiveness of lead-in activities Additionally, pre-reading activities significantly influenced the completion of exercises and tasks during the while and post-reading stages The subsequent question will help clarify these points.
Question 3: How do you assess exercises and tasks in the while and post stages of our reading lesson today?
Exercises and Tasks very easy easy fair difficult very difficult
No % No % No % No % No % a.While- reading exercises
Table 4: Students‟ assessment on exercises and tasks at the while and post reading stages in the first reading lesson
The data indicates that no students found the exercises and tasks at the while and post-reading stages to be very easy, as evidenced by the lack of raised hands during these activities Instead, these tasks were perceived as ranging from moderately challenging to very difficult Specifically, during the while-reading stage, approximately 66% of students felt that the first exercise was neither too easy nor too hard, while at the post-reading stage, around 69% reported that the discussion task was overly challenging.
Many students found the exercises and tasks to be fair, challenging, or very difficult to complete successfully Therefore, it is essential for teachers to create pre-reading tasks that enhance lesson effectiveness In the upcoming discussion, we will gather students' suggestions for more beneficial lead-in tasks.
Question 4: Do you suggest more effective pre-reading tasks?
Using visual aids (pictures, video, tape) 32 100
Table 5: Students‟ suggestions about efficient pre-reading tasks in the next reading lesson
Students overwhelmingly recommend the use of visual aids and games to enhance pre-reading tasks, highlighting these methods as their favorites Additionally, the second most preferred approach involves introducing new contexts for post-reading activities.
CONCLUSION
Discussion
This research investigates the challenges students face during pre-reading tasks, explores strategies to address these issues, and evaluates the impact of interventions on student performance Key findings reveal significant insights into the difficulties encountered and the effectiveness of proposed solutions.
The research identified that the ineffective use of pre-reading tasks significantly hindered student engagement and comprehension Specifically, these tasks failed to fulfill their intended purposes: generating interest in the reading topic, motivating students to read, and providing necessary vocabulary and background knowledge (William, 1984) Observations from video recordings showed that most students appeared disengaged and unenthusiastic during lessons, with no participation in activities When surveyed, a majority reported that pre-reading activities were not useful This lack of engagement adversely impacted their reading comprehension, making subsequent tasks increasingly challenging and leading to poor performance in exercises Ultimately, the ineffective implementation of pre-reading tasks has detrimental effects on students' reading abilities.
The research identified two effective strategies to address the issue: implementing pre-reading tasks preferred by students and diversifying these tasks These strategies were tested in three trial lessons, with most students reporting them as beneficial.
Research findings indicate that implementing effective pre-reading tasks led to significant improvements in students' reading performance Most students evaluated these pre-reading activities positively, attributing their success in lessons to the strategies used Additionally, these tasks enhanced students' background knowledge and vocabulary related to the reading material, making comprehension easier and improving their ability to complete related exercises Overall, students expressed a strong interest in and found value in engaging with pre-reading tasks.
These findings suggested some implications for us, teachers at English-major Division to develop pre-reading tasks The following section will focus on the implications.
Implications
Based on the findings discussed in this research, the implications for developing pre-reading tasks are given in order to improve students‟ reading performance
5.3.1 Employing pre-reading tasks suitable for students’ interests
To enhance student motivation in reading lessons, pre-reading tasks should be prioritized, as they actively engage students Among various lead-in techniques, visual aids and games emerged as the top preferences for all students Consequently, I incorporated these methods to effectively adapt and design pre-reading tasks aimed at boosting students' enthusiasm for reading.
Diverse pre-reading tasks are essential for engaging students effectively Relying on a single task limits the variety and interest of the pre-reading stage In various try-out lessons, a range of activities was implemented, including brainstorming, pre-reading questions, discussions paired with videos, and vocabulary games using visual aids The videos clearly demonstrated that these varied tasks significantly increased student enthusiasm for the lessons Therefore, incorporating a wide array of enjoyable pre-reading tasks is highly recommended.
5 3 3 Pedagogical use of pre-reading tasks
Based on my experience, pre-reading tasks did not render the lesson monotonous Questionnaire 1 revealed that over half of the students still advocated for the use of pre-reading questions in future lessons, despite their ineffective implementation during that day’s reading session This suggests that the primary issue was the teacher's lack of understanding of the students' needs and the appropriate tasks to enhance their learning.
To effectively address students' needs, teachers must utilize pre-reading tasks strategically For example, the topic of unit 5, Adoption, is often unfamiliar to many students I tailored pre-reading techniques to enhance their prior knowledge and motivation for reading By incorporating textbook questions and creating a video that answered these questions, I provided an engaging way for students to connect with the reading material and feel more comfortable with the topic.
5 3 4 Improving the pre-reading tasks in the text book
The course book's pre-reading preparation section, as outlined in 3.2.2, primarily consists of repetitive tasks focused on discussion questions However, these activities fail to engage students effectively, lacking the ability to spark interest, activate prior knowledge, or introduce essential vocabulary for the reading material Consequently, enhancing this section is essential for improving student engagement and comprehension.
Teachers can enhance pre-reading tasks in textbooks by incorporating diverse techniques, such as adding illustrative pictures to questions Designing lead-in tasks that align with students' interests is also advisable, as incorporating visual elements like pictures and videos can significantly boost motivation Furthermore, utilizing games as lead-in activities fosters a competitive spirit, encouraging students to engage more actively in the learning process.
5 4 Limitations and suggestions for further study
The primary limitation of this research was its narrow focus, concentrating solely on the pre-reading challenges faced by students during reading lessons While the study aimed to enhance students' reading performance through the development of pre-reading tasks, it overlooked other factors that also influence reading success Therefore, future research should encompass a broader scope, including action studies that explore the development of while-reading and post-reading tasks Additionally, creating supplementary materials for reading instruction is strongly recommended for further investigation.
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APPENDIXES APPENDIX A THE SCHEDULE OF THE COURSE
Unit 1: Elephants: Gentle giants of the earth 4
Unit 2: The extinction of the dinosaurs: What happened? 4
Unit 3: The Birth of the United States of America 4
Unit 4: Twins: How alike are they? 4
Unit 5: Adoption: The search for happiness 4
Unit 7: A healthy diet for everyone 4
Unit 8: Oil: An important World Resource 4
Unit 9: Earthquake: What are they and how do they happen? 4
Unit 10: Alfred Nobel: A man of Peace 4
The classroom described is a small space accommodating approximately 35 students, featuring one entrance and four small windows It includes a teacher's desk located in the top right corner and a blackboard on the wall, with chairs and desks organized into two sides separated by an aisle The room is equipped with two ceiling fans but lacks air conditioning, computers, Internet access, and a projector The primary textbook used is "Insights for Today" by Smith and Mare, published by the English Language Institute at Queens College, City University of New York.
The teacher informed that it‟s time for the lesson She said: “Now we start the lesson with chapter 3 Twins: How alike are they?” Then, she wrote on the board:
Unit 4: Twins: How alike are they?
She began to give some questions for students “Do you know any twins?” “What are twins? Then she called two students to answer her questions Then, she said:
“The whole class looks at the page number 69 and works in pairs to discuss about the questions.” She both said and wrote on the board:
1 Discussion She read the questions aloud and highlighted the key words of these questions After about 7 minutes of pair work, she called on some students to answer these questions However, most students didn‟t answer the questions or give short answers like “no” without explanation or specific examples Some people didn‟t catch the meaning of the questions
The teacher initiated the lesson by pre-teaching vocabulary before the reading activity She clearly labeled this section on the board as "2 Pre-teaching vocabulary" and stated her intention to introduce key terms from the text Subsequently, she read the vocabulary words aloud while writing them on the board for the students to see.
- concentrate (v) “means „pay much attention‟”
- Inherit (v) “means receive from predecessor”
She also noticed to give the stress of each word when introducing them She asked the whole class to read these words aloud after her
In task 3, the prediction activity, she crafted five statements based on the reading text, asking students to determine if each statement was true or false Subsequently, she encouraged several students to share their predictions.
1 F 2 F 3 T 4 T 5 F The first lesson of unit 3 finished, the teacher stopped the lesson: “That‟s enough for the pre-reading stage We have a break.”
After the break, the teacher instructed the students to turn to page 70 of their books and read the text for two minutes to complete a prediction task Once the time was up, the teacher encouraged the students to share their answers and make corrections if any were incorrect.
As a result, students only had three correct answers
She moved on the second part and wrote on the board:
II While reading 1.1 Task 1: T or F?
The teacher instructed the class to reread the passage and complete the task individually within 10 minutes After the time elapsed, she asked a student to share her answers on the board, which were: 1 False, 2 True, 3 True.
4 F 5 T 6 F Then, she checked the task Correct answers:
3 F (didn‟t grow up) 4 F (were not separated … Grew up)
5 T 6 T The result showed that students had four incorrect answers per the total of 6
Then, she continued with task 2 and wrote on the board:
- work in pairs in 10 minutes After 10 minutes, the teacher called on two students to give their answers by writing them on the board:
1 They study pairs of identical twins … Jim Lewis (p 28-30)
2 a Researchers at the University…together (p.32-33) b they have to study identical twins c (no answer )
3 John Fuller tells people he is Buell and Buell Fuller tells people he is John
4 Donald concentrated very hard and Louis telephoned him
The teacher gave the correct answers for the questions:
1 Both men were married twice Their first wives were both named Linda and their second wives were both named Betty Both twins named their first sons Jame Allen, drove blue Chevrolets and had dogs named Toy
2 a They studied 350 sets of identical twins who didn‟t grow up together b They wanted to understand the connection between environment and biology c They learned that personality characteristics are really inherited
3 John Fuller tells people he is Buell and Buell Fuller tells people he is John
4 Donald concentrated very hard and Louis telephoned him