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VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES - - HOÀNG THỊ HÀ A STUDY ON STUDENTS’ MOTIVATION IN READING SKILLS AT QUANG LOWER SECONDARY SCHOOL (Nghiên cứu động lực học kỹ đọc hiểu học sinh trường THCS Quảng Định) M.A MINOR THESIS Field: English Teaching Methodology Code: 60.14.10 Hanoi, 2011 TIEU LUAN MOI download : skknchat@gmail.com VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES - - HOÀNG THỊ HÀ A STUDY ON STUDENTS’ MOTIVATION IN READING SKILLS AT QUANG LOWER SECONDARY SCHOOL (Nghiên cứu động lực học kỹ đọc hiểu học sinh trường THCS Quảng Định) M.A MINOR THESIS Field: English Teaching Methodology Code: 60.14.10 Supervisor: Nguyen Bang, M.A Hanoi, 2011 TIEU LUAN MOI download : skknchat@gmail.com iii LIST OF TABLES AND FIGURES LIST OF TABLES Table 1: The reasons for students’ learning reading skills Table 2: Factors affecting students’ motivation in reading Table 3: The frequency of activities used by the teachers Table 4: Techniques used by the teachers Table 5: Results of classroom observation Table 6: Teacher’s comments on the textbook Table 7: Students’ comments on the topics of the textbooks Table 8: Students’ comments on teachers’ employment of activities LIST OF FIGURES Figure 1: The relationship between reasons for reading and types of reading Figure 2: Student’s attitudes towards the importance of learning English reading TIEU LUAN MOI download : skknchat@gmail.com iv TABLE OF CONTENTS ACKNOWLEDGEMENT i ABSTRACT ii LIST OF TABLES AND FIGURES iii TABLE OF CONTENTS iv PART 1: INTRODUCTION 1.1 Rationale of the study 1.2 Aims of the study 1.3 Research questions 1.4 Scope of the study 1.5 Methods of the study 1.6 Significance of the study 1.7 Design of the study PART II: DEVELOPMENT…………………………………………………………… CHAPTER 1: LITERATURE REVIEW 1.1 Theoretical backgrounds of motivation 1.1.1 Definition of motivation 1.1.2 Main types of motivation in second language learning 1.1.3 Role of motivation in second language learning 1.2 Theoretical backgrounds of reading 1.2.1 Definitions of reading 1.2.2 Reasons for reading 10 1.2.3 Types of reading 10 1.2.3.1 According to ways of reading 11 1.2.3.2 According to reasons of reading 12 1.2.4 The importance of teaching and learning reading 14 1.3 Motivation in reading 15 1.3.1 The importance of motivation in reading second language 15 TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school (LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school v 1.3.2 Main factors affecting students’ motivation in reading second language 16 1.3.2.1 The reading materials 16 1.3.2.2 The teacher 17 1.3.2.3 The students 18 1.4 Summary 19 CHAPTER 2: METHODOLOGY 20 2.1 Context of the study 20 2.2 Participants 21 2.3 Instruments 21 2.3.1 Classroom observation 21 2.3.2 Survey Questionnaires 21 2.3.2.1 Survey questionnaires for the teachers 22 2.3.2.2 Survey questionnaires for the students 22 2.3.3 Interview 22 2.4 Data collection procedures 22 2.5 Summary 23 CHAPTER 3: DATA ANALYSIS AND FINDINGS 24 3.1 The identification of students’ motivation 24 3.1.1 Types of students’ motivation in learning reading 24 3.1.2 Students’ attitude towards reading 26 3.1.3 Factors affecting students’ motivation in learning reading 27 3.2 Activities and techniques employed by the teachers 28 3.3 Motivational strategies and techniques to motivate students 33 PART III: CONCLUSION 35 Summary of the major findings and discussion 35 Implications 36 Recommendations 37 Limitations 37 Suggestions for further study 38 TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school (LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school vi REFERENCES………………………………………………………………………… 39 APPENDICES TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school (LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school PART I: INTRODUCTION 1.1 Rationale of the study English has developed with an unprecedented speed in Viet Nam since the Government implemented the open-door policy to the regional and global integration English proficiency is, then, seen as vital requirement for employment and higher education As a result, almost learners have to study English as second language for job seeking, job promotion or overseas studies Nowadays, in lower secondary schools, English becomes one of the compulsory subjects on which Grade-9 students are tested at their State Graduation Examination Douglas (2007) wrote that "children who read frequently grow to become skillful readers" Many researchers also argue that reading is one of the most important skills for second language readers According to these researchers, reading is crucial for learning new information, explaining, interpreting, and combining it based on old information and expectations Its instrumental use is particularly important at the lower secondary school stage From my own observation and involvement as a part-time teacher of Quang Dinh Lower Secondary School since 2007, I realize that almost students find reading lessons tough and boring in which they often feel sleepy Only a few students get involved in the activities conducted by teachers while others keep silence or something else Obviously, one of the biggest challenges to teachers is to find out effective ways to improve their students' reading skills This study addresses the issue by looking at the students' motivation in learning reading skills as it is widely acknowledged that motivation plays a very important role in second language learning process Motivation is one of the key factors that determines the success or failure of language learning While a considerable amount of research has been conducted to study the motivation and its effects on second language acquisition, little has been particularly taken on students' motivation in learning reading comprehension skills alone For the above reasons, I would like to carry out ―A study on students' motivation in reading skills at Quang Dinh Lower Secondary School” with an attempt to investigate the factors affecting students' motivation in learning reading skills and suggest some ways TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school APPENDIX CLASSROOM OBSERVATION SHEET (Adapted from Brown, 1994) Name of the observed: ……………………………… Class: ……………………………………… Observer’s name: ……………………………………… Date: …………………………………… Categories Criteria N Results (%) NA I Preparation Well-prepared, well-organized in class Appropriately prepared objectives of the class II Presentation Clear and concise instruction language Authentic materials are added The lesson is smooth Material is presented at the students’ level of comprehension The teacher show interest and enthusiasm III Teaching techniques Teacher moves round class, use eye contact There are balance and variety of activities 10 Examples and illustrations used effectively 11 Instructional aids and resource material used effectively 12 Drills are used 13 Teacher explores genuine situations in the class 14 Structures are taken out of artificial drill contexts and applied to the real contexts of the students’ culture and personal experiences IV Personal characteristics 15.Patience in eliciting responses V Teacher/student interaction 16 Teacher is a facilitator 17 Students are communicators 18 Teacher encourages students 19 The students are attentive and involved 20 The students are active 21 Teacher organizes effectively individual, pair and group work 22 The students are encouraged to ask questions, to disagree, or to express their own ideas 23 Teacher controls and directs the class Note: A: Applicable NA: Not applicable TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school (LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school APPENDIX SURVEY QUESTIONAIRES (FOR THE TEACHERS) This survey questionnaire is designed to study reading motivation and how to motivate grade-9 students at QD lower secondary school in learning reading comprehension Your support in fulfilling the survey would be highly appreciated All the information provided by you is of the great use and solely for the study purpose You can be confident that you will not be identified in any discussion of the data Thank you very much for your kind assistance and support! I Personal information Your gender: Male Female Your age: …………………………………………………………………………… How long have you been teaching English? II Your opinions on reading and how to motivate students What you think of the importance of reading to your students? a Reading helps students to improve other skills and linguistic knowledge b Reading helps students to broaden their knowledge of the world c Reading can bring the pleasure/ enjoyment to the students d All the above mentioned opinions e Others (please specify) What problems are you facing in teaching reading? a The lack of students’ motivation b The lack of reading materials to design appropriate and practical reading activities c Difficulty in selecting and devising reading related activities d Others (please specify) Which stages of a reading lesson you find it necessary to motivate your students? TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school (LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school a Pre-reading stage b While- reading stage c Post-reading stage d All the above mentioned stages e Others (please specify) How often you use following activities in your reading lessons? Activities Always Often Sometimes Rarely Never Individual work Pair work Group work How often you use the following techniques to motivate students to read? Always Often Sometimes Rarely Never Techniques Creating a competitive atmosphere Giving some pre-reading questions Giving short discussion before reading Pre-teaching new vocabulary in the reading text Giving a brief introduction of the text Setting up a goal for student to read Using games TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school (LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school Using visual aids 10 Asking students to write summary of the text after reading 11 Asking students to discuss about the text 12 Giving students supplementary reading materials III Your opinions on the textbooks What you think about the reading texts for grade-9 students? Very bad Bad OK Good Very good Content Topics Task types Illustration Order of the lessons Others ( please specify) What should be done to adapt the textbooks? Change the topics Add some more types of exercises Illustrate texts with more beautiful pictures Improve yearly Other ideas (please specify) …………………………………………………………………………………………… TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school (LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school APPENDIX PHIẾU ĐIỀU TRA HỌC SINH Phiếu điều tra nhằm phục vụ cho đề tài Nghiên cứu động học kỹ đọc hiểu Tiếng Anh học sinh khối trường cấp Quảng Định, Quảng Xương, Thanh Hố Thơng tin bạn cung cấp để hồn thiện phiếu điều tra có ý nghĩa quan trọng đề tài nghiên cứu Dữ liệu điều tra nhằm mục đích phục vụ cho việc nghiên cứu người cung cấp thông tin không bị nhận dạng nội dung thảo luận Trân trọng cảm ơn! I Thông tin cá nhân Giới tính Nam Nữ Tuổi: ……………………………………………………… Em học tiếng anh bao lâu? II Quan điểm em việc học đọc hiểu Tiếng Anh Mục đích học tiếng anh em gì? ( Em chọn nhiều đáp án) a Để giao tiếp với người nước ngồi đọc báo, xem phim, nghe nhạc Tiếng Anh b Để có hội du học nước ngồi c Vì Tiếng Anh môn học bắt buộc d Để đạt điểm cao mơn Tiếng Anh có hội tham gia kì thi học sinh giỏi e Để sau xin việc dễ dàng f Để mở rộng kiến thức g Lý khác: ……………………………………………………………………… …………………………………………………………………………………………… Đánh giá em tầm quan trọng kỹ việc học Tiếng Anh Kỹ Rất quan trọng Quan trọng Không quan trọng Listening Speaking Reading Writing TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school (LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school Cảm nhận em học đọc lớp mà em trải qua Thú vị Buồn tẻ Bình thường Theo em yếu tố sau có tác động tới hứng thú học kỹ đọc hiểu em Tài liệu đọc hiểu (chủ để đọc, thơng tin độ khó/ dễ đọc…) Giáo viên (tâm huyết, tổ chức lớp, phương pháp…) Bản thân học sinh (kiến thức nền, chiến lược đọc hiểu…) Ý kiến khác: ……………………………………………………………………… Giáo viên em sử dụng hoạt động số hoạt động nhằm tạo hứng thú cho em học đọc em u thích hoạt động số Hoạt động Giáo viên thường Em yêu sử dụng thích Đưa câu hỏi thảo luận trước vào đọc Dạy trước từ cấu trúc có khóa Giới thiệu vắn tắt khóa Đặt mục tiêu đọc rõ rang Yêu cầu học sinh thực nhiệm vụ khoảng thời gian định Sử dụng trị chơi tạo sơi cho đọc Sử dụng giáo cụ trực quan (tranh ảnh, âm nhạc, ) Yêu cầu học sinh thảo luận theo cặp, theo nhóm sau đọc Đưa nhận xét thường xuyên phù hợp 10 Cung cấp cho học sinh tài liệu bổ trợ kỹ nắng đọc hiểu TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school (LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school Ý kiến em chủ đề đọc SGK Tiếng Anh lớp Đánh dấu vào ô lựa chọn Chủ điểm Khơng thích Khơng quan Thích Rất thích tâm A visit from a pen pal Clothing A trip to countryside Learning a foreign language The media The environment Saving energy Celebrations Natural disasters 10 Life on the planets Theo em giáo viên nên làm để thu hút hứng thú học sinh học đọc? ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school (LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school(LUAN.VAN.THAC.SI).A.study.on.students''.motivation.in.reading.skills.at.Quang.Lower.secondary.school
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