Rationale for the Study
The International English Language Testing System (IELTS) is a globally recognized benchmark for English proficiency, essential for recruitment and admission processes by educational institutions, employers, and immigration agencies With over 1.5 million candidates annually, including many from Vietnam, the demand for IELTS preparation has surged, prompting the rapid growth of private language schools in major cities like Hanoi and Ho Chi Minh City The IELTS test comprises two modules: Academic and General training, with a focus on the Academic module for those pursuing undergraduate and postgraduate studies.
Many Vietnamese learners of English, particularly pre-intermediate students at the American English School (AMES) in Hanoi, struggle with reading comprehension despite years of study They often read word-by-word, decoding text at a basic level, which leads to confusion when faced with complex passages in the IELTS Academic reading module This approach results in slow reading speeds and a lack of effort to infer meanings from context, as students frequently resort to translating passages into Vietnamese Consequently, they often fail to complete the test within the allotted time and lose marks for not adhering to word count requirements A key factor contributing to these challenges is the absence of effective reading strategies, despite their knowledge of vocabulary and grammar.
Effective reading instruction under test conditions is crucial in IELTS preparation courses, yet there is a lack of research on the progress of EFL learners in Vietnam post-training This study aims to evaluate the impact of an intensive reading preparation course on learners' awareness, strategy use, and IELTS band scores in the Academic Reading module The findings may provide valuable insights into the benefits of explicit strategy instruction, enhancing the reading strategies available to learners and aiding educators in refining IELTS and EFL teaching methodologies.
Aims and Objectives of the Study
This research aims to evaluate the impact of an intensive IELTS preparation course at American English School (AMES) on learners' academic reading performance By analyzing the progress of individual learners and comparing their results, the study will assess the effectiveness of the course, which focuses on explicit reading comprehension and test-taking strategies The goal is to determine if this training can enhance candidates' preparation and increase their chances of achieving high scores on the actual IELTS test.
Conjugant with the above-mentioned aim, there are a number of research objectives required to work on They are presented as follows:
- Define reading comprehension, reading strategies, reading strategy instruction, describe their characteristics, and present several models of classification
- Indicate the purpose, format and components of the IELTS test with their highlights
- Investigate factors related to the Academic Reading Module involved in the IELTS test with the necessary reading strategies to achieve higher band score in this module
- Apply and analyze the process of teaching IELTS reading strategies to improve learners‘ reading performance
- Explore the learners‘ attitudes towards IELTS reading strategy instruction
- Give recommendations to other teachers of English on how to teach students to employ IELTS reading strategies efficiently to improve their scores in the IELTS Academic Reading Module.
Research Questions
In accordance with the aforementioned objectives, the study seeks to answer these following research questions:
1 To what extent does the explicit reading comprehension strategy instruction help to improve learners’ use of strategies under the test condition?
Learners at AMES English Language Center significantly improve their IELTS Academic Reading band scores after completing a test preparation course that includes explicit reading strategy instruction The course equips students with essential techniques to enhance their comprehension and analytical skills, leading to measurable progress in their test performance This targeted approach not only boosts confidence but also enables learners to tackle various reading tasks more effectively, ultimately resulting in higher IELTS scores.
3 What are students’ attitudes towards the explicit strategy instruction in IELTS Reading preparation course?
Methodology of the Study
The study will utilize both quantitative and qualitative data to assess the improvements students achieve after participating in a reading course with explicit strategy instruction at AMES Quantitative data will be gathered through two questionnaires, providing researchers with numerical insights into learners' thoughts and approaches Additionally, pre-test and post-test reading scores will offer a straightforward method for evaluating the progress of IELTS learners Qualitative data will be collected via interviews conducted after the post-test Detailed methodology is discussed in Chapter 2 of Part B.
Scope of the study
American English School (AMES) boasts extensive experience in delivering high-quality English language training that meets international standards Catering to school and university students, professionals, and large enterprises in Vietnam, AMES offers a diverse range of English programs, including courses for preschoolers, young learners, junior students, as well as IELTS, TOEFL iBT, TOEIC preparation, and TESOL teacher training.
AMES provides IELTS preparation courses tailored for two age groups: teens (12-15 years) and adults (16+) This study specifically examines the intensive 160-hour IELTS preparation course aimed at helping adult learners achieve a score of 6.0 or higher While the IELTS test evaluates candidates on listening, speaking, reading, and writing skills, this research will concentrate solely on the progress of students in the Reading module.
Significance of the study
In Vietnam, thousands of IELTS tests are administered annually, yet there is a notable lack of studies focused on this area This research aims to enhance the understanding of IELTS trainers regarding their trainees' performance in the Academic Reading module, ultimately improving preparation strategies The paper offers practical recommendations for test-takers, enabling them to utilize more effective reading strategies for the IELTS exam.
Organization of the study
To effectively engage the audience, it is crucial to present a comprehensive overview of the research, ensuring that the information and discussions are easily followed Based on the previously outlined aims and objectives, this study will be structured into three key sections that address the pertinent issues at hand.
Part A: Introduction presents a brief introduction of the rationale, the aims and objectives, scope, significance, methods and organization of the study
Part B: Development, the main part of the study and is composed of three chapters as follows:
LITERATURE REVIEW
Reading and reading comprehension
Reading plays a crucial role in our daily lives, serving both informational and recreational purposes Scholars view reading as a complex mental process that involves the interaction between the reader and the text This interaction fosters the creation of meaningful discourse, with the extent and manner of meaning reconstruction largely depending on the reader's cognitive engagement as a language user.
Reading is a fundamental aspect of the learning process, particularly in acquiring language skills For learners of English as a second language (ESL) or as a foreign language (EFL), reading is considered the most vital skill It serves not only as a means to acquire knowledge but also enhances overall language proficiency.
Reading can be approached in different ways, and the three most commonly used reading models are bottom-up model, top-down model and interactive model
The bottom-up reading model emphasizes the text itself, positioning the reader in a passive role where they reconstruct meaning by recognizing and decoding words (Barnett, 1989) This approach follows a bottom-up pattern, focusing on morpho-phonemic and morpho-syntactic processing for meaning interpretation (Eskey, 2005) However, this model's limitations include its neglect of sentence-context effects and the reader's prior knowledge of the text topic, which can hinder overall comprehension (Samuel and Kamil, 1988).
Top-down reading model refers to a more reader-driven approach of reading
In contrast to the bottom-up model, the top-down model emphasizes that readers construct meaning through not only letter and word recognition but also by utilizing syntactic and semantic cues (Goodman, 1967) This approach allows readers to engage their prior knowledge alongside the text, employing strategies such as predicting, sampling, confirming, and correcting to enhance reading comprehension (Barnett, 1989) Consequently, the interaction between the reader and the text in the top-down model is more sophisticated than in the bottom-up approach.
Bottom-up and top-down reading processes serve crucial but distinct roles in EFL/ESL reading According to Koda (2005), the effectiveness of these processes depends on various factors, including the nature of the text, the reader's objectives, their background knowledge of the topic, language proficiency, and their attitudes and interest in the material.
The interactive reading model has emerged as a response to the criticism of two popular reading models, emphasizing the collaborative role of both the reader and the text This model integrates higher-level and lower-level processing to enhance knowledge acquisition from diverse reading sources Meaning is reconstructed through the utilization of three cueing systems: graphophonic, syntactic, and semantic (Rumelhart, 1977).
Reading comprehension is the ability to understand and interpret a text According to Grellet (1981), it involves efficiently extracting the necessary information from written material The RAND Reading Study Group further defines it as a process where readers simultaneously extract and construct meaning through their interaction with written language.
Reading comprehension is influenced by various language components, including spelling, phonological and orthographic awareness, phonics knowledge, listening comprehension, vocabulary, and verbal intelligence However, two critical elements that extend beyond decoding and listening comprehension are fluency and reading strategies Fluency, as defined by Wolf and Bowers (1999), relates to the speed of word recognition, enabling readers to grasp the overall meaning of text Meanwhile, reading strategies assist readers in navigating lengthy or complex texts and overcoming challenges encountered during the reading process.
Reading Strategies
Language learners can utilize various strategies when engaging in tasks such as reading These reading strategies embody the essential traits of effective language learning strategies, enhancing the overall learning experience.
Since the late 1970s, the teaching of reading strategies has been essential for second or foreign language learners to enhance their reading comprehension skills These strategies encompass the mental processes that readers engage in to intentionally interpret and understand texts.
Reading strategies encompass various cognitive processes that readers employ to effectively understand texts, such as skimming, scanning, and inferring meanings from context These strategies reflect how readers approach tasks, focus on textual cues, and navigate comprehension challenges As noted by Anderson (1991), these are intentional steps taken by learners to acquire, store, and retrieve information While the terms 'reading skills' and 'reading strategies' are often used interchangeably, this study specifically defines reading strategies as the conscious mental processes chosen by readers to achieve their reading objectives (Cohen, 1986).
Scholars categorize reading strategies based on various criteria, often identifying two main types: strategies for creating meaning and those for monitoring comprehension Some researchers, like Sheorey & Mokhtari (2001), have adopted a cognitive framework to further classify these strategies into three sub-categories: Global Reading Strategies, Problem-Solving Reading Strategies, and Support Reading Strategies This classification has gained traction among many scholars in the field.
(i) Global Reading Strategies: generalized, intentional reading strategies aimed at setting the stage for the reading act Examples of this type of strategies are
―having a purpose in mind, evaluating what to read or ignore, noting text characteristics, guessing what the material is about, etc.‖
Problem-solving strategies are targeted techniques employed to address challenges in comprehending textual information These strategies equip readers with actionable plans to skillfully navigate texts Key examples include re-reading for improved understanding, returning to previous sections when focus wanes, adjusting reading speed based on text difficulty, and pausing to reflect on the material In the context of second-language learning, it is commonly understood that readers may need to utilize more problem-solving strategies to derive meaning from texts due to their limited linguistic proficiency.
Support reading strategies are essential for enhancing comprehension and engagement with texts Effective methods include utilizing external resources like dictionaries, taking notes, and highlighting key information These techniques help readers sustain their responses and deepen their understanding of the material.
2 Strategy use and reading results
Research indicates a strong correlation between the use of reading strategies and performance on reading comprehension tests Carrell (1989) found that high-scoring students effectively employed global strategies, a finding echoed by Block (1992) and Al-Melhi (1999) Anderson (1991) noted that both efficient and less efficient readers utilized similar strategies; however, the critical difference was the frequency and timing of their application Skilled readers adeptly switch between various strategies to extract meaning from the text (Cohen, 1998), whereas less successful learners tend to apply strategies inconsistently and randomly (Chamot et al., 1996).
Effective reading instruction should utilize a combined strategies-instructional approach rather than teaching strategies in isolation (Hudson, 2007) Research indicates that the selection of efficient reading strategies is influenced by various factors, including the reader's characteristics such as gender, age, background knowledge, and proficiency level, as well as the text's attributes like topic familiarity, language, layout, structure, and length, along with the nature of the questions posed about the text.
Strategy Instruction
1 Strategy instruction in previous literature
Reading strategies can be effectively learned and acquired, leading to improved test scores for learners trained in specific techniques compared to those who have not received such training Research by Bachman & Palmer (1996), Cohen (1998), Phakiti (2003), and Rogers & Harley (1999) indicates that explicit instruction in these strategies enhances performance, particularly in reading comprehension, across various proficiency levels.
Learning strategy instruction has garnered considerable attention from scholars, leading to numerous studies that propose or recommend effective instructional procedures Winograd and Hare (1988) identified five essential components for successful strategy instruction.
This article outlines a comprehensive reading strategy that includes a detailed description, highlights its significance and benefits, and demonstrates its practical application It clarifies the context in which this strategy can be effectively utilized and provides guidance on evaluating its success Beckman (2002) also proposed several steps for reading teachers to enhance their instruction in reading strategies, ensuring a more effective learning experience for students.
Students learn the strategy's significance, including its purpose and appropriate applications The teacher demonstrates the strategy's implementation, guiding students on how to effectively apply it in various contexts.
To enhance learning, teachers should incorporate sample assisted practice time, during which they monitor student progress, offer cues, and provide constructive feedback This practice is crucial for developing automaticity, enabling students to utilize strategies effortlessly without conscious thought.
Encouraging students to self-monitor and evaluate their use of personal strategies is essential for effective learning When students observe the benefits of these strategies in their own experiences, they are more likely to adopt them, integrating them into their learning framework.
(v) Encourage continued use and generalization of the strategy Students are encouraged to try the strategy in other learning situations
In general, there has been a consensus that three primary steps involved in strategy instruction are Orientation, Modelling, and Application (Winograd and
In the initial Orientation phase, students learn about the strategy's purpose and importance During the Modelling stage, the teacher demonstrates the strategy by performing each step while verbalizing the thought process Finally, in the Application phase, students practice the strategy individually or in groups, allowing them to assess its effectiveness and improve their confidence in using it This hands-on experience encourages further application of the strategy.
In his 2001 book "Learner Strategies in Second and Foreign Language Classroom," Macaro introduced a cycle for strategy instruction, which is illustrated in Figure 2 (adapted from Macaro, 2001, p 176).
Figure 1 Learner strategies training cycle
Incorporating awareness raising into learning strategy instruction is essential for effective teaching, as it helps students develop a deeper understanding and cognitive acquisition of the strategies introduced Researchers emphasize the importance of integrating this step alongside strategy introduction Additionally, self-monitoring and evaluation should be prioritized within the instruction procedures to promote learner autonomy Ultimately, the responsibility for learning should shift towards the learners themselves, while teachers play a crucial role in modeling and providing scaffolding to support this process.
1 Raise the awareness of the students 2
Exploration of possible Stratgies available
3 Modelling by teacher and/or other students
Combining strategies for a specific purpose or task
Application of strategies with scaffolded support
Evaluation by students (and teachers)
Monitoring strateggy use and rewarding effort
3 The roles of modelling and scaffolding in strategy instruction
Modelling is a crucial component in the strategy instruction cycle, as it allows teachers to demonstrate new concepts and approaches for students to observe and learn (Winograd and Hare, 1988; Duffy, Roehler, and Herrmann, 1988) This process involves students acquiring knowledge, information, or skills through observation rather than direct experience (Holland and Kobasigawa, 1980) Research indicates that modelling is one of the most effective learning methods, enabling students to not only grasp new ideas but also witness the teacher's problem-solving process (Bandura, 1986; Salisu and Ransom).
2014) And this is one of the key points in learning reading
Scaffolding is a crucial element of the strategy instruction cycle, where teachers provide varying levels of support to facilitate student learning Initially, educators model the use of strategies and offer clear explanations and examples As students become more proficient, teachers gradually reduce their involvement, transitioning to prompts or hints This approach empowers students to take greater control and responsibility for their learning process (Rubin, 2014).
4 Contextualization and explicitness in strategy instruction
Learning strategy instruction, as highlighted by Macaro (2001), is essential for effective language acquisition and is defined by key features such as contextualization and explicitness Contextualization emphasizes the importance of teaching strategies within the framework of a language course, as instruction devoid of context is unlikely to yield meaningful results.
Explicit strategy instruction is crucial in learning strategy training, as it involves teachers actively making students aware of the reading process and the significance of comprehension activities (Van Keer, 2004) Research by Macaro, Cohen, and Chamot (1996, 2004) reinforces the necessity of explicit training for effective language learning strategy instruction (Jurkovic, 2010) Additionally, Coyne et al (2009) found a correlation between learner outcomes and the explicitness of teachers' reading strategy instruction, particularly benefiting less efficient readers.
IV The IELTS Reading Test
The IELTS (International English Testing System) is a prominent proficiency test designed to assess language ability, as highlighted by Hughes (2003) It serves as a valuable tool for evaluating whether students can succeed in specialized academic programs, according to Harrison (1983) Widely recognized for its validity, IELTS is accepted by educational institutions, employers, professional bodies, and immigration agencies as proof of English language proficiency (Hallows, Lisboa, and Unwin, 2006) Jointly administered by Cambridge ESOL, the British Council, and IDP: IELTS Australia, the test saw over 2.9 million candidates in the past year alone, indicating its high-stakes nature and rapid growth that has spurred a thriving global industry in test preparation resources.
The IELTS test has no age restrictions, attracting a diverse range of candidates, from schoolchildren aspiring to study abroad to university students and working professionals seeking career advancement Test-takers can choose between two versions: Academic and General Training, both of which share the Listening and Speaking modules but differ in Reading and Writing This article focuses specifically on the IELTS Academic reading component, with all subsequent references to IELTS pertaining to this version The structure and elements of the IELTS can be illustrated through a comprehensive chart.
Candidate listen to a number of recorded texts These include a mixture of monologues and conversations and feature a variety of English accents
The recording is heard only once, and candidates are given time to read the questions and write down their answers
METHODOLOGY
Context of the study
The AMES English Language Center offers specialized English courses, including intensive IELTS preparation for Listening, Speaking, Reading, and Writing modules The primary aim of these courses is to equip test-takers with essential examination techniques that align with the official IELTS preparation checklist This study focuses on the Reading preparation course, which is designed to teach learners various reading and test-taking strategies necessary for success in the IELTS Reading Test, ultimately meeting the expectations of candidates.
2 The IELTS Intensive Reading Course
The IELTS Intensive Reading Course at AMES English Language Center is tailored for students with an IELTS Reading band score of 4.0 or higher, equivalent to the B1 level of CEFR This course is ideal for those who have completed the 30-hour Basic Reading Course, where they learn essential reading strategies such as identifying key words, previewing and predicting content, skimming for main ideas, scanning for specific information, guessing unknown vocabulary, and understanding text organization.
Identifying facts and opinions The lectures last for 12 hours and students‘ practice is expected to take up another 18 hours
The Reading Preparation Course spans four weeks, totaling 42 hours of instruction Each week, students engage in three and a half hours of study, which includes two hours of in-class instruction and an additional hour and a half dedicated to self-practice in the Independent Learning Center, where tutor assistance is available if required.
The Cambridge IELTS series, including Cambridge IELTS 10, 11, and 12, serves as essential teaching resources, published by the reputable Cambridge University Press This collection features genuine IELTS examination papers from Cambridge ESOL, offering valuable sample practice for test preparation.
Teachers create customized lesson plans for classroom activities, focusing on familiarizing candidates with the IELTS test over four weeks The course begins with an overview of the IELTS reading test, followed by a gradual introduction to various question types Students receive strategies and tactics for effective test-taking, along with practical opportunities to practice Given that most students are non-English major upper secondary and college students with Intermediate Level English proficiency per the Common European Framework of Reference (CEFR), instruction is delivered in both English and Vietnamese.
A typical lesson at AMES follows Beckman's (2002) five-stage framework for effective reading strategy instruction It begins with a warm-up activity that helps students understand the reading task and its specific features Next, the teacher investigates the combined strategies necessary for the task, discussing their importance, appropriate usage, and implementation Modeling is a key component, where the teacher demonstrates the strategies step-by-step Afterward, students engage in practice sessions, either individually or in groups, while the teacher monitors their progress, provides scaffolding, and offers feedback During this practice, students articulate how they apply the strategies to answer questions, reinforcing their understanding and promoting automaticity in using the strategies To extend learning beyond the classroom, students are encouraged to apply these strategies in various contexts, including at home and in the Independent Learning Center.
Lesson Lecture Topics Teaching points Duration
Introduction to the IELTS test
Introduction to IELTS Reading – Academic Module
2 hours of lecture 1.5 hours of practice
Task Type 2 – Notes – Table – Flow chart Completion
Organizing words or each type
The amount of information needed
2 hours of lecture 1.5 hours of practice
Organizing words or each type
The amount of information needed
2 hours of lecture 1.5 hours of practice
Task Type 4 – True/False/Not Given
Two types of key words
The amount of information needed
2 hours of lecture 1.5 hours of practice
Distinguishing main ideas from supporting ideas
2 hours of lecture 1.5 hours of practice
Organizing words or each type
2 hours of lecture 1.5 hours of practice
Task Type 7 – Finding information in paragraphs
Understand types of information needed to match
2 hours of lecture 1.5 hours of practice
9 Task Type 8 – Pick from a list
The amount of information needed
2 hours of lecture 1.5 hours of practice
2 hours of lecture 1.5 hours of practice
Organizing words or each type
The amount of information needed
2 hours of lecture 1.5 hours of practice
Duration of training: 42 hours over 4 weeks (10.5 hours/week)
Table 2 IELTS Reading Course with explicit strategy instruction
Research Questions
A review of existing literature highlights that explicit instruction in reading strategies can effectively address identified challenges This study aims to explore the impact of reading and test-taking strategy instruction on students' performance in IELTS Reading at AMES English Language Center The research is guided by three key questions.
1 To what extent does the explicit reading comprehension strategy instruction help to improve learners’ use of strategies under test condition?
2 To what extent do learners improve their IELTS band scores of Academic Reading module after completing the test preparation course with explicit reading strategy instruction at AMES English Language Center?
3 What are students’ attitudes towards the explicit strategy instruction in IELTS Reading preparation course?
Methodology
The study will utilize both quantitative and qualitative data to assess the improvements students achieve after completing a reading course that incorporates explicit strategy instruction Quantitative data will be gathered through pre-test and post-test questionnaires, while qualitative insights will be collected via interviews conducted after the post-test.
The research sample consists of 30 students from two intensive IELTS preparation classes at AMES English Language Center's Ba Dinh Branch, where the researcher, an experienced IELTS Reading teacher with six years of expertise, instructs Among the students, 19 are female.
The study involves 11 male learners aged 16 to 23 from non-English major upper secondary schools and colleges in Hanoi, all of whom possess a B1-Intermediate level of English proficiency (CEFR), equivalent to an IELTS band score of 4.0 to 5.0, as determined by a placement test prior to their preparation courses at AMES The course aims to elevate their IELTS scores to a range of 5.0 to 6.0, corresponding to a B2 level on the CEFR scale.
The initial section of the questionnaire, following the pre-test, gathered essential background information about participants, including their occupations, English exposure levels, and motivations for taking the IELTS test As shown in Table 3, approximately 50% of the subjects are students, and nearly 66% have consistent exposure to English reading, which may enhance their ability to develop effective reading strategies.
Using English reading for study 6 20.0
Not using English reading for study 3 10.0
Using English reading for work 11 36.7
Not using English reading for work 10 33.3
Table 3 Occupation and exposure to English of learners
Based on the information presented in Table 4, it can be seen that the most common reason for the participants to take the IELTS Test is to study abroad, with
Out of 30 students, 10, or 33.3%, demonstrated readiness for academic purposes as intended by the test (Harrison, 1983) The IELTS is recognized as a valid proof of English language proficiency for recruitment and admission, accounting for 43% of the reasons for taking the test (Hallows, Lisboa, and Unwin, 2006) Additionally, 23% of learners aim to improve their overall language skills through the IELTS Test.
Reasons for taking the IELTS Test
Improving English language proficiency level 7 23.3 23.3 56.7
Finding a job in Vietnam or abroad 6 20.0 20.0 76.7
Table 4 Reasons for taking IELTS Test of the learners
2 Instruments a Pre-test and post-test
The pre-test aims to assess learners' initial English proficiency, specifically in reading, prior to course enrollment, while the post-test evaluates improvements in IELTS reading strategies and band scores after completing the preparation course The reading tests are developed by the AMES academic development team using globally recognized IELTS materials from reputable sources, including Cambridge University Press and the British Council, and are reviewed by former IELTS examiners To maintain test objectivity, reading texts were selected from less common IELTS preparation materials, ensuring that none of the participants had previously encountered the passages Consequently, the difficulty level and quality of these tests closely align with those of an official IELTS exam.
Participants must complete two questionnaires: one after pre-tests and another after post-tests Both questionnaires are in English, suitable for students with a B1 level of CEFR or an IELTS Reading band score of 4.0 and above The researcher encouraged participants to ask questions for clarification during the administration of the questionnaires.
The post-pretest questionnaire is structured into two main sections The first section gathers personal information from students, such as age, gender, and educational background, ensuring a smooth transition to the second section The second section, focused on Reading Strategies, is divided into two parts: the first part assesses the frequency of various reading strategies employed by students, which were adapted from established checklists by Farr, Pritchard, and Smitten (1990), Rupp, Ferne, and Choi (2006), and Cohen & Upton (2007), categorizing these strategies into three distinct groups.
The article discusses General Strategies, Text-related Strategies, and Question-related Strategies designed to enhance the data analysis process It highlights that the reading strategies are assessed through close-ended questions using Likert scales, where 0 indicates 'never' (0%) and 5 signifies 'always' (100%) Additionally, the questionnaire includes two open-ended questions aimed at identifying challenges students face during the reading tasks in the pre-tests Furthermore, a follow-up questionnaire (Questionnaire B) is administered after the post-test.
Questionnaire B, administered after the post-test, features 18 Likert-scale questions similar to those in Questionnaire A, designed to assess changes in students' reading strategies before and after the course Additionally, Questionnaire B includes more open-ended questions to emphasize the differences in student experiences The five open-ended questions provide valuable insights into students' progress in reading strategy use, their reading performance, and their attitudes towards the explicit strategy training received during the course.
Two randomly selected students from a group of 30 were interviewed about their familiarity with reading strategies prior to instruction, the effectiveness of researchers' modeling in aiding their understanding, the strategies they found most beneficial, and their perceptions of the strategy instruction program's impact on their IELTS Reading performance This qualitative feedback aims to deepen the understanding of students' attitudes towards explicit reading strategy instruction, contributing valuable insights to address Research Question 3.
The researcher will design and distribute a questionnaire to ensure participants fully understand each item After supervisor approval, 30 copies will be printed for learners in three IELTS test preparation classes at AMES English Center Participants will receive thorough instructions to complete the questionnaires accurately and objectively The completed questionnaires will then be collected for analysis.
Procedures of data analysis
The detailed process of data analysis is as follows:
Stage 1: Collect and analyze the general information of the learners
Stage 2: Collect and analyze learners' feedback on questions related to IELTS reading test-taking strategies
Stage 3: Collecting and analyzing the results of the entry and exit test after completing the course
The data collected will be investigated in the chapter of Results and Discussion.
RESULTS AND DISCUSSIONS
Results addressing research question 1: Improvements on IELTS reading
In the second section of Questionnaire A, question 1 investigates learners' prior knowledge and application of IELTS reading strategies to address Research Question 1 This question comprises 18 closed-ended items, prompting students to indicate their frequently employed strategies during IELTS reading tests on a Likert scale ranging from 0 to 5, representing a frequency from "never" to "always."
Before the course After the course
Mean SD Mean SD Gain
1 Read the instructions carefully Be attentive to word limits 2.5 1.137 3.1 1.269 0.6
2 Manage my time on each section of the reading test 2 0.91 2.5 1.106 0.5
3 Set a purpose of reading to answer the questions only rather than trying to comprehend the entire reading passage
4 Don‘t expect to read and understand every word 2.43 1.357 2.87 1.332 0.44
5 Make predictions about what I am going to read by looking at the title, any visual aids, and headings that go with the passage
6 Relate information from the passage to what I already know about the subject area 1.9 0.995 2.37 1.129 0.47
7 Look for how the passage is organized by underlining or highlighting any key topic, signal words/phrases
8 Pay special attention to the first one or 1.9 0.923 2.23 1.135 0.33 two sentences of each paragraph for main idea
9 Try to predict where the author/ writer‘s points are leading 1.93 0.907 2.37 1.402 0.44
10 Look for context clues to guess the meaning of unfamiliar or difficult vocabulary
11 Try to summarize after I read by writing brief summarizing words in the margin 1.83 0.834 2.23 0.971 0.4
12 Read the questions carefully to understand what the questions as a whole mean Underline or highlight key words in the questions
13 Look for words and phrases in the passage with similar/ related meanings to the key words in the questions, identify a paraphrase of each statement
14 Scan the passage quickly for numbers, names, dates and words around the relevant parts of the passage to get the answer
15 Answer the questions I know first 2.63 1.402 2 1.702 -0.63
16 Make sure I can find evidence in the passage to answer the question, try not to rely on my general/ prior knowledge
17 Always look for answers that are grammatically correct and sound consistent with the idea in the passage
18 Return to a difficult question later and guess if I cannot find the answer Don‘t leave any questions unanswered
Table 5 Comparison of reading strategies used by learners before and after the Reading Intensive Course
Table 5 illustrates the data gathered from a closed-response ranked scale regarding the reading strategies employed by thirty participants during the IELTS reading process Overall, there is a significant increase in the ratings of these strategies, suggesting that the frequency of reading strategy usage among course attendees improved following the instruction.
Reading strategies with highest and lowest ratings before and after the course
Prior to enrolling in the Reading Intensive Course, learners predominantly utilized two reading strategies: the first involved quickly scanning the passage for key elements such as numbers, names, dates, and relevant words to locate answers effectively.
16 ―make sure I can find evidence in the passage to answer the question, try not to rely on my general/prior knowledge‖ (mean = 2.37) These are followed by item 13
In a study assessing learning strategies, participants initially rated the approach of searching for synonyms or related terms in questions at a mean score of 2.67 After completing the course, this strategy received the highest approval, increasing to a mean score of 3.33 The second most favored strategy was to revisit challenging questions later and make educated guesses, which scored 3.17 Additionally, the strategy of carefully reading questions and adhering to word limits was also well-received, with a mean score of 3.1, as detailed in Table 6.
Before the instruction, the least utilized strategy among participants was summarizing by writing brief notes in the margins (mean = 1.83) Additionally, strategies such as setting a purpose for reading solely to answer questions (mean = 1.9), relating information from the passage to prior knowledge, and focusing on the first one or two sentences of each paragraph for main ideas were also infrequently employed After the course, the strategy with the lowest frequency of use remained number 15.
The findings indicate that participants emphasized the importance of focusing on the initial sentences of each paragraph to grasp the main idea, with a mean score of 2.23 Additionally, they suggested summarizing key points by jotting down brief notes in the margins after reading, highlighting effective strategies for comprehension.
Reading strategies with highest ratings before and after the course Before the course After the course
―Scan the passage quickly for numbers, names, dates and words around the relevant parts of the passage to get the answer‖ (mean = 2.7)
―Look for words and phrases in the passage with similar/ related meanings to the key words in the questions, identify a paraphrase of each statement‖ (mean = 3.33)
―Make sure I can find evidence in the passage to answer the question, try not to rely on my general/prior knowledge‖
―Return to a difficult question later and guess if I cannot find the answer Don‘t leave any questions unanswered‖ (mean = 3.17)
Many students frequently seek out synonyms and phrases in the text that correspond to the main concepts in the questions, effectively paraphrasing each statement before beginning the course, with an average rating of 2.67.
―Read the instructions carefully Be attentive to word limits‖ (mean = 3.1)
Table 6 The highest rated reading strategies before and after the course
Reading strategies with lowest ratings before and after the course Before the course After the course
―Try to summarize after I read by writing brief summarizing words in the margin‖ (mean = 1.83)
―Answer the questions I know first‖ (mean = 2)
―Set a purpose of reading to answer the questions only rather than trying to comprehend the entire reading passage‖
―Pay special attention to the first one or two sentences of each paragraph for main idea‖ (mean = 2.23)
―Relate information from the passage to ―Try to summarize after I read by what I already know about the subject area‖ (mean = 1.9) writing brief summarizing words in the margin‖ (mean = 2.23)
―Pay attention to the first one or two sentences of each paragraph for main idea‖ (mean = 1.9)
Table 7 The lowest rated reading strategies before and after the course
Reading strategies with highest and lowest gains and gains in groups of strategies36 I Results from the open-ended questions
Table 8 presents data on the highest and lowest gains in reading strategies among learners following the Intensive Reading course, highlighting the improvements in their ability to utilize essential strategies for the IELTS reading section.
Reading strategies with highest and lowest gains Strategies with highest gains Strategies with lowest gains
―Look for words and phrases in the passage with similar/ related meanings to the key words in the questions, identify a paraphrase of each statement‖ (gain = 0.66)
―Answer the questions I know first‖ (gain = -0.63)
―Read the instructions carefully Be attentive to word limits‖ (gain = 0.6)
―Make sure I can find evidence in the passage to answer the question, try not to rely on my general/ prior knowledge‖ (gain = -0.27)
―Set a purpose of reading to answer the questions only rather than trying to comprehend the entire reading passage‖
―Make predictions about what I am going to read by looking at the title, any visual aids, and headings that go with the passage‖ (gain = -0.2)
Table 8 Reading strategies with highest and lowest gains after the course
The study reveals that learners significantly improved their scanning skills by focusing on words and phrases related to key terms in questions, achieving a gain of 0.66 Additionally, two other strategies that showed high gains are categorized as general strategies Importantly, learners became more aware of their reading objectives and set goals before engaging in the reading process Previous research highlights the vital role of reading purpose in enhancing comprehension and overall reading success Linderholm, Cong, and Zhao (2008) emphasize that having a clear reading purpose encourages students to employ various skills and strategies to achieve their objectives.
Average of mean (post-instruction)
Table 9 Average of mean and gain of reading strategies in groups
The course participants demonstrated a high competency in question-related strategies, achieving a mean average of 2.64, while text-related strategies were notably less utilized, with a mean average of 2.09 This aligns with previous research by Le (2004) and Nguyen (2013), which indicates that Vietnamese students tend to infrequently employ reading strategies Notably, general strategies showed the most significant improvement post-instruction, with an average gain of 0.54.
III Results from the open-ended questions
3.1 The reading strategy/strategies used most often before and after the course
Part Three of Questionnaire A and Part Two of Questionnaire B provide insights into the reading strategies predominantly employed by participants during the pre-test and post-test The most common strategy identified in Questionnaire A was "underlining key words in questions," utilized by 57% of respondents, followed by "scanning for names, numbers, or dates in the passage," reported by 40% These findings align with the students' responses to the closed questions in the previous section.
3.2 The biggest problems before the course and the biggest improvements after the course
In a survey regarding challenges faced in the pre-instruction IELTS Reading Test, 50% of students identified unknown vocabulary as their primary issue Numerous studies, including those by Baumann et al (2003) and Becker (1977), highlight the crucial link between vocabulary knowledge and reading comprehension This vocabulary challenge contributes to another significant problem: time constraints during the test Additionally, students reported difficulties in grasping the author's ideas or implications, further complicating their test experience.
Figure 3 Students' biggest problem with IELTS Reading Test before the course
In Part Two of Questionnaire B, learners reported their perceived improvements following the instruction, with the most notable advancements being in reading speed, familiarity with questions, and text organization (Figure 5).
Figure 4 Students' biggest improvements in reading after the course
Biggest improvement of Reading after the course
Reading speed Question familarity Text organization Others
Biggest problem with IELTS Reading
Dealing with unknown vocabulary Time limit
Understand the author's pointsOthers
Results addressing research question 2: Improvements on IELTS band scores
At the start and conclusion of the course, learners completed a sample IELTS Reading test, which was evaluated by their teachers The scores from these assessments were communicated to the learners, who subsequently reported their results in their questionnaires.
As such, the raw score data for each learner in the study is displayed in the following table
Learner Pre-test Post-test Gain
Table 10 IELTS reading pre- and post-test scores
Table 11 presents the participants' numbered names alongside their IELTS reading scores from pre- and post-tests Notably, nearly all learners demonstrated score improvements, although the degree of enhancement varied Specifically, 10 candidates (33.33%) increased their scores by 1.5 points compared to their pre-test results Additionally, over 26% of learners (8 participants) raised their reading scores by 1.0, while only four learners (13.33%) achieved a 2.0 point increase following the course, as illustrated in Figure 7.
Research indicates that score improvements among learners are influenced by their varying frequency and amount of practice outside the classroom Additionally, behaviors exhibited on test day can contribute to these differences in performance Notably, one subject showed no score improvement after instruction, which qualitative data reveals was linked to the student's poor attendance and limited practice time due to time constraints.
The individual faced challenges with both verbal and modeled instructions, prompting the researcher to provide additional recommendations in the subsequent section.
Figure 5 Number of students with different gains in the IELTS Reading Test
Gain on IELTS Reading Band Score
Section 3, Chapter 3 analyzes the pre- and post-test results of IELTS learners to assess their score improvements The findings indicate that, on average, learners have achieved a notable enhancement of 1.0 to 2.0 points in their IELTS reading scores.
Results addressing research question 3: Learners‘ attitudes towards the explicit
towards the explicit reading strategy instruction
1 Results from open-ended questions in questionnaires
1.1 Students’ expectations and level of satisfaction
Most students expressed a desire to improve their IELTS Reading band scores, with 12 students particularly interested in familiarizing themselves with challenging question types such as Summary Completion, True/False/Not Given, and Matching Headings and Information The instructional course focuses on differentiating exercise types and developing specific skills tailored to each question format Additionally, it aims to enhance learners' vocabulary and understanding essential for the Reading Test while teaching effective time management strategies These objectives align closely with the students' aspirations and were clearly communicated to them before the course commenced.
After the course concluded and the post-test was administered, Questionnaire B evaluated student satisfaction with the overall course and the explicit instruction of reading strategies The findings indicated that 25 out of 30 participants felt the course met their expectations However, 5 respondents expressed dissatisfaction, with 2 citing the instructional language as a barrier; they suggested that all instructions, including modeling and handouts, should be provided in Vietnamese to enhance comprehension The other 3 participants recommended extending the IELTS Reading course duration to 6 or 8 weeks to allow for more practice at home and reduce learning stress.
Figure 6 Students' satisfaction with the course and reasons for dissatisfaction
1.2 Students’ attitudes towards explicit instruction of reading strategies
Most students expressed positive attitudes towards the course, noting its unique depth and illustrative teaching methods A significant majority appreciated this innovative instructional approach, with some finding the class activities enjoyable and stimulating However, one student suggested that the balance between group work and individual tasks should be adjusted, advocating for more group collaboration during class exercises due to the demanding nature of the lessons and the necessity of completing practice tests as homework.
Are the students satisfied with the IELTS Reading Course?
YesNoLanguage of instructionToo intensive
2 Results from qualitative data – Interview with high-score and low- score achieving students
An interview was conducted to evaluate the acquisition of course takers after the post-test, revealing key insights into their experiences Test results indicated that while both S3 and S21 started with a Reading band score of 5.0, S3 improved to 7.0, whereas S21 showed no progress Qualitative data highlighted that S3's consistent attendance, adherence to instructions, and active participation contributed to his success, while S21's time constraints hindered his ability to attend classes and complete practice tests Additionally, S21 found the English instruction challenging and suggested using Vietnamese for better comprehension In contrast, S3 advocated for the continuation of similar courses in the future.
In conclusion, the intensive preparation program has enabled learners to master IELTS reading strategies, leading to significant improvements in their reading scores Students reported feeling welcomed by the explicit instruction provided, recognizing that their progress in the reading process and the increase in their reading band scores were primarily due to the teacher's careful modeling and guidance for each type of question in the IELTS Reading Test.
This part will present the summary, the implications, the limitations of the study, and the suggestions for further studies
This study examined the progress of IELTS learners following an intensive preparation program at AMES English Center, focusing on three key research questions related to improvements in reading outcomes, IELTS Reading band scores, and learners' attitudes towards explicit reading strategy instruction Data was collected through pre- and post-tests, learner surveys, and interviews with two selected participants The findings provided insights into the effectiveness of the IELTS reading preparation classes and the impact of instructional strategies on learner attitudes and performance.
The findings from the learner survey indicate that IELTS students possess a strong understanding of effective reading and test-taking strategies for the IELTS reading task Furthermore, they actively applied these strategies during the post-test, demonstrating their practical implementation.
Research findings indicate that IELTS learners scoring between 4.0 and 5.5 in pre-tests demonstrate an improvement of 0 to 2.0 points following a reading preparation course.
The intensive Reading course has significantly improved students' awareness and application of reading strategies, leading to higher band scores in the IELTS Reading test.
Participants in the study found the explicit instruction of reading strategies to be highly practical and beneficial, expressing enthusiasm for this innovative teaching approach compared to traditional methods They advocated for more courses like this at AMES English Center However, some participants suggested that the course should be less intensive, allowing for a longer duration with more home practice to reduce stress for both teachers and students Additionally, they recommended the appropriate use of Vietnamese as a first language during instruction to enhance understanding and retention.
The study confirms a significant relationship between reading test-taking strategies and improved test scores, indicating that enhanced strategies lead to better performance Consequently, it is recommended that educators focus on explicitly teaching these strategies during test preparation lessons Additionally, the research highlights the importance of thorough test preparation, advising candidates to dedicate time to revision and practice tests before undertaking standardized assessments like the IELTS.
The study presents valuable insights but has limitations, particularly in sample size, as it only includes responses from 30 learners at AMES English center, making it challenging to generalize the findings for all IELTS learners at different centers Additionally, the lack of observational methods or self-diaries hinders a comprehensive comparison of improvements in reading test-taking strategies before and after the course.
Based on some limitations of the study, there are some suggestions for further researchers Firstly, this study has researched only IELTS learners at AMES
The English Center's project highlights the potential for similar initiatives at other language schools across Hanoi and Vietnam Participants had pre-test scores ranging from 4.0 to 5.5, suggesting that future research could explore learners with varying starting scores Additionally, employing diverse methodologies such as case studies or classroom observations could provide valuable insights into the same topic.
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