Rationale to the study
The recent renovation of the 11th-grade English textbook has achieved significant progress but highlights the need for innovative teaching methods, particularly in reading comprehension, which is essential for each unit To enhance students' reading comprehension, it is crucial to implement various techniques, with pre-reading activities playing a vital role in motivating students and facilitating easier understanding of the material Despite the strengths of the English 11 textbook, it also presents challenges, as it serves merely as a tool for teachers to achieve their educational goals Given the varying English proficiency levels among students across Vietnam, the one-size-fits-all approach of current textbooks may not be effective Moreover, motivation is a key factor in successful second language acquisition, particularly in reading; therefore, fostering motivation during the pre-reading phase can significantly improve students' reading performance and comprehension.
The research titled “An Evaluation of Pre-Reading Activities in the New Textbook Tieng Anh 11” aims to examine the implementation of pre-reading activities at Dao Duy Tu High School in Thanh Hoa province It focuses on how these activities influence student motivation and enhance reading performance Additionally, the study seeks to provide practical recommendations for teachers and textbook designers to improve the effectiveness of pre-reading activities in reading classes.
Aims and objectives of the research
This study aims to analyze pre-reading activities in the new English 11 textbook and examines the implementation of these activities in reading comprehension lessons at Dao Duy Tu High School Additionally, it offers effective adaptations designed to enhance student motivation and improve reading performance in English.
The paper is intended to achieve the following objectives:
1 Exploring suitable and unsuitable points of pre-reading activities in the new textbook English 11 published in 2007 by Education Publishing House
2 Investigating into the current situation of pre-reading stage in teaching reading lessons to 11 th form at Dao Duy Tu high school-Thanh Hoa
3 Suggesting some practical adaptation for pre-reading stage in order to increase students‟ motivation and performance in reading comprehension lessons.
Research questions
In order to achieve the above aims and objectives, the investigation is supposed to answer the following research questions:
1 What are some suitable and unsuitable points of pre-reading activities in the new textbook English 11?
2 What is the current situation of using pre-reading activities in the new textbook English 11 at Dao Duy Tu high school?
3 How can we make pre-reading stage more effective in motivating and improving students‟ reading performance?
Scope of the research
This study focuses on the adaptation of pre-reading activities in reading classes, acknowledging the challenges of thoroughly analyzing this extensive topic The research is limited to grade 11 students, specifically groups 11A3 and 11A5, at Dao Duy Tu High School To gather data, the author employs a survey questionnaire, interviews, observations, and a pre-test/post-test design.
Methods of the research
This study aims to assess the impact of pre-reading activities on enhancing reading motivation and performance among 11th-grade students at Dao Duy Tu High School To achieve these objectives, various methods are utilized, including textbook analysis, student surveys, teacher and student interviews, classroom observations, and a pre-test/post-test experimental design.
Initially, the researcher analyzes the textbook English 11 to explore the suitable and unsuitable points of pre-reading activities
Moreover, the situation of conducting pre-reading activities at Dao Duy Tu high school is investigated by distributing questionnaire for students and interview for teachers
The researcher conducted observations in two classes, 11A3 and 11A5, during twelve reading lessons, focusing on the pre-reading stage Class 11A3 served as the control group, utilizing original pre-reading activities from the textbook, while class 11A5, the experimental group, experienced modified pre-reading activities The study aimed to analyze and compare student involvement in the teacher's pre-reading activities and the amount of student talking time to determine if the adapted activities would enhance student motivation during the pre-reading phase.
A pre-test post-test experimental design was utilized in the study to demonstrate that pre-reading activities can effectively enhance reading comprehension for learners Both groups underwent a pre-test using the same reading comprehension passage, but only the experimental group participated in the pre-reading activities, highlighting their potential benefits for language and reading teachers.
Expected findings
Hopefully, my study is able to:
Explore the suitable and unsuitable points of pre-reading activities in the new textbook English 11
Investigate into the current situation of pre-reading stage in teaching reading to 11 th form at Dao Duy Tu high school
Seek out the effective ways of using pre-reading stage in teaching reading to help students achieve the goals of reading lessons.
Significance of the research
The study emphasizes the crucial importance of the pre-reading stage in providing students with an overview of materials while enhancing text structure and organization It contributes significantly to understanding the current implementation of pre-reading activities at Dao Duy Tu High School, highlighting their positive impact on student motivation and reading performance Furthermore, the research offers practical suggestions for teachers to effectively integrate pre-reading activities into their reading classes.
Limitations of the research
This research investigates the effectiveness of incorporating the pre-reading stage in reading lessons for 11th-grade students at Dao Duy Tu High School, aiming to enhance their reading skills and overall learning experience.
The success of this study depends much on the attitudes of the participants, including students and teachers involved.
Outline of the research
The research is organized into three main parts as follows:
Part A - Introduction presents the background to the study, states the aim, the research questions, the scope, and the methods of study and outlines the organization of the research
Part B - Development consists of three chapters:
Chapter I - Literature Review establishes the theoretical framework of the study, focusing on key concepts such as pre-reading activities, motivation, and textbook evaluation It also offers recommendations for effectively utilizing the pre-reading stage to enhance the comprehension of reading lessons.
Chapter II - Methodology describes the research instruments and detailed information about the subjects of the study as well as the research procedure is also provided
Chapter III - Findings and Discussions examines the initial data and ongoing monitoring to assess the impact of pre-reading activity adaptations on students' motivation and enhancements in reading comprehension.
In the conclusion of Part C, the article summarizes the key points discussed and offers practical recommendations for teachers to enhance the effectiveness of the pre-reading stage Additionally, it addresses the study's limitations and suggests avenues for future research.
LITERATURE REVIEW
1 2 Types of pre-reading activities
The pre-reading stage plays a vital role in motivating students and enhancing their reading effectiveness Teachers should leverage this stage to build learners' confidence, spark their interest, and activate their background knowledge relevant to the text According to Doff (1997:59), employing specific activities during this phase can significantly facilitate these objectives.
Learners frequently struggle with reading due to unfamiliar words, which can lead to decreased motivation To enhance comprehension, it's beneficial to introduce certain challenging words prior to reading However, not all new vocabulary needs to be presented upfront, as students can often infer the meanings of many words from the surrounding context.
Teachers can enhance student engagement and interest in a new topic by providing introductory ideas related to the text Various methods, such as playing games, listening to stories or music, and facilitating discussions, can help students connect with the subject matter A straightforward approach to introduce the topic includes using simple phrases like “We are going to read about…” or “The text is about…” These strategies not only familiarize students with the content but also stimulate their curiosity and desire to read.
Before reading, teachers can enhance students' understanding by providing guiding questions that activate their prior knowledge on the topic These questions serve to motivate students, offering them specific points to focus on during their reading By doing so, students are better directed toward the main ideas of the text, enabling them to grasp a solid general understanding after their initial reading.
2 1 Definitions and types of motivation
Motivation plays a crucial role in achieving success, particularly in learning a second language It encompasses the individual’s desire and satisfaction derived from the learning process, as highlighted by Kleinginna (1981), who defines it as a force that energizes and directs goal-oriented behavior Brown (2002) emphasizes that motivation is an internal drive that compels individuals to pursue their goals, while Woolfolk (2001) describes it as a state that arouses, directs, and maintains behavior Additionally, Ellis (1997) notes that motivation includes attitudes and emotional states that affect the effort learners invest in acquiring a new language Ultimately, motivation is a blend of effort, desire, and positive attitudes, shaped by both internal and external influences.
Scholars and psychologists have extensively discussed the various types of motivation, distinguishing between intrinsic and extrinsic motivation, as highlighted by Moore (1992) Intrinsic motivation refers to the internal attitudes, values, needs, and personality traits that learners bring to the educational environment For instance, students who have a passion for reading are intrinsically motivated to engage with texts, driven by their enjoyment rather than external rewards This understanding of motivation is crucial in the classroom, as both types can be influenced to some extent by teachers.
“extrinsic motivation originates outside the individual and is concerned with external environments factors that help shape students‟ behavior” (Moore,
In 1992, it was noted that a token economy, such as using stickers or a class store, can encourage students who dislike reading to engage more frequently with texts Most experts concur that intrinsic and extrinsic motivation are interconnected and significantly influence second language acquisition Consequently, students may find motivation from internal or external sources, depending on the specific context and conditions of their learning activities.
I 2.2 The importance of motivation in learning reading
Many English learners often find reading to be the most challenging and dull of the four language skills, leading to low motivation and disengagement during lessons Students frequently express boredom with reading activities, and some participate reluctantly or read without interest To address this issue, reading teachers should focus on stimulating student interest, particularly at the beginning of lessons As Girard (1997) highlighted, motivating learners is a crucial responsibility of reading educators To effectively enhance motivation, it is important to identify and examine the factors that influence student engagement in reading activities.
I 2.3 Common factors affecting students’ motivation in learning the reading skill
2 3.1 Students‟ factors
Learners' interest in reading can be influenced by various factors, including their thoughts, feelings, interests, and background knowledge Background knowledge, which encompasses prior information on a subject, plays a crucial role in developing reading skills When students lack this foundational knowledge, they struggle to engage in reading activities, making it challenging to connect new material with what they already know This disconnect not only hampers comprehension but also diminishes their overall interest in reading.
2 3 2 The reading materials factors
The choice of reading material plays a crucial role in enhancing student motivation during reading lessons Engaging and relevant texts encourage students to read more, as they present new and intriguing concepts Additionally, the language used in the reading material, including vocabulary and grammatical structures, significantly affects motivation; understanding these elements is essential for grasping the meaning of a text.
& Field, 1997:138) Through the texts, the students can comprehend the way the others feel or think and make them read for themselves.
2.3 3 The teacher‟s factors
Teachers play a crucial role in motivating students during reading lessons by fostering a positive classroom environment that significantly influences students' motivation to learn Their activities and tasks are essential in enhancing students' reading skills It is vital for teachers to carefully select appropriate strategies for each phase of a reading text, particularly during the pre-reading stage, to prevent student confusion and ensure active engagement with the reading material.
I 4 Theoretical background about textbook evaluation
4 1 Definitions
Material evaluation has been defined by various authors, with Hutchinson and Water (1987) stating that it involves assessing the suitability of a resource for a specific purpose Additionally, Dudley and St John (1998) emphasized the importance of this evaluation process in determining the effectiveness of materials.
Evaluation is a comprehensive process that starts with identifying the necessary information to collect and concludes with implementing changes in current practices or shaping future actions A key aspect of materials evaluation, as defined by Tomlinson (1998), is the systematic assessment of the value of materials concerning their intended objectives and the goals of those utilizing them.
Materials evaluation entails identifying what needs assessment, establishing objectives and requirements for the materials, and making judgments about their value in relation to these criteria.
4 2 Criteria for textbook evaluation
Certain sets of criteria have been mentioned by different scholars Among them, Hutchinson & Torre (1994:32) proposed four criteria need to be considered when evaluating materials as follows:
(ii) Aims and objectives of the course (to find out if the materials can satisfy those aims and objectives);
To evaluate the suitability of the materials, it is essential to assess their content in relation to the prescribed language description, language points, macro-skills, and the appropriate balance of micro-skills This analysis ensures that the materials effectively support language learning objectives and meet educational standards.
The methodology section assesses the alignment of the learning theories underpinning the course with those present in the evaluated materials It also evaluates whether the exercises and tasks included in the materials meet the specific requirements of the course.
I 5 Theoretical background about textbook adaptation
5 1 Definitions
Adaptation refers to the process of modifying or adjusting something to better fit specific needs In the context of language teaching, course book adaptation entails altering existing materials to make them more appropriate for particular learners, educators, or teaching environments, as noted by Tomlinson.
Adaptation, as defined by various scholars, involves employing a range of techniques to modify content effectively According to Madsen & Bowen (1978), this process includes actions such as supplementing, expanding, personalizing, simplifying, modernizing, localizing, or modifying cultural and situational elements.
Ellis, M (1986:47) considered adaptation as the process of “retaining, rejecting, re- ordering and modification” and Tomlinson (1998b: xi) referred to “reducing, adding, omitting, modifying and supplementing”.
5 2 The necessity of textbook adaptation when teaching foreign languages 12 5 3 Techniques for textbook adaptation
Textbooks play a crucial role in language courses, serving as essential resources for language acquisition and learning support They provide stimulation and serve as references for both instructors and students Among the various components of English language instruction, textbooks are regarded as the most vital element of any language program.
“The textbook is an almost universal element of ELT teaching […]
No teaching- learning situation, it seems, is complete until it has its relevant textbook.”
While textbooks offer undeniable benefits in language teaching, there is no universally perfect course book for every scenario Cunningsworth (1984) emphasized that “No course-book will be totally suited to a particular teaching situation,” indicating that a book may excel in one context but fall short in another Additionally, Sheldon (1988) highlighted the issue of cultural appropriation in some textbooks, noting that the perspectives embedded in their design may conflict with the beliefs and assumptions of educators.
In conclusion, teaching materials play a vital role in language education It is essential to evaluate both the advantages and disadvantages of textbooks used in a program If any negative impacts are identified, corrective measures should be implemented, such as adapting or supplementing the materials and offering teachers the necessary guidance and support for effective usage.
To effectively address the gap between published teaching materials and classroom needs, teachers must adapt these resources to align more closely with their objectives McDonough & Shaw (1993) and Cunningsworth (1994) provide valuable techniques for customizing materials to better suit specific classroom requirements.
Adding: When adding to published material the teacher is supplementing the existing materials and providing more materials The teacher can do this by either extending or expanding
Extending: means the teacher supplies more of the same type of materials, thus making a quantitative change in the material
Expanding: is to add something different to the materials The change is qualitative
It is important to note that to materials can come at the beginning, at the end or in the middle of the materials being adapted
In educational settings, material can be modified through both quantitative subtraction and qualitative abridgment For example, a teacher might choose to cover five questions on the simple past tense instead of the ten provided in the textbook Conversely, when abridging, a teacher may opt to exclude pronunciation exercises from the course-book, believing that focusing on pronunciation could hinder the learners' fluency.
To enhance accessibility for learners, the teacher may rephrase instructions or text, or streamline an entire activity, making it more manageable for both students and educators.
The teacher has opted to reorder activities for improved pedagogical effectiveness, starting with a general discussion prior to analyzing a reading passage, rather than using the reading as a foundation for the discussion.
Teachers often find it necessary to replace materials in published resources to better suit their students' cultural and temporal contexts This could involve swapping out illustrations for ones that resonate more with students or incorporating information about well-known figures familiar to the class instead of those in the textbook Additionally, educators may choose to substitute entire activities based on specific lesson goals, such as replacing a reading task with a listening exercise to enhance engagement and relevance.
Adaptation is a crucial practice primarily undertaken by teachers to enhance the relevance of their instruction for students Since no published textbook can meet the diverse needs of every teacher, learner, or teaching scenario, it is essential for educators to take responsibility for adapting materials This ensures an optimal alignment between educational resources and the specific context of their teaching.
METHODOLOGY
Setting of the research
Dao Duy Tu High School, established 82 years ago, has significantly evolved over the years, positioning itself as one of the two largest and most prestigious educational institutions in Thanh Hoa.
The school features 36 classes and employs over 85 teachers across various subjects, with English being a compulsory subject for all students, requiring three classes per week Currently, there are seven English teachers catering to more than 1,500 students in grades 10 to 12, predominantly from Thanh Hoa city The school has 12 classes dedicated to grade 11, with relatively large class sizes.
42 students It is obvious that due to large-class size, there are some negative effects on teaching and learning English in the school
The high school boasts excellent facilities, including five cassette players dedicated to enhancing listening skills and a stable projector located in a designated room for language instruction Additionally, modern equipment such as computers, laptops, and language teaching labs is readily available, supporting effective English learning and teaching.
2 1 The students
This research involves 84 students from two regular 11th grade classes, 11A3 and 11A5, at Dao Duy Tu High School in Thanh Hoa The participants are not part of any specialized groups and are currently studying English 11, utilizing the textbook published by the Ministry of Education.
In 2007, Education and Training Press conducted research involving two classes: the control group, class 11A3, comprised of 30 females and 12 males, and the experimental group, class 11A5, which included 22 females and 20 males Each class consisted of 42 students.
Both groups exhibit a similar proficiency level in English, as evidenced by their previous term exam results in grammar, reading, and writing Having studied English since the 6th form, they possess four years of foundational knowledge Despite recognizing the significance of English, most students do not prioritize it in school, with few selecting it as a subject for their university entrance exams Additionally, many students express boredom during reading lessons, leading to low motivation in developing their reading skills; some are reluctant to engage in reading activities, while others approach texts with disinterest.
2 2 The teachers
Dao Duy Tu High School employs six qualified English teachers, all of whom have graduated from pedagogic universities and possess at least five years of teaching experience These young and well-trained educators are deemed proficient in English, making them capable of effectively teaching general English courses, despite not having lived, traveled, or studied abroad, nor frequently collaborating with native English speakers.
Teaching English reading faces significant challenges, particularly due to large class sizes of 42 students, which hinder teachers' ability to implement effective pre-reading activities and provide adequate monitoring and feedback Additionally, the fixed seating arrangement can discourage student participation during initial reading lessons, further complicating the teaching process.
3 1 Document analysis
To enhance the effectiveness of pre-reading activities and engage students' interest, an interpretive analysis was conducted on the pre-reading sections of six units in the textbook, specifically units 3 (A Party), 4 (Volunteer Work), 6 (Competitions), 7 (The World Population), 9 (The Post Office), and 12 (The Asian Games) The evaluation focused on the appeal of demonstrated pictures and illustrations, assessing their clarity and attractiveness to students Additionally, the variety and relevance of the pre-reading activities to the text content were examined to ensure they effectively capture students' attention and facilitate learning.
3 2 Survey questionnaire for students
A questionnaire was distributed to students to assess their attitudes towards pre-reading activities, identify their preferred techniques, gather feedback on the textbook's pre-reading exercises, and collect suggestions for enhancing the pre-reading stage of reading lessons.
To enhance the effectiveness of the questionnaire and ensure students comprehend the material, clear instructions are provided at the start of the survey and with each question The researcher is present during the survey to guide participants and assist them as needed, facilitating relevant and thoughtful responses.
3 3 Interview for teachers
An interview (see Appendix 2) to six teachers who have ever taught English
At Dao Duy Tu High School, an evaluation was conducted to gather insights on students' perceptions of pre-reading activities in their textbooks The study focused on identifying challenges faced during these activities, assessing student engagement, and exploring strategies implemented to enhance student participation in the pre-reading phase of reading lessons.
3 4 Classroom observation
The researcher conducted observations of twelve English reading lessons, concentrating on the pre-reading stage for both the control and experimental groups The control group engaged in standard activities from the English 11 curriculum, while the experimental group participated in modified activities tailored for enhanced learning.
In each lesson, the author utilizes a pre-designed observation sheet (refer to Appendix 4) to assess and compare student engagement during teacher-led pre-reading activities This analysis focuses on the amount of time students spend talking in the pre-reading phase for both groups, aiming to determine if adapting textbook activities enhances student motivation during this stage.
At the conclusion of each reading lesson, the researcher randomly selects five students from the experimental group for interviews, aiming to gather their evaluations regarding their participation levels and attitudes towards the adapted pre-reading activities conducted that day.
3 5 Pre-test post-test experimental design
The researcher developed pre-test and post-test assessments for reading comprehension, tailored to 11th grade students using materials from Da Nang publishing house (2007) To ensure a fair evaluation of students' reading comprehension performance, the tests were designed to be different yet maintain a consistent level of difficulty Both groups underwent the same pre-test, but only the experimental group participated in targeted pre-reading activities, including discussions, guiding questions, language games like 'stop the bus', and visual aid exercises to enhance their comprehension skills.
First, the researcher analyzes the textbook English 11 to explore the suitable and unsuitable points of pre-reading activities
A questionnaire was administered to students to assess their attitudes towards pre-reading activities and their preferred techniques The students' feedback on the textbook's pre-reading activities was collected, aiming to provide insights that could enhance the engagement of the pre-reading stage in reading lessons.
An interview was conducted with teachers who have taught English 11 at Dao Duy Tu High School to gather insights on their evaluation of pre-reading activities in the textbook The discussion focused on the challenges they face during these activities, the level of student involvement, and the strategies they implement to enhance student participation in the pre-reading phase.
The researcher conducted observations of two classes during twelve reading lessons, focusing on the pre-reading stage to assess students' motivations and reading comprehension abilities For the control group, traditional pre-reading activities from the textbook were utilized, while the experimental group engaged with adapted pre-reading activities The study measured and compared student involvement and talking time during the pre-reading stage across both groups Additionally, follow-up interviews with five participants from the experimental group were conducted after each lesson to gather more insights for the research.
To ensure sample homogeneity, both the control and experimental groups underwent a pre-test using the same reading comprehension passage The results were documented Subsequently, a 15-week training session was conducted exclusively for the experimental group, which incorporated pre-reading activities To evaluate the significant impact of this treatment, a post-test, equivalent in difficulty to the pre-test, was administered to both groups at the conclusion of the training.
FINDINGS AND DISCUSSIONS
Document analysis
This section will describe the structure of the material in use and then focus on the analysis of the reading section especially pre-reading stage which the research exploits
English 11 has been designed and published in the school-year 2007-2008 by Educational Press in the light of Communicative Language Teaching Approach There are sixteen units which are about general interests in which four skills are taught integrated Each of the 16 units contains 5 sections, namely reading, speaking, listening, writing and language focus (consists of pronunciation, grammar, and vocabulary) In more details,
The Reading section features texts ranging from 240 to 270 words and is structured into three stages: Pre-reading, While-reading, and Post-reading This approach aims to familiarize students with relevant topics and information while enhancing their reading skills.
In the Speaking section, students enhance their speaking skills by engaging in communicative activities and task-based learning This includes collaborative exercises such as working in pairs, group discussions, and role-playing, all centered around the topics of each unit.
The Listening section features passages and dialogues that are directly tied to each unit's topic, aiming to provide students with opportunities to identify and correct their pronunciation errors.
In Writing section: The textbook supplies writing exercises to develop students‟ writing skills through numbers of text: writing a letter or procedure of an event and the like
In Language focus section: This section consists of pronunciation, vocabulary and grammar Students have chances to revise the way to pronounce some vowels, consonants and some new words
In this analysis, the researcher only focuses on reading section especially pre-reading stage
It is a fact that reading comprehension is one of the most important skills mentioned in the textbook There are 16 units with 16 following topics as follows:
Table 3.1: Description of topics in English 11
2 Personal experiences 10 Nature in danger
4 Volunteer work 12 The Asian games
8 Celebrations 16 The wonders of the world
The reading lesson is structured into three key phases: pre-reading, while-reading, and post-reading This organization facilitates effective comprehension and engagement with the text A summary of the tasks and exercises utilized in the reading sections of Units 3, 4, 6, 7, 9, and 12 is provided in the accompanying table, highlighting their relevance and application in enhancing reading skills.
Table 3.2: Activities of reading stage in 6 units are analyzed
1 Answering questions (individually or in pairs)
5 Answering questions (individually or in pairs)
The reading section includes a variety of exercises and tasks suitable for a 45-minute period, primarily aligned with students' levels However, the activities tend to be monotonous, with a limited variety of tasks across lessons Students frequently engage in similar pre-reading activities, such as discussions, question answering, or matching exercises, leading to a repetitive experience This lack of diversity in task types contributes to student boredom during reading lessons.
This analysis focuses on the pre-reading activities in six previously studied units to assess their impact on student motivation and interest It aims to evaluate the relevance and appeal of the reading topics for students, as well as the variety and appropriateness of the pre-reading activities in relation to their skill level Additionally, the study examines the effectiveness of pictures and illustrations used in the textbook.
The reading topics in the following three pairs of units are universally engaging for students, ensuring broad appeal Additionally, the reading texts are of comparable length, and the difficulty levels of the associated tasks are consistent, providing a balanced learning experience.
Unit 3: A party Unit 7: The world population Unit 6: Competitions
The topics covered are of general interest and relevant to students, yet a certain level of background knowledge is necessary for full comprehension of the issues presented in the texts This highlights the importance of teachers providing carefully curated materials to facilitate understanding.
The pre-reading activities in the textbook are often perceived as monotonous, failing to engage students' interest and attention These activities are used repeatedly, lacking interactive elements such as games to stimulate students before they begin reading The following table outlines the commonly employed activities and tasks during the pre-reading stage across six units.
Table 3.3: Pre-reading activities of 6 units are analyzed
The table highlights that three primary activities—discussion questions, answering questions, and using pictures—are frequently employed across most units However, this repetitive approach can lead to student boredom, as learners may lose interest in lessons that consistently feature the same tasks from the textbook Such monotony fails to engage students fully and can even demotivate them Additionally, certain pre-reading tasks, particularly the questions posed, often do not effectively introduce the upcoming reading material For example, the guiding questions in Unit 4 (Volunteer Work) lack relevance to the reading text and are overly complex for students to grasp This misalignment not only hinders students' understanding of the topic but also diminishes their motivation and enthusiasm for reading.
The visual effects in the textbook primarily feature artificial images, limiting students' exposure to the real world For instance, the illustration in unit 4 (page 46) depicts organization and volunteer work that is unfamiliar to Vietnamese students, as these concepts are more prevalent in Western countries Consequently, students struggle to engage with topics they have never encountered Additionally, the small size of the images makes it challenging for students to grasp their meaning and purpose, ultimately leading to decreased motivation.
In summary, incorporating pre-reading activities into reading classes is essential for enhancing student engagement and effectiveness By adapting these activities, educators can significantly boost students' motivation and improve their reading performance.
Data collected from survey questionnaire for students
A recent survey revealed that all participating students have been studying English for over five years, with some boasting up to 11 years of experience, as they began their English education in primary school or were enrolled in classes by their parents Fortunately, a majority of these students enjoy learning English and have developed effective reading strategies.
III.2.2 Students’ beliefs towards the reading texts in the new English 11
Figure 3.1: Students’ beliefs towards the reading texts in the new English 11
The chart reveals varying student perceptions regarding the reading texts in the new English 11 curriculum Specifically, only 20% of respondents felt the texts were overly challenging, while around 60% reported difficulties in engaging with the material Students attributed these challenges to an abundance of new vocabulary and structures, insufficient reading skills, and unfamiliar topics, leading to minimal motivation in their English studies Conversely, nearly 20% of learners found the reading passages manageable and faced few obstacles in their comprehension.
III.2.3 Difficulties students encounter in reading lessons
In reality, the reading texts in English 11 were quite difficult which created many difficulties for students as follows:
Table 3.4: Difficulties students encounter in reading lessons
Many new words and structures 48 57%
According to the survey, the primary challenge for 57% of learners was the presence of excessive new vocabulary and structures in reading texts Additionally, 41% of students cited a lack of motivation as a significant barrier to effective reading comprehension Furthermore, 17% of respondents struggled with comprehension due to insufficient reading skills, while 15% found the reading materials to be uninteresting Lastly, 8% of participants indicated that the topics were unfamiliar to them.
III.2.4 The most frequently used activities to start a reading lesson Table 3.5: The most frequently used activities to start a reading lesson
Present some new words in the text 42 50%
Give a brief introduction to the text 26 30%
Organize some lead-in activities 8 10%
Nothing, teacher asks students to start reading the text at the very first time
According to the survey data, 50% of respondents indicated that their teachers regularly introduced new vocabulary during lessons Additionally, approximately 30% of learners noted that they received brief introductions to texts, allowing teachers to efficiently guide them to the reading requirements In contrast, only 10% of students reported that teachers frequently employed other lead-in activities, such as lead-in questions or visual aids, to engage students Similarly, another 10% stated that their teachers did not conduct any preparatory activities before reading, requiring students to read the text for the first time at the beginning of the lesson, likely due to the teachers' teaching styles or time constraints.
III.2.5 Students’ attitudes to their teacher’ pre-reading activities
Figure 3.2: Students’ attitudes to their teacher’ pre-reading activities
A study revealed that only 5% of respondents found pre-reading activities very interesting, while 20% believed these activities helped them absorb the material However, 35% of learners expressed neutrality towards the pre-reading activities, and a significant 40% found them uninteresting, often neglecting to participate.
III.2.6 Students’ beliefs about good effects of pre-reading activities Table 3.6: Students’ beliefs about good effects of pre-reading activities Good effects of pre-reading activities Number of students
Make students familiar with the topics 28 33%
Increase students‟ interests and motivation 36 43% Help students understand new words and structures
Pre-reading activities significantly enhance students' vocabulary and understanding, with 67% of respondents acknowledging their effectiveness Teachers implement these strategies to address the common challenge of vocabulary deficiency among students Additionally, 43%, 38%, and 33% of participants identified the primary goals of pre-reading activities as motivating students to read, activating prior knowledge, and providing information about upcoming topics, respectively Furthermore, nearly 46% of learners concurred that pre-reading activities effectively accomplish all these objectives.
III.2.7 Students’ beliefs about bad effects of pre-reading activities
Table 3.7: Students’ beliefs about bad effects of pre-reading activities Bad effects of pre-reading activities Number of % students
No concentrate on the reading text 4 4%
The survey results indicate that a significant majority of respondents (66%) found pre-reading activities beneficial, while a small percentage expressed concerns Specifically, 4% of learners felt that these activities reduced their stress regarding the main reading text, and 3% believed that such activities were a waste of time for teachers Additionally, 5% of students found the activities difficult to understand, and another 4% reported negative impacts from them Overall, while students recognized both positive and negative effects of pre-reading activities, the negative aspects did not significantly affect their overall experience.
III.2.8 Frequency of undertaking extra pre-reading activities in reading class
Figure 3.3: Frequency of undertaking extra pre-reading activities in reading class
The chart reveals that only 5% of respondents felt their teacher consistently created activities beyond the textbook, while 35% indicated that their teacher occasionally added supplementary activities to facilitate reading comprehension Surprisingly, over half of the surveyed students (60%) believed that additional activities were seldom provided during the pre-reading stage, relying solely on those available in the textbook This suggests that extra pre-reading activities are rarely incorporated, which likely contributes to the lack of student participation and motivation.
III.2.9 Students’ participation in pre-reading activities in reading lessons
Figure 3.4: Students’ involvement in pre-reading activities in reading lessons
The chart reveals that only 15% of students consistently engaged in pre-reading activities during lessons, while 20% participated occasionally Notably, a significant 55% of students reported rarely demonstrating their involvement in these pre-reading tasks This data indicates that the pre-reading activities implemented were largely ineffective and lacked the appeal needed to encourage student participation.
III.2.10 Students’ preference for participation in pre-reading activities
Figure 3.5: Students’ preference for participation in pre-reading activities
According to the chart, 20% of respondents preferred to work individually during pre-reading activities, while a larger segment, 45%, favored working in pairs This preference aligns with the seating arrangement of students at tables for four, making it challenging to change positions Working in pairs provided them with more time and opportunities to share their ideas Additionally, 35% of students enjoyed group work, which facilitated active participation in discussions and allowed them to leverage their existing knowledge and share experiences.
III.2.11 Frequency of using pre-reading activities by the teachers
Table 3.8: Frequency of using pre-reading activities by the teachers
No Pre-reading activities Always Sometimes Rarely Never
1 Using language games to introduce the text
4 Explaining the instructions in the text
5 Making students predict the content of the text (by looking at pictures, reading title, subtitle, etc.)
6 Giving specific reading tasks (17) (38) 45% (17) 20% (12) to students 20% 15%
7 Using visual aids (pictures, videos, …) to introduce the topic of the text
8 Giving a brief introduction to the text
A recent survey revealed that all learners emphasized the importance of using pre-reading questions and pre-teaching vocabulary to engage students in reading lessons, highlighting vocabulary limitations as a significant challenge While 55% and 45% of respondents noted that teachers occasionally explained text instructions and provided specific reading tasks, activities such as guessing content from visuals and listening to teacher introductions were infrequently utilized, with 60% of participants indicating they were rarely done Furthermore, the use of language games and visual aids to introduce reading topics was largely absent, which may limit the diversity of pre-reading activities and diminish student motivation.
III.2.12 Students’ preferences for pre-reading activities
Table 3.9: Students’ preferences for pre-reading activities
Interesting Normal Boring Very boring
1 Using language games to introduce the text
4 Explaining the instructions in the text
5 Making students predict the content of the text (by looking at pictures, reading title, subtitle, etc.)
6 Giving specific reading tasks to students
7 Using visual aids (pictures, videos,
…) to introduce the topic of the text
8 Giving a brief introduction to the text
According to the data presented, 75% of respondents found language games engaging, while 80% expressed interest in using visual aids, such as pictures and videos, to introduce the topic of the text.
Besides, 55% of students surveyed stated predicting the content of the text (by looking at pictures, reading title, subtitle, etc.) carried out was good to attract them
A significant portion of learners expressed indifference towards pre-reading activities, with 58%, 40%, and 38% showing little enthusiasm for specific reading tasks, pre-reading questions, and brief text introductions, respectively Additionally, 40% and 35% of students found pre-teaching vocabulary and explaining text instructions to be boring and tedious, leading to a lack of attention during these activities.
III.2.13 Students’ evaluations on pre-reading activities in the textbook
Table 3.10: Students’ evaluations on pre-reading activities in the textbook
Students’ evaluations Number of students %
Suitable for the students‟ interests 10 12%
The study revealed that the majority of learners found the pre-reading activities in English 11 to be unengaging, with over 40% of participants describing them as boring and lacking the ability to capture their attention Additionally, 35% of respondents expressed dissatisfaction with these activities, indicating a general disinterest among students Only a mere 5% believed that the pre-reading tasks were interesting, highlighting a significant disconnect between the intended design of these activities and the actual student experience.
Moreover, 10% of students believed that pre-reading activities designed in the textbook were interesting and 12% of those asked agreed those were suitable to their engagement
III.2.14 Students’ recommendation on pre-reading activities to make a reading lesson more interesting
Table 3.11: Students’ recommendation on pre-reading activities to make a reading lesson more interesting Students’ recommendation Number of students
Add more various kinds of pre-reading activities 76 90% Provide pre-reading activities that are of the students‟ interest only
Select suitable pre-reading activities to meet the demand of each lesson
Nothing, there is no need 0 0%
A recent survey revealed that 90% of students expressed a desire for a greater variety of extracurricular activities, indicating a lack of motivation due to repetitive pre-reading tasks in textbooks Additionally, 60% of learners suggested that pre-reading activities should align more closely with their interests This shift could enhance student engagement and create a more supportive classroom environment Furthermore, 20% of respondents recommended that pre-reading activities be tailored to meet the specific needs of each lesson for more effective reading task completion Notably, none of the surveyed students felt that no changes were necessary for the pre-reading activities in textbooks to make reading lessons more engaging.
Data collected from teacher interview
Figure 3.6: Teachers’ evaluation of reading texts in the textbook
The chart indicates a shared perspective among teachers and students regarding the difficulty of English 11 reading texts, with 60% of teachers expressing that these materials pose challenges for effective teaching and learning Teachers noted that lengthy passages and unfamiliar vocabulary can demotivate students While some topics, like friendship and sports, resonate with students' daily lives, others, such as environmental issues and energy sources, are less relatable and hinder engagement.
According to a survey, 40% of teachers indicated that the reading materials were appropriate for their students' proficiency levels With over five years of English learning experience, students have acquired a substantial vocabulary and been exposed to a diverse range of reading topics.
III.3.2 Teachers’ evaluation on pre-reading activities in English 11
Figure 3.7: Teachers’ evaluation on pre-reading activities in English 11
A recent survey of teachers at Dao Duy Tu High School revealed significant concerns regarding the effectiveness of pre-reading activities in their textbooks Only 20% of teachers found these activities interesting, while 30% considered them average, and a striking 50% deemed them boring and ineffective in capturing student attention The predominant activities included answering and discussing questions, as well as matching exercises, with a notable absence of engaging, communicative methods like games, music, or storytelling Additionally, many teachers noted that abstract and unfamiliar illustrative pictures diminished student engagement and participation in reading lessons.
III.3.3 Teachers’ beliefs about the purposes of carrying out pre-reading activities
Table 3.12: Teachers’ beliefs about the purposes of carrying out pre-reading activities
New words and structures understanding 6 100 %
It is clear from the information described in the table that 100% teachers asked conducted pre-reading stage for understanding new words and structures
Eighty percent of interviewees indicated that the primary goals of pre-reading activities are to enhance knowledge and boost motivation Additionally, half of those surveyed expressed the importance of establishing clear reading objectives for students prior to engaging with the text.
Thirty percent of teachers believe that pre-reading activities can effectively achieve various educational objectives The results indicate that both students and teachers view pre-reading activities as valuable resources for introducing new vocabulary, especially when relying solely on textbook activities.
III.3.4 Teachers’ belief about students’ participation and their suggestions to increase students’ participation in pre-reading activities
Teachers’ belief about students’ participation in pre -reading activities
Table 3.13: Teachers’ beliefs about students’ participation in pre-reading activities Number of teachers Students’ participation % of students’ participation
A recent survey revealed that all respondents expressed dissatisfaction with student engagement in reading lessons, especially during the pre-reading stage Notably, most students only engaged in pre-reading activities when prompted by their teachers.
The data indicates that only 20% of teachers reported that 15% of their students engaged actively in pre-reading activities, while another 20% noted that their students participated actively This aligns with student survey responses, where only 20% felt that the pre-reading activities were effective in capturing their interest Furthermore, 80% of teachers echoed these sentiments, revealing that over half of their students (55%) showed a lack of enthusiasm for the organized activities, with 10% of students (4-5 individuals) failing to participate altogether in the pre-reading stage.
Most teachers observed that their students exhibited a lack of enthusiasm for pre-reading activities This disinterest stems from the monotonous nature of the textbook exercises, leading to a decline in student engagement Therefore, it is essential for educators to adapt pre-reading activities to foster greater student participation and enthusiasm.
Teachers’ recommendation to increase students’ participation
Table 3.14: Teachers’ recommendation to increase students’ participation Teachers’ recommendation Number of teachers %
Inappropriate activities varying and adapting 6 100%
The fresh, competitive and co-operative class atmosphere creating
Grades and praises or positive comments 3 50%
Teachers recognize the significance of pre-reading activities, especially when faced with lengthy and challenging texts To engage and motivate students, 100% of educators opted to modify and diversify the pre-reading activities found in textbooks This approach aligns with student feedback, which calls for a wider variety of supplementary activities and adjustments to better match their interests By incorporating games and visual aids, teachers can enhance the relevance and appeal of these activities, fostering communication opportunities and tailoring them to students' proficiency levels.
Creating a dynamic and collaborative classroom environment is essential, as 80% of teachers believe it effectively encourages student participation in pre-reading activities and enhances reading comprehension skills Additionally, half of the teachers surveyed utilize grades as a form of reward and evaluation, finding that positive reinforcement through marks and praise significantly motivates students to engage in discussions.
Last but not least, teachers are supportive and friendly which makes students comfortable to join their voice in the reading lessons
III.3.5 Frequency of adapting pre-reading activities and methods of adaptation
Frequency of adaptation for pre-reading activities
Figure 3.8: Frequency of adaptation for pre-reading activities
The data reveals that nearly 45% of teachers frequently modify pre-reading activities from textbooks due to their perception that these activities are often dull and ineffective in engaging students Conversely, 55% of teachers rarely alter the provided activities, believing them to be sufficiently interesting Additionally, a significant 60% of students reported that their teachers seldom introduced additional activities beyond those outlined in the textbook Overall, it appears that most teachers tend to follow the textbook activities without making adaptations, which limits student engagement and hinders improvements in reading performance.
Teachers’ me thods for adaptation
Obmit an activity Add an activity Change an activity Replace an activity
Figure 3.9: Teachers’ methods for adaptation
The chart indicates that 80% of teachers preferred adding or replacing activities when existing ones were unsuitable for their students While 30% of teachers modified activities, this approach was often seen as challenging and time-consuming Notably, only 10% of educators chose to omit pre-reading activities, suggesting that while this option is easier, it is generally avoided due to concerns about hindering students' comprehension of the text.
III.3.6 Teachers’ difficulties when undertaking pre-reading activities Table 3.15: Teachers’ difficulties when undertaking pre-reading activities
Hard and time-consuming designing 2 35 %
One of the primary challenges faced by English teachers at Dao Duy Tu High School is overcrowded classrooms, with each class containing at least 40 students This high student-to-teacher ratio complicates effective teaching and classroom management, ultimately hindering teachers' ability to achieve the full objectives of their lessons.
A significant 80% of teachers reported that pre-reading activities often fail to engage students, resulting in low participation levels This suggests that either the activities do not align with students' interests or the teachers' methods of presentation lack clarity and persuasiveness.
Half of the surveyed teachers reported that managing pre-reading activities often felt overwhelming due to student noise during games, which disrupted the environment Additionally, the same percentage identified time constraints as a significant challenge Furthermore, 35% of educators expressed that creating effective pre-reading activities was labor-intensive and required substantial effort to implement successfully in their classrooms.
Last but not least, lack of teaching aids contributed to teachers‟ obstacles As a result, two interviewees lost eagerness to implement pre-reading activities because of inadequate teaching equipment
Data collected from classroom observation
To investigate the current state of teaching and learning in the reading section, particularly during the pre-reading stage, the researcher conducted observations of twelve reading lessons Detailed observation sheets were filled out for each lesson, allowing for the collection of reliable data to complement the findings from survey questionnaires and interviews.
The change of number of students in the control and experimental group involve in teacher’s activities of pre-reading stage
Table 3.16: Number of students involve in teacher’s activities of pre-reading stage in the control and experimental group
(original pre-reading activities) (adapted pre-reading activities)
The researcher observed twelve reading lessons, with six adapted for an experimental group and six for a control group Pre-reading activities were conducted by the teacher in each lesson for approximately 7 to 10 minutes Notably, the participation of learners in the pre-reading activities significantly increased in the experimental group compared to the control group.
Research indicates that only 31-52% of students in the control group engaged in pre-reading activities from the textbook due to their lack of interest and relevance The repetitive nature of these activities, including discussions, question-answering, and matching exercises, led to student boredom However, after adapting these activities, participation surged by at least 60%, with students displaying increased excitement and eagerness to engage The modified activities not only sparked students' interest but also fostered a lively classroom atmosphere and enhanced overall student involvement.
Student participation levels can be influenced by various factors, including classroom atmosphere, lesson topics, teacher attitudes, teaching techniques, gender, ability, and interest in learning English However, the implementation of enhanced pre-reading activities led to a remarkable improvement in students' motivation and enjoyment during the learning process.
The differences of students’ participation in teacher’s pre-reading activities in the control and experimental group
Table 3.17: Teacher talking time (TTT) and students talking time (STT) of the control group and the experimental group at pre-reading stage
Unit Pre-reading stage (minutes)
During the observations, the researcher noted that teachers leading traditional pre-reading activities often dominated class discussions, speaking extensively to guide students However, data revealed a significant reduction in teacher talking time in the experimental group compared to the control group For example, in the first lesson of unit 3, the teacher spoke for 5 minutes in the control group but only 3 minutes in the experimental group This trend continued in subsequent lessons Additionally, student talking time in the experimental class increased markedly, with students speaking 3 minutes longer in units 6 and 12 compared to their peers in the control group These findings suggest that adjusting pre-reading activities can significantly enhance student motivation and engagement.
The teacher's adaptation of pre-reading activities significantly engaged students, sparking their interest through games and visuals This approach fostered a dynamic and competitive classroom environment, where students were motivated by rewards such as marks for completing activities quickly and effectively The use of praise further encouraged reading participation Additionally, the teacher's supportive and friendly demeanor created a comfortable atmosphere, promoting high levels of student involvement in the lessons.
In summary, adapting pre-reading stage activities significantly improved overall class motivation, leading to a notable increase in student engagement and talk time during classroom activities, all within a more relaxed and supportive environment.
At the conclusion of each experimental lesson, the researcher conducted interviews with five students to assess their attitudes and engagement with the adapted pre-reading activities Throughout the research, a total of 30 interviews were carried out, all conducted in English The researcher aimed to simplify questions, allowing students the freedom to express their feelings openly.
All students expressed interest in the three lessons featuring new pre-reading activities from their textbook Recent changes in teaching methods sparked curiosity among the students However, some interviewed students revealed a decline in enthusiasm for these pre-reading activities, citing reasons such as monotony, impracticality, repetitive nature, and personal dislike.
Many students initially found the pictures used in lessons to be unclear and uninteresting, expressing a lack of engagement However, they felt rejuvenated and motivated by the diverse activities incorporated into the lessons Additionally, some students appreciated the games and visuals the teacher utilized, indicating a positive response to these teaching methods.
Students reported a significant increase in their engagement and enthusiasm during the experiment, stating that they felt more active and involved in classroom activities Phrases such as “I become more active,” “Activity is exciting,” and “I pay more attention” highlight their positive experiences and the suitability of the activities implemented.
Classroom observations and follow-up interviews reveal that relying solely on pre-reading activities from the coursebook can lead to student de-motivation In contrast, implementing adaptations fosters a fresh and engaging learning environment, enhances student involvement, and improves reading comprehension skills.
Data collected from pre-test post-test experimental design
In a study comparing two classes, 11A3 (control group) and 11A5 (experimental group), a pre-test on reading comprehension was administered to ensure sample homogeneity Following this, the experimental group underwent a 15-week training session that included pre-reading activities such as discussions, guiding questions, language games like "stop the bus," and matching exercises with visual aids To evaluate the treatment's effectiveness, both groups took a post-test on reading comprehension, identical in level to the pre-test, at the end of the training period.
The study aimed to investigate the impact of pre-reading activities on students' reading comprehension performance, with the null hypothesis stating that these activities have no significant effect To analyze the data, a paired-samples t-test was employed to determine if there was a statistically significant difference in mean scores before and after the intervention within the same group Additionally, an independent samples t-test was conducted to compare the mean gain scores between the experimental and control groups based on pre-test and post-test results The findings are summarized in a table illustrating the outcomes of both the independent-samples and paired-samples t-tests.
Table 3.18: The summary of independent-and paired-samples t-tests
Row = Independent –samples t-tests Control group
After applying paired samples t-tests to adjust for extraneous differences, an independent samples t-test was performed to determine if there was a statistically significant difference in the posttest mean scores between the experimental and control groups, with an alpha level set at 0.05 Following Pallant's (2007) guidelines, Levene's Test for Equality of Variances was conducted; the significant result (p = 0.001 < 0.05) indicated that the variances were not equal Consequently, the assumption of equal variance was violated, and the results of the t-test were interpreted using the bottom line of the t-test table, which applies when equal variances are not assumed.
The analysis presented in Table 3.19 reveals a significant difference in gain scores between the experimental group (M = 9.35, SD = 1.34) and the control group (M = 5.36, SD = 0.70; t (27.07) = 12, p