Trang 1 --- GRADUATION PAPER FIELD: ENGLISH LINGUISTICS ASTUDYONMETHODSTOIMPROVEREADINGSKILLFORTHESECOND-YEARENGLISHMAJORSTUDENTSATHUNGYENUNIVERSITYOFTECHNOLOGYANDEDUCATIONNGHIÊN CỨU VỀ
INTRODUCTION
Rationale of thestudy
English is the world's most popular language and a vital tool for global communication, especially in Vietnam's ongoing international integration Its ubiquity and utility significantly contribute to sustainable global development, permeating various aspects of life, including science, aviation, technology, diplomacy, and tourism Proficiency in English enhances job prospects in multinational companies and facilitates access to new cultures and knowledge In Vietnam, English is a compulsory subject, with students beginning their studies at a young age to achieve fluency, as it is regarded as the second language of the country.
The curriculum emphasizes the four essential skills of listening, speaking, reading, and writing, arranged alternately to foster comprehensive student development Among these, reading is crucial as it integrates various skills and serves as a foundation for enhancing listening, speaking, and writing abilities However, students often face significant challenges in mastering reading skills, hindering their overall progress in learning English.
At Hung Yen University of Technology and Education, second-year students in the Faculty of Foreign Languages face challenges in developing their reading skills, which are crucial for future employment in foreign companies and enhancing writing abilities Students often lack confidence in their English reading capabilities, a sentiment reflected in their academic performance Contributing factors include insufficient reading skill development in high school, limited vocabulary and grammar knowledge, and misconceptions about learning English Additionally, the time allocated for reading instruction is inadequate, and students report minimal self-study at home Many lack effective learning strategies, such as highlighting key vocabulary and main ideas, and there is a lack of collaboration among peers, which diminishes motivation to improve their reading skills.
This research aims to assist second-year English major students at UTEHY in enhancing their reading skills by identifying effective learning methods Having spent a year in the university environment, these students are well-positioned to benefit from strategies that will strengthen their reading abilities, laying a solid foundation for their future studies The researcher hopes that the proposed methods will not only improve their reading skills but also increase their awareness of its significance in their academic journey.
Therefore, in order to find the factors and give some methods, the researcher conducts a study entitled: “A study on methods to improve reading skill for the second- year
English major students at Hung Yen University of Technology and Education.”
The main aims of this study are:
- To investigate attitude toward English reading skill of the second- year English major students at UTEHY
- To study the difficulties in learning English reading skill of the second- year English major students at UTEHY
- To suggest some methods to help the second- year English major students at UTEHY improve their English reading skill
In order to achieve the aims of the study, the following research questions are proposed:
1 What is the attitude of the second- year English major students at UTEHY toward English reading skill?
2 What are the difficulties in learning English reading skill of the second- year English major students at UTEHY?
3 What should be done to improve English reading skill of the second- year English major students at UTEHY?
This article emphasizes the importance of reading while specifically addressing strategies to enhance the reading skills of second-year English major students at UTEHY, given the constraints of time and knowledge.
The author employs both quantitative and qualitative research methods, utilizing questionnaires and interviews tailored to the study's primary objectives Upon obtaining the results, data will be presented through tables and charts, while the interview findings will be meticulously recorded and included in the appendix.
The study has four chapters which conclude introduction, literature review, the study and conclusion
- Chapter I: Introduction: States the rationale, the aims, research questions,the scope, the methods and the design of the study
- Chapter II: Literature review: Provides overview of English reading skill and give the basic knowledge of the concepts related to the study
- Chapter III: The study: Uses methodology to analysises data, findings and discussion, and then suggests some methods for improving English reading skill
- Chapter IV: Conclusion: Summarizes the study
CHAPTER II: LITERATURE REVIEW 2.1 Definition of reading
Reading is a vital skill for mastering English, the world's most widely spoken language, and is essential for students learning a second language It enables learners to gain deeper insights into global developments and enhances their knowledge Furthermore, reading serves as a key method for exploring the world and can significantly aid in advancing one's career.
Reading is the process of engaging with written text to absorb and understand its information According to the Longman Dictionary of Applied Linguistics, reading involves two key aspects: (1) perceiving a written text to grasp its contents, which can occur silently and is referred to as reading comprehension; and (2) vocalizing the text, known as oral reading, which may or may not involve comprehension of the material.
According to the Collins English Learner’s Dictionary, reading is defined as the act of looking at and comprehending written words This definition highlights that reading involves using vision to interpret words within sentences, allowing readers to derive meaning Understanding each sentence is essential for grasping the overall message of the text.
Reading is defined not only by dictionary entries but also by various individuals William (1984) describes it as a process of looking at and comprehending written material Similarly, Rohani Ariffin (1992) characterizes reading as a deeply personal activity typically performed in silence and solitude Overall, reading is recognized as an essential activity for acquiring information, whether done silently or aloud.
Reading is an interactive process between the reader and the writer Brunan W.K
Reading is a dynamic interaction between the reader and the author, as defined by various scholars For instance, Smith (1973) emphasizes that reading is a communicative act where information is transmitted from a sender to a receiver Teachers, like Stallfter (1969), describe reading as a complex process that involves not only the ability to pronounce words but also to comprehend and assign meaning to printed materials, including letters and symbols This multifaceted understanding highlights the essential role of both comprehension and communication in the reading process.
In summary, reading is a fundamental human activity that involves visually recognizing symbols while engaging the mind to process and retain the information Comprehension goes beyond mere reading; it integrates the ability to explain, fostering critical thinking and effective expression.
Reading is essential for personal growth, offering a profound sense of completion while fostering mental, emotional, and psychological development Each book presents a chance to learn and explore new ideas, broadening our perspectives and enhancing our intelligence The benefits of reading go far beyond mere knowledge acquisition, making it a vital activity for overall enrichment.
* Expanding knowledge and making readers smarter
Books serve as our most reliable companions and invaluable teachers, as noted by Charles W Eliot Mastering vocabulary and grammar is crucial for understanding English texts, yet many students struggle with these elements Engaging in reading enhances vocabulary acquisition; pronouncing new words reinforces memory, integrating them into everyday use Encountering unfamiliar words prompts learners to seek definitions, promoting vocabulary expansion through active engagement Furthermore, reading improves writing skills by demonstrating the correct application of vocabulary and grammar, enabling effective expression of opinions and emotions—essential components of strong writing.
Reading books offers a unique opportunity to explore diverse cultures and locations, broadening your horizons and introducing you to different countries and people Through literature, you can embark on a mental journey to unfamiliar lands, experiencing sights and ideas beyond your imagination.
Research questions
In order to achieve the aims of the study, the following research questions are proposed:
1 What is the attitude of the second- year English major students at UTEHY toward English reading skill?
2 What are the difficulties in learning English reading skill of the second- year English major students at UTEHY?
3 What should be done to improve English reading skill of the second- year English major students at UTEHY?
Scope of the study
This article emphasizes the importance of reading while specifically addressing strategies to enhance the reading skills of second-year English major students at UTEHY, given the constraints of time and knowledge.
Methods of the study
The author employs a combination of quantitative and qualitative research methods, utilizing questionnaires and interviews tailored to the study's primary objectives The collected data will be presented through tables and charts, while the interview findings will be meticulously documented and included in the appendix.
Design of the study
The study has four chapters which conclude introduction, literature review, the study and conclusion
- Chapter I: Introduction: States the rationale, the aims, research questions,the scope, the methods and the design of the study
- Chapter II: Literature review: Provides overview of English reading skill and give the basic knowledge of the concepts related to the study
- Chapter III: The study: Uses methodology to analysises data, findings and discussion, and then suggests some methods for improving English reading skill
- Chapter IV: Conclusion: Summarizes the study.
LITERATURE REVIEW
Reading is a vital skill for mastering a foreign language, particularly English, which is the most widely spoken language globally It serves as an essential tool for learners to gain deeper insights into humanity's ongoing development Through reading, individuals can expand their knowledge and explore the world around them, while also enhancing their career prospects.
Reading is the process of engaging with written text to absorb and understand its information According to the Longman Dictionary of Applied Linguistics, reading involves two key aspects: (1) perceiving a written text to grasp its contents, which can occur silently, resulting in reading comprehension; and (2) vocalizing a written text, known as oral reading, which may or may not involve understanding the material.
According to the Collins English Learner’s Dictionary, reading is defined as the act of looking at and comprehending text This definition highlights that reading involves using one’s vision to interpret words in a sentence, allowing for meaningful understanding Each sentence must be grasped in order to fully comprehend the entire text.
Reading is defined in various ways by different authors William (1984) describes it as a process of looking at and comprehending written material In contrast, Rohani Ariffin (1992) characterizes reading as a deeply personal activity typically performed in silence and solitude Overall, reading is recognized as an essential activity for acquiring information, whether conducted silently or aloud.
Reading is an interactive process between the reader and the writer Brunan W.K
Reading is fundamentally a two-way interaction, where information is exchanged between the reader and the author, as highlighted by various scholars For instance, Smith (1973) emphasizes that reading constitutes an act of communication that transfers information from a transmitter to a receiver Additionally, Stallfter (1969) presents a more complex view from educators, defining reading as a multifaceted process According to this perspective, readers engage with printed materials to extract information, necessitating the ability to pronounce and comprehend words, signs, letters, and symbols while assigning meaning to them.
In summary, reading is a fundamental human activity that involves using our eyes to recognize symbols while engaging our minds to understand and retain the information Comprehension goes beyond mere reading; it encompasses the ability to explain, think critically, and express thoughts effectively.
Reading is essential for personal growth, offering a profound sense of completion and fostering mental, emotional, and psychological development Each book presents a unique opportunity to learn and explore new ideas, ultimately broadening our horizons and enhancing our intelligence Beyond these benefits, the significance of reading encompasses a wealth of advantages that enrich our lives.
* Expanding knowledge and making readers smarter
Books serve as invaluable companions, offering wisdom and patience, as highlighted by Charles W Eliot Mastery of vocabulary and grammar is essential for understanding English texts, yet many students struggle with these elements Engaging with reading can significantly enhance vocabulary; vocalizing new words aids in retention and integration into daily use Encountering unfamiliar words prompts readers to seek definitions, facilitating vocabulary expansion Additionally, reading improves writing skills by demonstrating correct usage of vocabulary and grammar, enabling effective expression of opinions and feelings—crucial components of successful writing.
Reading books offers a window into diverse cultures and locations, broadening your horizons and allowing you to explore unfamiliar countries and meet different people It's an ideal way to embark on a mental journey to far-off places you’ve never encountered or envisioned before.
Every book encapsulates the author's personal experiences, which they often spend months or even years gathering In contrast, readers can absorb this wealth of knowledge in just a few hours or days, highlighting the immense advantage of reading Even without firsthand experiences, readers gain valuable insights and lessons through the pages of a book.
* Enhancing memory and better focus
Reading not only reinforces memory but also enhances concentration, serving as an effective mental workout According to Dr Steven Dowshen, engaging in challenging activities like puzzles, reading, playing music, and creating art stimulates the brain Unlike processing images or expressions, reading demands more cognitive effort, making it a valuable exercise for mental fitness.
Reading engages various brain regions, including those responsible for vision, vocabulary, and associative learning, facilitating the creation of new memories Each new memory formed leads to the development of new synapses and strengthens existing neural connections As you read, you actively memorize and recall words, ideas, names, relationships, and plots, effectively training your brain to retain new information.
Reading enhances brain function and boosts memory, according to scientists at the University of California, Berkeley, who discovered that it reduces beta-myeloid levels, a protein associated with Alzheimer’s Additionally, engaging in reading can slow mental decline by fostering mental flexibility, which is crucial for memory development and retention.
Daily reading, even in small amounts, enhances focus and concentration, particularly benefiting developing children Engaging with text stimulates the brain, improving memory and attention by exercising mental faculties similar to physical exercise This practice helps individuals manage the multitude of thoughts that often occupy their minds, promoting better cognitive function and patience.
In our fast-paced lives filled with stress, finding effective ways to manage anxiety is crucial Surprisingly, reading can be a powerful tool for relaxation and stress relief You don't always need expensive therapies or programs; sometimes, a good book is all it takes to achieve a sense of calm Engaging with literature provides an ideal escape, helping to soothe anxious nerves and promote tranquility.
THE STUDY
Introduction
This chapter explores the methods used to achieve the study's objectives, focusing on attitudes toward learning reading skills in French as a Foreign Language (FFL) at UTEHY The research analyzes data collected from second-year English major students at Hung Yen University of Technology and Education, revealing key findings about the challenges they encounter in developing their reading skills.
The research utilizes both quantitative and qualitative methods, incorporating questionnaires and interview questions directed at students These methods facilitate straightforward summarization, analysis, and reporting of the data collected The design of the questionnaire and interview questions aligns with the primary objectives of the study Upon obtaining the results, the researcher will meticulously present the data using tables and charts.
The study, conducted at the Faculty of Foreign Languages at UTEHY, focuses on English as the sole major, emphasizing its role as a primary means of communication and study for students English is integral to their learning processes across all subjects, making reading skills particularly vital Consequently, the researcher aims to identify the challenges faced by students in reading English and propose effective strategies to enhance their reading proficiency.
At UTEHY, there are three second-year English major classes across its three campuses, comprising a total of 87 students An interview was conducted with four students from these classes in the Faculty of Foreign Languages.
Students were willing and enthusiastic to take part in this study
The data collection instruments used in the study is survey questionaire and interview
Questionnaire for students were delivered to 87 students of Faculty of Foreign Languages of UTEHY to work out some issues of the research:
Part I: Questions from number 1 to number 8 are aimed at gathering students’attitude on learning reading skill
Part II: Question number 9 were designed to survey students’s difficulties in learning reading skill
Part III: Question number 10 suggested some methods to improve reading skill of students
There are 4 questions which were designed according to the aims of the study The data collection supplies the information about the fact of learning reading skill of students:
- What is your current level of English reading skill?
- How important is practicing reading every day?
- What difficulties do you encounter while learning English reading skill?
- What solutions can help you to learn English reading skill more effectively?
Following the interview, the results will be meticulously documented and included in the appendix The analysis of the interview data will be integrated with the data collected from the questionnaire.
For this study, a survey questionnaire was distributed to three second-year classes at the Faculty of Foreign Languages at UTEHY, and four students were additionally invited for interviews to gather comprehensive insights.
This chapter has presented the method of the study which conclude participants, data collection instruments as well as analysis of data collection.
Data analysis
This chapter presents the analysis of data collected from questionnaires and interviews, aimed at identifying solutions to enhance the English reading skills of second-year students at FFL of UTEHY The findings, illustrated through various tables and charts, reflect responses to the questionnaire, while the interview data analysis complements the overall insights gathered.
3.2.1.1 Students’ attitude toward learning reading skill
There are 8 questions (from 1 to 8) discussing students’ attitude in learning reading skill
Question 1: How is your reading skill?
Chart 3.1: Students’ current reading level
According to the data, only 1.5% of students demonstrate excellent reading skills, while the largest group, comprising 47.7%, possesses quite good reading abilities Following this, 30.8% of students exhibit a satisfactory level of reading performance Alarmingly, only 10.8% of students show strong proficiency in reading, and 9.2% are classified as weak in this area, raising concerns for the Faculty of Foreign Languages Overall, most students maintain a moderate reading level, with a significant number struggling to achieve proficiency.
TerribleNot badQuite goodGoodVery good
Question 2: What do you think about the importance of English reading skill?
Chart 3.2: Students' perspectives on the importance of reading skill
A recent survey revealed that 56.9% of students view English reading skills as important, while 36.9% also recognize its significance, indicating a notable difference in perception Only 6.2% of respondents rated reading skills as somewhat important, and none considered them unimportant This highlights a strong appreciation for reading skills among students, reflecting their awareness and positive attitude towards its importance in their academic and personal development.
Not important Quite important Important Very important
Question 3: Do you like learning reading English?
Chart 3.3: Students' level of interest in reading
Only 16.9% of students express a strong love for reading skills, while the majority, 80%, rate their feelings as "normal." A small percentage, 3.1%, indicate a lack of interest in reading skills, but notably, no students reported hating this subject Despite the low percentage of students who favor reading skills, the absence of negative sentiments reflects a generally positive attitude toward their learning process.
Question 4: How many hours per day do you spend learning reading ?
Chart 3.4: Students’ time allocation for reading skill
The data reveals that a significant majority of students, approximately 66.2%, dedicate less than one hour daily to reading practice Following this, 26.2% of students report spending two hours per day on reading, which is nearly 40% less than the first group The time spent by students on reading for one hour and three hours shows minimal variation, with only 3% and 4.5% respectively Overall, the trend indicates that most students allocate a limited amount of time to developing their reading skills.
Under 1 hour 1 hour 2 hours 3 hours
Question 5: Do you often read extra documents to improve your reading skill?
Chart 3.5: Students’ frequency in reading reference materials
The pie chart reveals that a significant majority of students, 56.9%, regularly read reference materials to enhance their reading skills, while only 1.5% never engage with extra documents Additionally, 23.1% of students read reference materials occasionally, and 12.3% do so rarely The "very often" category is notably low at 6.2% Overall, most students demonstrate a commendable level of self-study, though some remain less proactive in their personal learning efforts.
Very often Quite often Not very often Rarely Never
Question 6: Which topics do you often read?
Chart 3.6: Students’ favorite reading topics
Chart 3.6 illustrates the popular reading topics among students, highlighting a strong preference for subjects frequently featured in articles and exams, specifically Health, Science, and Culture Culture leads with the highest percentage at 29.2%, followed by Health and Science, each at 23.1% In contrast, topics like History, Space, and Medicine are less favored, with each accounting for less than 8% Overall, students gravitate towards topics that resonate more closely with their immediate environment.
Health History Science Space Medicine Culture Others
Question 7: Do you prefer e-book to traditional book ? Why?
Chart 3.7: Students' perspectives on e-book and traditional book
A recent survey revealed that 93.5% of students prefer e-books over traditional books, primarily due to their affordability and convenience E-books allow students to save money, which they can invest in online resources, and provide easy access to a wide range of materials via the Internet Additionally, the portability of e-books on smartphones enables reading anywhere, eliminating the hassle of carrying physical books In contrast, the 6.5% of students who favor traditional books argue that they enhance comprehension and retention of information, as well as facilitate easier note-taking and highlighting However, the distraction from online entertainment can hinder focus when using e-books.
Question 8: What benefits does reading bring you?(You can choose more than one answer)
No Benefit Percentage of agreement
2 Enhancing memory and better focus 51.7%
5 Supplying source of new words 62.9%
6 Giving you stronger analytical thinking skill 43.5%
Table 3.1: Benefits that reading supplies
According to the data presented in Table 3.1, a significant trend highlights the positive impact of reading on the learning process, with 88.2% of students acknowledging that it effectively expands their knowledge Additionally, 62.9% of students noted that reading enhances their vocabulary, while 51.7% reported improvements in memory and focus Furthermore, 43.5% of students indicated that their analytical thinking skills have improved due to reading, which in turn has led to better writing skills for 40.6% of respondents However, only 31.7% of students felt that reading improved their sleep quality, and 38.6% believed it helped reduce stress, suggesting that the benefits of reading may be underappreciated in these areas, possibly due to a lack of habit in reading physical books.
3.2.1.2 Students’ difficulties in learning reading skill
There is one question discussing difficulties that students face when learning reading skill
Question 9: What are the difficulties that you encounter in learning reading ?(You can choose more than one answer)
No Difficulties Percentage of agreement
Table 3.2: Students’ difficulties in learning reading skill
According to data from Table 3.2, a significant 93.5% of students struggle with vocabulary, making it the primary barrier to their reading comprehension Additionally, 90.1% of students report difficulties with grammar, while challenges such as complex topics and poor comprehension affect 72.6% and 64.1% of students, respectively Furthermore, 59.7% of students find long reading passages to be a challenge, particularly those with limited comprehension skills Despite the abundance of easily accessible reading materials online, only 11.2% of students attribute their struggles to a lack of resources Overall, it is evident that a substantial number of students continue to face significant challenges in developing their reading skills.
3.2.1.3 Solutions for promoting English reading skill
There is one question discussing some solutions to boost students’ reading skill
Question 10: Which of the followings helps you to improve your English reading skill?(You can choose more than one answer)
No Method Percentage of agreement
1 Planning the study of vocabulary, grammar, etc,… 61.1%
2 Improving knowledge about society, culture, science, economy,… 54.7%
3 Using social media (e-book, radio, TV,…) to read 76.2%
4 Taking part in English clubs 25.8%
5 Spending time to read on a regular basis 30.6%
Table 3.3: Students’ strategies to improve their English reading skill
According to the survey, 76.2% of students believe that using social media significantly enhances reading skills Additionally, 61.1% of respondents value planning their study of vocabulary and grammar, while 54.7% appreciate gaining knowledge about various subjects such as society, culture, science, and economics In contrast, participation in English clubs, regular reading, and summarizing content received lower support, with only 25.8%, 30.6%, and 27.1% of students endorsing these methods, respectively Overall, students have diverse strategies to improve their English reading skills, and they will select approaches that align with their individual perspectives and strengths.
3.2.2 An analysis of interview questions
3.2.2.1 Question 1: What is your current level of English reading skill?
According to interview data, all four students demonstrated varying levels of reading skills Students 1 and 2 exhibited average reading abilities but struggled with English due to limited practice, resulting in difficulties with reading and pronunciation, as well as a restricted vocabulary In contrast, Student 3 showcased strong reading skills and comprehension, fueled by a lifelong interest in English and regular practice, which significantly enhanced her abilities Conversely, Student 4 displayed weak reading skills, attributing her lack of interest and poor self-study habits to infrequent practice, leading to minimal improvement Overall, there is a notable disparity in the reading skills among these students.
3.2.2.2 Question 2: How important is practing reading every day?
Based on the collected data from the interview, all students share the same answer:
Daily reading practice is crucial for English-major students, as it enhances their reading skills and helps them navigate the challenging academic texts filled with new vocabulary Despite varying abilities, all four interview participants recognize that consistent practice is essential for mastering English They acknowledge that daily reading not only facilitates learning but also broadens their knowledge and exposes them to diverse grammatical structures One student expressed frustration over encountering numerous new words, highlighting the need for improved information processing, particularly since they lack a habit of reading newspapers Furthermore, reading news articles keeps students informed about global events while stimulating their interest in learning The participants also noted that reading significantly impacts their writing skills, as high-quality articles serve as valuable resources for improvement They believe that regular reading enhances their reasoning and opinion presentation skills, which are vital for future careers that demand strong reading proficiency Ultimately, all students agree that daily reading practice lays a solid foundation of knowledge necessary for success in their professional lives, particularly in roles requiring careful document analysis The undeniable importance of reading skills is evident in their discussions.
3.2.2.3 Question 3: What difficulties do you encounter while learning English reading skill?
All 4 students answered that they have at least 1 difficulty with reading skill Depending on the strengths of each person, the difficulty encountered is also different The first student said that they had difficulty with he length of the reading There are really interesting English contents but the length of them makes the reader feel bored and do not want to continue reading In addition, too many new words in 1 reading is also the cause of depression She told that she often got confused and had to re-read “This is really boring some strange grammatical structures also can confuse me a lot” The second student has the same problem with the first one When they meet a specialized word, this greatly affects the reader's thinking The remaining 2 students have difficulties with comprehension For short readings, they can handle it quite well But with long readings, they often get confused and often have to reread This takes up a lot of their time when taking the test The last student stated “Because I don't practice reading regularly, my reading comprehension is quite poor I often have to re-read it because I can’t get the gist of passages” Finally, all student said they have trouble reading English news because of grammar problems When grammar is not good, they will not be able to fully understand the content of the context
3.2.2.4 Question 4: What solutions can help you to learn English reading skill more effectively?
All four students recognize their reading shortcomings and employ various strategies to improve One student dedicates time daily to practice reading and values the collaborative learning opportunities provided by school clubs, stating, “When joining the school clubs, we can discuss this issue together.” Another student leverages social media for its diverse topics and finds e-books to be a convenient and affordable alternative to traditional books She emphasizes the importance of cultivating knowledge across various fields, including culture and economics, to enhance comprehension The remaining two students share similar perspectives, each following personalized schedules to boost their vocabulary and grammar skills through methods like note-taking and highlighting Collectively, their study plans reflect their individual abilities and strengths, showcasing a tailored approach to learning.
Findings and discussion
This chapter discusses the findings of the study in order to answer three research questions proposed in the introduction
The survey results indicate that students recognize the importance of reading skills and demonstrate a positive attitude towards them While most students possess good reading abilities, only a few excel in this area Additionally, the research highlights students' awareness of their learning capabilities and passions related to reading, revealing their interests and knowledge of their own strengths.
Students often face various challenges when reading, including vocabulary issues, grammar difficulties, complex topics, limited knowledge, and the length and variety of news sources While some students experience minimal difficulties, others struggle significantly, depending on their learning abilities and initiative To gather accurate data for the research, the questionnaire allowed students to select multiple answers regarding their reading challenges.
To help alleviate students' challenges in learning English, several effective strategies can be implemented Students should focus on dedicated efforts, such as organizing their study of vocabulary and grammar, enhancing their understanding of societal and economic topics, and participating in English clubs at school Additionally, summarizing content and practicing recounting can significantly improve reading skills Ultimately, students should choose methods that align with their individual English proficiency and learning levels.
3.4 Recommendations to promote reading English skill
Research indicates that second-year English major students at Hung Yen University of Technology and Education face challenges in developing their reading skills While many students express an interest in reading, few understand how to learn it effectively Additionally, a majority of those surveyed recognize the significance of reading skills in their academic success.
The study highlights the challenges faced by second-year English major students at UTEHY in developing their reading skills Key issues include difficulties with grammar and vocabulary, stemming from limited knowledge of various social topics This lack of vocabulary hinders their ability to grasp main ideas and understand the author's intended message Additionally, students struggle with poor comprehension, the length of articles, and a scarcity of reading resources.
Researchers have identified effective strategies to enhance English reading skills for second-year English major students at Hung Yen University of Technology and Education These recommended methods aim to help students overcome challenges and improve their proficiency in reading English texts.
To effectively enhance self-study skills, students should create a proactive study plan focusing on vocabulary and grammar improvement Dedicating 2 to 3 hours daily is essential for maximizing learning efficiency, with suggested time allocations of 1.5 hours for vocabulary and grammar practice and another 1.5 hours for reading newspapers and exercises Regular reading practice is crucial for faster memorization and improved reading skills Additionally, taking practice tests allows students to self-assess their progress and tailor their learning paths accordingly Consistent reading is highly recommended; even those struggling with reading should aim for at least 30 minutes a day of engaging content to foster a reading habit Persistence is key, so students should not give up despite challenges.
Students should enhance their knowledge by reading books, newspapers, and magazines, which can be easily accessed through social networks tailored to their reading levels This practice keeps them informed about current events while exposing them to specialized vocabulary Reputable sources like BBC, Times, and VOV World offer carefully curated information on both domestic and international topics, providing students with essential vocabulary and grammar skills for effective essay writing.
Participating in English clubs offers students valuable opportunities to enhance their reading, speaking, and listening skills beyond the limitations of school hours These clubs provide an ideal environment for knowledge exchange and discussion Additionally, students can join online reading groups on social media platforms like Facebook, which facilitate access to vast information and foster collaborative learning Online groups particularly benefit shy or introverted students by giving them a platform to express themselves comfortably.
Recounting articles is an effective strategy for students to reinforce their grammar skills, expand their vocabulary, and enhance comprehension This approach is best suited for individuals with a solid foundational knowledge and a high level of patience It is advisable for students to begin with shorter texts to build confidence before progressing to more complex or specialized materials Although this method demands significant time and effort, the benefits it offers in terms of language mastery are substantial.
To assist second-year English major students at Hung Yen University of Technology and Education in enhancing their English reading skills, several effective strategies can be implemented These recommendations focus on overcoming common challenges faced by students, ultimately leading to improved comprehension and proficiency in reading English texts By adopting these approaches, students can significantly boost their reading abilities and academic performance.
CHAPTER IV: CONCLUSION 4.1 Summary of the study
This thesis investigates the challenges encountered by second-year English major students at UTEHY, aiming to identify key difficulties in their English reading skills Based on the research findings, the author proposes targeted solutions to enhance these students' proficiency and advance their reading abilities in English.
A survey conducted with 87 second-year students from the Faculty of Languages at UTEHY aimed to explore their attitudes towards learning reading skills, the difficulties they face, and suggestions for improvement The analysis revealed significant challenges, including poor vocabulary and grammar, which are the primary obstacles for many students Additionally, issues such as difficult topics, poor comprehension, and lengthy reading passages were also prevalent, indicating a widespread struggle with reading skills among the participants.
Participants are provided with effective strategies to tackle challenges in vocabulary and grammar study, enhance their understanding of society, culture, science, and economy, and utilize social media resources like e-books, radio, and TV for reading Engaging in English clubs and dedicating time to regular reading and summarizing content are also encouraged Tailoring these approaches to each student's individual strengths and weaknesses ensures a personalized learning experience.
The author undertakes a comprehensive study utilizing various data collection methods, including survey questionnaires and student interviews However, due to time constraints, limited resources, and the researchers' capabilities, certain shortcomings are inevitable.
The first limitation is the extent of research The number of participants in the study is not sufficient for abroad generalization
Secondly, subjects of the study are only students at Faculty of Languages, not all students at UTEHY Therefore, further studies should investigate students studying other majors
CONCLUSION
This thesis investigates the challenges encountered by second-year English major students at UTEHY and proposes solutions to enhance their English reading skills By identifying these difficulties, the author aims to provide effective strategies that support students in advancing their proficiency in reading English.
A survey conducted with 87 second-year students from the Faculty of Languages at UTEHY aimed to explore their attitudes towards reading skills, the challenges they face, and potential solutions for improvement The research identified several key issues impacting students' reading abilities, including inadequate vocabulary, insufficient grammar knowledge, and challenging topics Additionally, poor comprehension and lengthy reading passages were significant obstacles The findings suggest that a lack of vocabulary and grammar are the primary barriers to effective reading, while many students also struggle with difficult content and comprehension, highlighting the need for targeted strategies to enhance reading skills.
Participants are provided with effective strategies to tackle challenges in language learning, including structured vocabulary and grammar study, enhancing knowledge in areas like society, culture, science, and economics Utilizing social media resources such as e-books, radio, and TV, joining English clubs, and committing to regular reading and summarization practices are also emphasized Tailored strategies are implemented based on each student's individual strengths and weaknesses.
The author undertakes a comprehensive study utilizing various data collection methods, including survey questionnaires and student interviews However, limitations in time, resources, and the researchers' abilities inevitably lead to certain shortcomings in the findings.
The first limitation is the extent of research The number of participants in the study is not sufficient for abroad generalization
Secondly, subjects of the study are only students at Faculty of Languages, not all students at UTEHY Therefore, further studies should investigate students studying other majors
Despite its limitations, the study has effectively equipped second-year English major students at UTEHY with valuable strategies to enhance their reading skills.
4.3 Suggestions for the further study
The following directions should be taken into consideration in the future research:
- The study on the role of skimming and scanning in learning reading skill to students at Hung Yen University of Technology and Education
- The study on effects of e-books in learning reading skill for second year English major students at UTEHY
1 Applebee, Arthur N., Judith A Langer, Martin Nystrand and Adam Gamoran 'Discussion-
Based Approaches to Developing Understanding: Classroom Instruction and Student Performance in Middle and High School English' Source: American Educational Research Journal, Vol 40, No 3 (Autumn, 2003) published by: American Educational Research
2 Brunan W.K (1989) Reading aloud and silent (Academic writing)
3 Cain & Oakhill (1999) Reading and Writing: An Interdisciplinary Journal, 11, 489-503
6 Daneman & Carprenter (1983) The expertise reversal effect in reading comprehension a case of english as a foreign language
7 D.A.Wilkins Linguistics in Language Teaching
8 Dr David Lewis, a neuropsychologist at Mindlab International at Sussex On-Minute Stress Management – How to safeguard your heart and your sanity in sixty seconds a day
9 Dr Steven Dowshen, MD's Specialties First Steps in Helping Troubled Teens from Home
10 Emory University (2013) How reading reduces stress: Read for stress relief
11 Longman Language Dictionary (Unique Idea English Production Dictionary)
12 Manset-Williamson &Nelson, 2005 Reading Comprehension Difficulties After Year Four:
13 NCU blog The importance of reading books
14 Rohani Ariffin (1992:1) Anthropology of Poetry for Young People
15 Smith (1973) Reading aloud and silent (Academic writing)
16 Stallfter (1969) Impact of online reading on skills of Professionals by Hira Ashfaq, Librarian, Fatima Jinnah Dental College and Hospital hiraashfaq01@gmail.com and Dr Munira Nasreen Ansari Associate, Professor, Dept of Library and Information Science University of Karachi muneeran6@gmail.com
17 Williams (1984) Developing reading comprehension by readingEnglish newspaper.
APPENDICES APPENDIX 1: SURVEY QUESTIONNAIRE FOR STUDENTS
This survey aims to gather insights for my research on enhancing reading skills among second-year English major students at Hung Yen University of Technology and Education Your participation in this survey is invaluable, and rest assured that all responses will be kept confidential and used solely for academic purposes.
Please complete the following questions by circling your chosen options, write youranswer in the provided blanks
How long have you been learning English?
Thank you very much for your cooperation!
PART I: Attitude of the second- year English major students toward learning reading skill
1 How is your English reading skill? a Terrible b Not bad c Quite good d Good e Very good
2 What do you think about the importance of English reading skill? a Very important b Important c Quite important
3 Do you like learning reading English? a A lot b Normal c Not really d Dislike d Not important
4 How many hours per day do you spend learning reading ? a 3 hours b 2 hours c Under 1 hour d Other (give your answer in detailed)………
5 Do you often read extra documents to improve your reading skill? a Very often (…… per ….) b Quite often (…… per ….) c Not very often d Rarely e Never
6 Which topics do you often read? a Health b History c Science d Space e Medicine f Culture g Others (……… )
7 Do you prefer e-book to traditional book ? Why?
8 What benefits does reading bring you? a Expanding knowledge b Enhancing memory and better focus c Reducing stress d Improving sleep quality e Supplying source of new words f Giving you stronger analytical thinking skill g Improving writing skill h Others (……… )
PART II: Difficulties in learning reading skill
9 What are the difficulties that you encounter in learning reading ?
PART III: Solutions for promoting English reading skill
10 Which of the followings helps you to improve your English reading skill? (You can choose more than one)
Method Yes No Planning the study of vocabulary, grammar, etc,…
Improving knowledge about society, culture, science, economy,…
Using social media (e-book, radio, TV,…) to read
Taking part in English clubs
Spending time to read on a regular basis
This is the end of the questionnaire
Question 1: What is your current level of English reading skill?
Question 2: How important is practing reading every day?
Question 3: What difficulties do you encounter while learning English reading skill? Question 4: What solutions can help you to learn English reading skill more effectively?