Trang 1 KHÓA LUẬN TỐT NGHIỆP NGÀNH : Ngôn Ngữ Anh Sinh viên : Phung Bao Anh Giảng viên hướng dẫn: Dr.Tran Thi Ngoc Lien Trang 2 TECHNIQUES IN ACHIEVING HIGH SCORES IN IELTS READING TES
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This study aimed to investigate the impact of mandatory IELTS requirements on university students The research focused on a specific population of students from universities that enforce these conditions A purposive sampling method was employed to gather data for the survey.
This study utilized a questionnaire to investigate the challenges faced by trainees in business English correspondence within the export-import sector The questionnaire featured a mix of closed-ended and open-ended questions, allowing for comprehensive feedback Responses were collected within ten days of distribution, providing valuable insights into the participants' experiences.
In addition to the acknowledgement, conclusion, references and appendices, the study divides into 4 main chapters as follows:
Chapter 1: Overview of the study
This chapter provides a comprehensive overview of the research topic, highlighting the rationale and urgency behind the study It also reviews previous studies, outlines the research objectives, and defines the subjects and scope of the research Additionally, the chapter details the methodology employed, including the primary data collection methods and the tools used for statistical analysis of the collected data.
This chapter explores the definitions and significance of commercial correspondences, alongside the techniques that enhance performance in the IELTS reading test Additionally, it reviews existing research to understand how these techniques influence high scores in the IELTS reading section Based on this analysis, the chapter proposes a research model and outlines a conceptual framework for further investigation.
This chapter outlines the methodologies employed for data collection and analysis in research, detailing the research design, engineering framework, sampling techniques, and data collection tools and procedures It also discusses the data processing and analysis methods that are essential for achieving the research objectives.
This chapter presents the results and findings from data collected on effective techniques for achieving high scores in the IELTS reading test, as well as the challenges students face in reaching these scores.
In this chapter, the author summarizes the conclusions drawn from the research hypothesis, evaluates the extent to which the research objectives have been achieved, and offers recommendations and suggestions for future studies while also addressing the limitations encountered in the topic.
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The IELTS reading exam features three passages totaling approximately 2,500 words, sourced from novels, journals, magazines, and newspapers, and designed for a general audience These texts encompass a range of academic topics, including physics, society, and history, and are presented in various formats such as abstract, factual, and analytical Participants may also encounter diagrams, maps, or images, which they are expected to interpret Each passage is accompanied by 10 to 15 questions, including multiple choice, matching, true/false/not given, and sentence completion tasks, as part of a comprehensive literacy assessment.
Section | includes two or three short factual texts, one of which can consist of 6-
8 short texts on a subject, e.g hotel advertising The topics are important in an English speaking country for daily life
Section 2 includes two brief factual texts on job related questions, such as workforce application, business practices, wages and conditions, employment services, career growth and preparation
In Section 3, a longer and more complex text on a general interest problem is included
The IELTS framework offers two distinct reading assessments: the general training module and the academic module The general training module is designed to assess essential skills necessary for everyday life and education, while the academic module evaluates the English proficiency required for academic or professional purposes This analysis focuses solely on these two modules The academic reading skills tested by IELTS encompass following directions, identifying main ideas, understanding underlying meanings, connecting key concepts, and drawing logical conclusions based on the test criteria.
The IELTS Academic Reading Test typically features three sections, each containing a passage sourced from diverse materials such as newspapers, books, and magazines These passages, totaling approximately 750 words, cover topics of general interest and are designed for a non-specialist audience The content is accessible and includes various activities to engage test-takers.
The IELTS reading section includes various activities designed to help students comprehend content within a 60-minute timeframe Key techniques utilized are multiple choice questions, short answer questions, sentence completion, and completion of notes, summaries, diagrams, flow charts, or tables Additionally, students may be required to choose headings for specific paragraphs, identify the writer's views and claims, classify information, and match lists or phrases.
Alderson (2000) highlights the diverse approaches used to evaluate interpretations of specific passages in the IELTS reading test, viewing this as a significant strength He suggests that, similar to real-life reading experiences, individuals respond to texts in various ways This concept is further illustrated through a series of activities provided for each reading passage in the Official IELTS Materials (2007).
Section 1: Match section-summary; Summary gaps; true/false/not granted
Section 2: true/false/not given; category-information match; multiple choice
Section 3: overview section match; finalization of the expression
Since its inception in 1989, the IELTS Academic Reading Exam has seen significant changes, including the removal of subject-specific reading sub-tests and the disconnection between reading and writing assessments These modifications stemmed from extensive testing and evaluation in the early 1990s, sparking debate among scholars regarding their validity Notably, the elimination of diverse subject modules indicated that a unified test could fairly assess candidates across various disciplines Furthermore, the distinction between reading and writing tests emerged from findings that candidates utilized reading material differently in their writing, raising concerns about the fairness of assessment methods This differentiation has led to potential confusion in evaluating reading and writing skills Alderson (2000) emphasized that the type of text can influence the processes involved in these assessments.
It takes 60 minutes for any IELTS to read Candidates should be able to skim — read about 170 words a minute and don't read three passages for as long as 15 minutes
In order for students to fulfill IELTS reading standards, they must be able to:
To effectively read and comprehend passages, candidates should focus on identifying the main idea of each section and paragraph It is essential for students to avoid getting bogged down by supporting details or unfamiliar vocabulary (Drucker, 2003).
*Clave words to describe This allows students to search the reading text and questions in order to recognise persons, places names and dates in the text
*Paraphrase recognition Students should be able to understand the similarity between the problems and those expressed in the reading passage (Grelette, 1990).
*Manage time Time scheduling The reading test consists of 40 problems, some of which are straightforward, some medium difficult and the rest highly demanding
To achieve the best outcome, students can reflect on the simplest questions they can answer before wasting the remainder of their time on tougher questions
To excel in IELTS readings, a robust understanding of vocabulary and terminology is essential (Brown, 1994) Students are strongly encouraged to enhance their academic language skills to succeed in their university studies.
Research indicates that while the reading process is not visually observable, various competencies significantly influence reading ability and readability Aebersold and Field (1997) highlight the importance of identifying these abilities through research Scarcella and Oxford (1992) outline four key competencies within the communicative framework: grammatical competency, sociological capacity, oral capacity, and strategic competency, all of which impact readability Furthermore, Ur (1996) identifies ten factors that complicate foreign language reading, emphasizing five specific difficulties: lack of interest, background knowledge, concentration, vocabulary, and grammatical knowledge.
Reading techniques enabling students to acquire IELTS high score
2.5.1, Frameworks used in reading assessment studies
Extensive research has explored taxonomies that categorize reading habits into various capacities and subcompetences across different reading domains Munby (1978) highlighted the significance of a comprehensive list of general language skills, which are essential for developing research programs, materials, and test designs He identified a total of distinct competencies relevant to reading.
266 skills in a list which he described then as not exhaustive” — divided into 54 classes of reading knowledge such as:
Understand the contact meaning of the phrases and expressions with explicit markers
Comprehension of the connections between texts by grammatical continuity reference instruments, contrast, etc
Scan to find information that is actually needed: one point/over one point, which requires a single search
In the complexity of Munby's method, a fundamental distinction can be established between reading abilities involved in the basic understanding of texts and those that require comprehension
Recent efforts have aimed to streamline the taxonomy of reading skills into a more manageable catalog (Carver, 1997; Grabe and Stoller, 2002) Grabe and Stoller (2002) propose categorizing reading into seven key headings, including "scanning," to enhance clarity and usability.
"skimming," "skimming," "writing," "memorizing." For example, Carver (1997) defines five basic elements as "standard’ or "natural," which happens when adults read something which 1s reasonably easy to understand (Carver 1997):
Reading to search for simple information
Reading to write (or search for information needed for writing)
Reading to learn from texts
One note that in a recent analysis for the TOEFL reading test (Enright et al, 2000) this latter collection takes a very condensed form:
Reading to find information (or search reading)
Reading to integrate information across multiple texts
The most valuable contribution to the current project comes from the taxonomies developed by Weir and Urquhart (1998), which were also utilized in a recent review of Weir et al.'s IELTS academic reading test (2009) They constructed a taxonomy based on two distinguishing dimensions: degree reading and form readings This approach differentiates between text-centered processes at a systemic level and those that operate on a local basis, highlighting the distinction between careful reading and other reading strategies.
"Expeditious reading" refers to a reading style that is both fast and selective, focusing on extracting essential information based on specific goals This approach contrasts with more detailed and thorough readings, emphasizing efficiency in gathering key insights.
2.5.2 Proposed models of techniques in achieving high score in IELTS reading test
Techniques in Pre-reading stage
Techniques in achieving high scores 1n IELTS reading test
Techniques in Official reading stage
To achieve a high score in the IELTS reading test, it is essential to implement effective reading techniques, which can be divided into three phases: before reading, during reading, and after reading, as suggested by Oxford et al (2004) These phases are integral to intentional reading and play a crucial role in enhancing comprehension and retention of the material.
Oxford et al's strategic reach (2004)
Chart I: Proposed model for Techniques in achieving high scores in IELTS reading test
2.5.2.1 Techniques in Pre-reading stage
The pre-reading stage introduces students to reading by offering inspiration and a variety of strategies, emphasizing the importance of vocabulary, foundational knowledge, and active engagement in reading (Hammer, 1992).
Analogies play a crucial role in enhancing reading comprehension by helping students differentiate between scanning and skimming techniques These skills are essential for effectively grasping the main ideas and details of a text However, many students struggle to understand the distinctions between these two reading strategies, which can hinder their overall language proficiency and comprehension abilities (Abott et al., 1990).
Students should engage in Flash reading prior to skimming to effectively extract key details from a text in a short timeframe This approach emphasizes identifying the headline, subtitles, and headings, as well as locating the thesis statement After spending 3-5 minutes skimming the passage, students should revisit the text to confirm their understanding and beliefs.
2.5.2.2 Techniques in Official reading stage
After reading a passage, it is essential to ask post-skimming test questions, as this encourages deeper engagement with the material These questions not only help students reflect on their understanding but also promote specialization in reading comprehension As highlighted by Carrell et al (1989), such inquiries often prompt students to revisit the entire text, reinforcing their grasp of the content.
Students are tasked with a review activity where they spend 2-3 minutes with a partner to outline a letter from memory, without referencing the reading passage This exercise is an effective method to assess whether students have grasped the main ideas of the text.
* The questions must illustrate methods of interpretation: readings give students the ability to exercise those credentials so students are deemed qualified in examination circumstances Existing and common techniques
Students should actively engage with unfamiliar words during their reading practice, as these terms often appear in IELTS passages Instead of immediately providing definitions, teachers should encourage students to deduce meanings through context clues, logical associations, and related vocabulary Setting practical goals, such as aiming for 40 correct answers, can help students focus their efforts; achieving 27 correct responses is attainable with effective time management A score of 30 out of 40 is considered a strong result, allowing students to concentrate on improving their skills further.
27 the easiest questions quite als 13 the most challenging ones, which are equal to IELTS 7.0 In Academic ranking
Students need to distinguish between scholarly and technical vocabulary while reading, as IELTS texts often contain unfamiliar terms Teachers play a crucial role in guiding students to identify the appropriate words for effective learning There are three types of language classes available to support this process.
- Principal word vocabulary: it is believed that there are between 2000 - 3000 words in English which are known to students and are considered an everyday language
The formal language category encompasses approximately 1,000 families of words, predominantly featuring adjectives and verbs While these terms are seldom employed in everyday conversation, students are familiar with all of them.
Advanced vocabulary is essential for success in IELTS comprehension, as it plays a crucial role in understanding reading passages Students require support to identify their vocabulary gaps and should prioritize learning academic vocabulary in their last two vocabulary classes.
* Students sholud learn outside class assignments
To effectively absorb lecture material, students must develop a combination of reading abilities, language skills, and appropriate reading strategies, which can be achieved through consistent practice and repetition Implementing task-based reading exercises can significantly enhance this learning process.
- Recognize in the reading passage scholarly and technological terms
- Find an argument of the writer and write any responses
- Find and interpret the names of persons with their opinions or ideas
METHODOLOOY Q11 HS TH ng ng ng kết 19
To address the research questions and achieve the objectives, the researcher has opted for a combined methodology that integrates both quantitative and qualitative approaches through an online questionnaire This approach aims to identify effective techniques for scoring high on the reading IELTS test, providing a comprehensive understanding of the phenomenon while minimizing inherent weaknesses (FoodRisc Resource Center, 2018) Additionally, employing a Likert scale enables participants to express their levels of agreement or disagreement with specific statements, enhancing the depth of the data collected.
This study aims to identify effective techniques for achieving high scores on the IELTS reading section and to propose solutions for enhancing efficiency among university students who are required to meet specific IELTS conditions The research will involve 100 respondents, as the author faces limitations in time, accessibility, and costs that prevent a larger sample size To reach the targeted participants, the researcher plans to distribute the survey through various channels, including Facebook, Instagram, and Email.
A questionnaire was developed to meet the research objectives, utilizing Google Forms to target the intended audience The survey begins with an introduction outlining the study's purpose, the targeted participants, and the intended use of the collected information The second section evaluates strategies for achieving high scores on the IELTS reading section and includes open-ended questions addressing students' challenges with IELTS reading comprehension.
1 | Slowly and deliberately I read the whole text 1L ||"
2 | Slowly and deliberately I read part of the text J}; ye
3 | [read the whole text soon, to get the key thoughts 1L ||
4 | I read part of the text quick to get the key thoughts 1| |ELI-
5 | I did not read the whole text HPO yoy
I compared words in the question with the same words in FPO yOu the text
2 | In the query, I easily matched words with related or linked words in the text “| I1
3 | [have scanned for sections of the text that the author says are relevant yu yoy
4 | I have read key texts, such as the introduction and conclusion U}UyU)oO
5 | In the question, I established the importance of a difficult word 1L ||
6 | Iestablished a hard word's meaning in the text 1| |ELI-
7 | [have used my language skills LI|LIILIILH
8 | Iused my grammar skills PU} Uy
9 | Slowly and deliberately I read the text or part of it J}; ye
10 | I have re-read the related texts _
IT | Iused my experlence about the arrangement of such documents _
12 | Ihave already linked text details with expertise _
13 | I guess the answer of the question _
When conducting research, primary quantitative analysis methods, particularly Survey Analysis, stand out as the most effective for quantitative outcomes research Companies can utilize various sampling techniques, such as online samples, telephone surveys, paper questionnaires, and web-intercept surveys, to gather insights from different respondents Understanding customer perceptions of products and services, as well as the reception of new features in the marketplace, is crucial for any corporation By employing surveys, businesses can pose multiple questions, collect data from their customer base, and analyze the results to derive meaningful numerical insights, marking the initial step in the analysis process.
This study method can be conducted with a single subject group or comparative analysis across multiple groups, provided the sample of interviewees is randomly selected to ensure consistency in findings Traditionally, survey polling has been carried out through face-to-face interactions or telephone calls, but with the rise of online communication, methods such as email and social media are also being utilized In this research, an online survey was employed, allowing for a random sampling of respondents and preserving the integrity of the results.
The data collection was conducted by the author in early December 2020
After designing the questionnaire, the author converted it into an online survey, distributing it to students from various universities who had previously taken the actual IELTS test A total of 62 valid responses were collected, ensuring anonymity as participants were not required to provide their names All answers remain confidential, with the data solely utilized for research purposes.
The author systematically analyzes the survey results by first organizing the responses into an Excel table to calculate the percentage for each answer This data will then be visually represented in a chart to illustrate participant responses for each question This chapter emphasizes the methodology employed for data collection and analysis aimed at identifying effective techniques for achieving high scores in the IELTS reading test, with comprehensive results to be discussed in Chapter 4 of the study.
In this chapter, the author analyzes the research findings derived from the questionnaires The initial section of the survey comprises two questions aimed at gathering demographic information about the participants Following this, the author delves into the analysis of results from the second part of the survey.
A total of 73 students from various universities and colleges in Hanoi participated in the survey, with 62 of them (85%) having previously taken at least one official IELTS test The demographics and details of the participants are illustrated in the following figure.
Have you ever participated in an actual IELTS test? If you have, please continue; if not, we appreciate your interest, but you are not eligible for our survey Thank you for your understanding.
Figure 4.1.la Have you ever taken part in one real IELTS test?
In a survey of IELTS test-takers, over 65% of participants scored below 18 out of 40 on the reading test, translating to an IELTS score of 5.0 or lower Additionally, 24% of students achieved scores ranging from 19 to 22, corresponding to an IELTS score of 5.5 Only 11% of the respondents reported scores above 23, which equates to an IELTS score of 6.0 or higher.
Which range was your score? (out of 40-point total of reading test)
A score of 23 is approximately equivalent to an IELTS score of 6.5, while a score of 18 corresponds to an IELTS score of 5.0 or lower Scores ranging from 19 to 22 align with an IELTS score of 5.5, and those achieving a score of 6.0 or higher are considered proficient.
Figure 4 1.1b Which range was your score? (out of 40-point total of reading test)
4.1.2 Techniques used in pre-reading stage
1 |Slowly and deliberately I read the whole text.} 0 3 77 12 8
2 |Slowly and deliberately I read part of the text] 9 12 54 10 15
I read the whole text soon, to get the key
I read part of the text quick to get the key
5 {I did not read the whole text 0 ] 36 28 35
Table 4 1.2 Pre-reading stage results
Following the completion of the survey, all 62 participants reported utilizing various preview techniques prior to reading the questionnaire Given the range of preview techniques employed, the data is presented as a percentage of the total responses from all participants.
The survey revealed that the most prevalent reading strategy was "no reading the text," utilized by 63% of participants Additionally, 45% of respondents reported quickly reading the entire text to grasp the main idea, while only 41% were able to quickly read a portion of the text for the same purpose Careful reading of a portion of the text was employed by 25% of participants, and the least common approach was reading the entire text carefully, used by just 20% of those surveyed.
A comparison of test scores reveals intriguing insights, with classifications set at 23, corresponding to IELTS scores of 5.0 or less, 5.5, and 6.0 and above Notably, the top three performers exhibited minimal variation in their strategy usage, while those scoring between 19-22 employed various preview strategies for each reading passage Conversely, the