Trang 1 BANKING ACADEMY FACULTY OF FOREIGN LANGUAGES GRADUATION THESIS A STUDY ON ACADEMIC READING STRATEGIES AND READING DIFFICULTIES OF ENGLISH-MAJORED Trang 2 i CERTIFICATE OF ORIGI
INTRODUCTION
Introduction
In today's global landscape, English serves as the primary international language, facilitating communication across nations Consequently, fluency in English is essential for students, particularly those studying foreign languages Among the four fundamental English skills—listening, speaking, reading, and writing—reading significantly impacts learners' proficiency in foreign languages (Aebersold & Field, 1997) Notably, the input skills of listening and reading are particularly important, yet listening in English is less prevalent in Vietnam, where it is not commonly used in daily interactions (Huynh).
2022), so the role of reading is increasingly proven
University students must navigate a significant volume of academic materials, such as textbooks, syllabuses, exercises, and lecture slides, to successfully complete their courses Additionally, they are required to consult external references for extensive assignments and scientific research Strong reading skills are essential for advancing in their specialized fields However, both native speakers and English as a second language learners encounter challenges when engaging with lengthy academic texts.
&N Nguyen, 2019) The investigation of these difficulties will also make up a small part of this paper
Implementing effective strategies is essential for overcoming reading difficulties (Auerbach & Paxton, 1997) Research by Cogmen and Saracaloglu (2009) indicates that simple techniques, such as note-taking and underlining text, significantly enhance readers' comprehension and retention of material Their findings emphasize that proficient readers utilize these strategies to improve their reading experience.
Effective reading strategies can enhance students' comprehension, allowing them to grasp content more quickly and retain new vocabulary more efficiently Recognizing the significance of these strategies in academic reading, this survey aims to explore how English-majored students at Banking Academy in Vietnam currently utilize reading techniques.
Objectives of the study
Recent years have seen a growing interest in researching Vietnamese students' English reading skills, yet studies focusing on reading strategies remain limited This thesis offers one of the few comprehensive analyses of reading strategies among ATC students at the Banking Academy, aiming to illuminate their current usage The research will explore common challenges faced by students when reading academic materials and will assess the frequency of various reading strategies employed by these students.
Research questions
To meet the objectives mentioned above, this study will focus on answering the following two questions:
1 What are the reading strategies employed by ATC students in Banking Academy when reading English academic materials?
2 What difficulties have ATC students faced in reading English academic materials?
Significance of the study
For foreign language students, such as those at ATC, reading English is essential not only for exam preparation but also for gaining knowledge Many valuable resources, often published in English, extend beyond traditional school materials, making proficiency in English crucial for academic success and access to a broader range of information.
Understanding the core content of academic texts is essential for effective reading in English A study conducted at the Faculty of Foreign Languages at the Banking Academy highlights the importance of various reading strategies, enabling students to identify and adopt the most effective methods for their needs Additionally, the survey offers valuable insights for lecturers regarding the reading strategies utilized by their students, allowing for the development of improved teaching methods The findings also hold implications for other students and educators aiming to enhance reading skills, ultimately fostering better comprehension and learning outcomes.
This study examines the frequency of various reading strategies and the reading difficulties encountered by 87 final-year English major students at the Faculty of Foreign Languages To gain deeper insights, interviews were conducted with six students The research was carried out over a two-month period, from March 1 to May 9, 2023, focusing solely on the academic reading experiences of senior students.
Definition of terms
Academic materials encompass a variety of written and digital resources utilized for educational and research objectives within academic environments These resources include general interest articles, technical reports, reference materials, textbooks, theses, essays, papers, editorials, and opinion pieces.
ATC students refer to students at Faculty of Foreign Languages at Banking Academy in Vietnam
Reading difficulties refer to challenges encountered by individuals in comprehending and understanding written text
Reading strategies refer to the conscious actions that readers take to enhance their understanding of written text
Survey of Reading Strategies (SORS), designed by Mokhtari and Sheorey (2002), is a self-report questionnaire that assesses the frequency of use of various reading strategies by readers
LITERATURE REVIEW
Reading
Although the term "reading" has been understood in different ways by different linguists, research on how to define reading has gone through two main period
In the 1940s, Bloomfield (1942), a structural linguist, defined reading as the process of interpreting linguistic signs, a concept later referred to as 'oral reading' (Taylor & Nosbush, 1983) He highlighted the significance of instructing students in spelling and pronunciation of these linguistic symbols However, during this period, linguists primarily focused on the superficial aspects of reading, neglecting its deeper essence.
In the 1960s, a significant focus among psychologists was on 'silent reading,' which explores the relationship between linguistic structures and human thought (Saenger, 1997) Stauffer (1969) emphasized that the primary goal of reading is comprehension.
Since the 1960s, research has shifted from basic recognition skills to advanced reading comprehension abilities This study specifically examines silent reading among English language students, who utilized their reading skills to comprehend academic materials for task completion Consequently, 'reading' in this article exclusively pertains to reading comprehension within an academic framework.
Currently, many studies have emphasized the importance of identifying specific goals while reading, as the reading process will change if learners have different goals in mind
To boost learners' motivation in reading English, it is essential to approach reading as a purposeful activity where learners understand their objectives Brown (2004) categorized reading based on its purpose, highlighting academic, job-related, and personal reading This study specifically addresses academic reading, focusing on ATC students at the Banking Academy who need to engage with various texts, including general interest articles, technical reports, and textbooks, to successfully complete academic tasks such as lectures, assignments, and theses Additionally, engaging with academic literature equips learners with foundational grammar and vocabulary specific to finance and banking, while also enhancing their word recognition skills and reading strategies.
Reading comprehension is a complex process that requires intentionality and thoughtfulness, as highlighted by Horowitz (2014) Readers must employ effective strategies to ensure the material aligns with their purpose, while also expanding and storing their knowledge for future use Johnson (1983) emphasized that comprehension involves both conscious and unconscious strategies, such as problem-solving, to construct a meaningful understanding of the text Additionally, reading comprehension is a unique process for each individual, reflecting their personal engagement with the material.
Reading comprehension is a multifaceted skill that hinges on an individual's background knowledge, motivations, and preferences (Song, 1998) Vaughn (2003) emphasized that effective reading involves employing various strategies tailored to one's prior knowledge, enabling readers to self-question, differentiate between main and supporting ideas, and summarize content to grasp the essence of the text.
Reading involves generating meaning through the interaction between the reader and the text, while reading comprehension is a more intricate process that requires intentionality and thoughtfulness The subsequent section will explore various models of reading comprehension.
Three general models of reading have been proposed by researchers, including bottom- up, top-down, and interactive models, which are built to describe the entire reading process
The bottom-up model emphasizes the text's function, where readers decode and analyze individual words from left to right, gradually constructing meaning from paragraphs to the entire text (Gough, 1972) However, this approach has limitations, as Grabe & Stoller (2001) pointed out that it overly focuses on decoding while neglecting the role of reading fluency in comprehension Additionally, this model is entirely text-based, positioning readers as passive recipients of information rather than active participants (Paris & Newman, 2009).
Top-down modeling is a reading strategy where individuals use their existing knowledge and experiences to anticipate the content of a text, subsequently reading to validate their predictions According to Goodman (1967), this approach emphasizes the role of prior knowledge in understanding and interpreting written material.
The reading process centers around the reader, who actively engages with the text by making assumptions, confirming or disproving them, and formulating new hypotheses This model highlights the significance of reading strategies and skills, positioning the reader's background as crucial for comprehension Instead of merely absorbing information, readers are encouraged to question and predict the content of the text However, a notable limitation of this model is its lack of emphasis on word recognition and interpretation, which Carrell and Eskey (1988) found essential for understanding text content Additionally, Stanovich (1980) pointed out that this approach may not be effective for readers with low fluency, limited experience, or insufficient background knowledge necessary for making accurate predictions.
The interaction model integrates both bottom-up and top-down approaches to address their limitations, as Cohen (1998) suggests that proficient readers effectively combine these methods to grasp the meaning of texts This model emphasizes that readers actively engage with the text by utilizing linguistic information alongside their background knowledge They make predictions and seek to extract and reconstruct information, relying on various knowledge sources such as vocabulary, grammar, semantics, and context Additionally, readers are encouraged to employ diverse reading strategies tailored to different tasks and purposes, enhancing their comprehension and effectiveness in reading.
The three reading models mentioned above give us a further understanding of the nature of reading and also provide us with a theoretical foundation and guidance for using reading strategies
The primary goal of reading is comprehension, which necessitates the integration of various elements such as vocabulary, grammar, prior knowledge, and effective strategies This process involves predicting, identifying main ideas, asking questions, and inferring information Consequently, achieving comprehension in English can be challenging, particularly for ATC students who often struggle with academic texts related to banking and finance.
Comprehending academic literature is essential for students to grasp specialized knowledge, making it important to identify and address reading comprehension challenges faced by ATC students These challenges can hinder students' ability to effectively understand and assimilate information in specialized subjects.
A review of literature reveals several challenges faced by students in comprehending English reading texts Albader (2007) identified linguistic issues, particularly in grammar and semantics, as significant barriers Ade (2012) highlighted common difficulties, including challenges in text analysis, understanding sentence meanings, and managing time effectively Additionally, Wilawan (2012) pointed out the struggle to identify main ideas, whether explicitly stated or implied through inference This thesis aims to investigate these difficulties further, focusing on factors such as insufficient background knowledge, grammar, vocabulary, time constraints, and the ability to discern main ideas in reading passages.
Reading strategies
Reading strategies are essential tools that help readers navigate and comprehend textual information effectively According to Barnett (1988), these strategies enable readers to tackle challenges and absorb content Pearson and Paris (2008) further define reading strategies as deliberate actions that readers can control to interpret text, understand vocabulary, and construct meaning.
Reading strategies are defined by various researchers as conscious actions that readers employ to overcome challenges encountered during reading, ultimately aimed at achieving specific goals In this study, these strategies are viewed as intentional techniques that students utilize to comprehend English academic texts for academic success, and their application may vary based on the type of material being read.
Reading strategies are essential tools that enhance students' reading effectiveness, as supported by various empirical studies Research by Cubukcu (2008) highlights the positive impact of reading strategies on comprehension, demonstrating that systematic instruction in these strategies significantly improves learners' understanding and application across different reading tasks By becoming aware of the appropriate strategies to employ and when to use them, students develop self-regulation and become proficient readers.
The Survey of Reading Strategies (SORS) conducted by Sheorey and Mokhtari (2001) revealed that students with high reading proficiency tend to utilize reading strategies more frequently than their lower-ability counterparts.
11 evidenced that good readers often adopt reading strategies more often than less proficient readers
In summary, reading strategies play a crucial role in language learning, significantly enhancing reading comprehension skills These strategies address various challenges faced by readers, ultimately contributing to more effective reading experiences.
This study utilizes the classification of reading strategies developed by Mokhtari and Sheorey, recognized for its comprehensive framework and clear descriptions of various strategies employed in reading academic texts.
Mokhtari and Reichard (2001) developed the Survey of Reading Strategies (SORS) to examine the reading strategies of post-secondary students, both native and non-native English speakers This questionnaire is rooted in the Metacognitive Awareness of the Reading Strategy Inventory (MARSI), which Mokhtari created between 1998 and 2000 to study reading strategies among native English-speaking students in academic contexts The SORS categorizes reading strategies into three main subgroups: metacognitive strategies, cognitive strategies, and support strategies.
A year later, Mokhtari and Sheorey (2002) revised the SORS to accommodate a shift in the survey population from native to non-native speakers This updated version redefined the two types of reading strategies, renaming metacognitive strategies as global reading strategies and cognitive strategies as problem-solving reading strategies The SORS has gained widespread usage in research on reading strategies and has been translated into multiple languages A detailed classification of these strategies will be introduced shortly.
Global strategies are intentional and well-planned actions that readers employ to enhance their reading management and comprehension These strategies include techniques such as previewing a text overview, utilizing context clues for better understanding, and inferring content from titles The primary goal of these strategies is to facilitate a comprehensive analysis of the reading material Readers adept in these strategies are seen as capable of effectively planning and managing their reading comprehension process.
Problem-solving strategies are essential actions that readers employ to address challenges encountered while engaging with text These strategies function as error correction techniques, enabling readers to enhance their comprehension of textual information Common tactics include rereading for clarity, refocusing after distractions, and inferring the meanings of unfamiliar words through contextual clues Ultimately, the primary aim of these strategies is to effectively resolve the difficulties that arise during the reading process.
Support strategies enhance readers' comprehension of text by employing techniques like note-taking, highlighting, paraphrasing, and utilizing dictionaries for translations These methods facilitate easier understanding and empower learners to become more effective in their learning processes.
This clear categorization of reading strategies also made it possible for this study to measure each type of strategy used by ATC students.
Previous studies on reading strategies
In recent years, researchers have increasingly focused on the advantages of reading strategies for foreign language learners This study aims to establish a robust research foundation by referencing prior studies conducted in both Vietnamese and international contexts.
The studies conducted by Mokhtari and Reichard (2002) and Mokhtari and Sheorey (2002) utilized the MARSI and SORS instruments, respectively, to assess reading strategies While MARSI targeted native English speakers, SORS focused on EFL adolescents and adults Despite employing similar tools, each research paper adapted these instruments to fit their unique contexts and objectives.
T Nguyen and Trinh (2011) investigated the reading strategies used by eighty-four grade
A study conducted with 11 students at a remote high school in the Mekong Delta utilized mixed methods, including reading comprehension tests, questionnaires, and interviews, to assess reading strategies in relation to academic performance The findings revealed a positive correlation between the use of reading strategies and students' reading comprehension achievements, indicating that successful students employed effective strategies more than their less successful peers However, interviews with eight students highlighted that over half were unaware of reading strategies or how to implement them Additionally, a lack of motivation for reading was evident, as students viewed reading as a mandatory task rather than an engaging activity in their English learning process.
In a study conducted by M Nguyen and N Nguyen (2019) at Kien Giang University, the reading strategies employed by 120 non-English second-year students during reading comprehension tests were analyzed The findings revealed that the overall frequency of reading strategy use was moderate, likely due to the students' prior exposure to these strategies since primary school The research indicated that students had a limited awareness of the significance of reading strategies, with rereading being the most frequently utilized method for enhancing text comprehension However, it was noted that these strategies were primarily applied only in the context of reading comprehension assessments.
A survey conducted by P Nguyen (2020) examined the challenges faced by 75 students across three high schools in Thai Nguyen, highlighting the importance of reading strategies in overcoming these difficulties The study utilized two questionnaires to assess the frequency and challenges of reading strategies when engaging with school textbooks Results revealed that 87% of participants struggled with understanding word meanings, marking it as the most prevalent issue among foreign language learners Additionally, the findings indicated that most students employed reading strategies at medium to high levels, with rereading being the most favored approach to enhance comprehension when faced with challenging texts.
A study by Huynh (2022) surveyed 45 undergraduate non-English major students at Hue University during their English Level 3 course, which is essential for graduation This research built upon the SORS (2002) framework, categorizing reading strategies into pre-reading, during-reading, and post-reading phases, unlike previous studies that focused on only one phase The study involved two phases: initially, students completed a questionnaire, followed by a six-week reading strategy intervention, after which the same questionnaire was administered again Results indicated that non-English majors frequently employed reading strategies, and participants noted that the guidance helped them tackle challenges related to vocabulary and grammar However, the study's two-phase approach may have been unnecessary, as ATC students had already completed reading courses and were somewhat familiar with the strategies.
In conclusion, these studies were mainly short studies conducted to investigate the reading strategies used among non-English majors or high school students, but reading
This article explores 15 essential strategies for university students majoring in English, emphasizing the importance of reading not just for exams but to deepen their knowledge in their field Students are encouraged to engage with a diverse range of academic materials beyond textbooks, fostering a broader understanding of their major and enhancing their reading skills.
Nisbet and Huang (2015) conducted a study examining the link between reading strategies and reading proficiency among 241 English as a Foreign Language (EFL) students at two universities in northern China, using TOEFL reading comprehension scores for assessment The findings indicated that global reading and problem-solving strategies were positively correlated with higher reading proficiency, while participants with lower scores tended to rely more on supportive strategies However, the authors noted that using TOEFL as a measurement tool may not be suitable for Academic Test Center (ATC) students, as the study primarily focused on reading academic materials rather than test-oriented reading Thus, the reliance on supportive strategies does not imply ineffective reading for ATC students.
In the same year, another study by K Chen and S Chen (2015) was conducted in Taiwan The number of participants amounted to 1259 students from 34 high schools, including
A study involving 533 males and 726 females revealed that global strategies were favored over other approaches, with reading identified as the most preferred strategy among students Notably, female students utilized reading strategies significantly more than their male counterparts However, due to the disproportionate number of female students at the Faculty of Foreign Languages of Banking Academy, a direct comparison of reading strategy usage between genders was not feasible.
In 2020, Safia and Ghania conducted a study on cognitive reading strategies involving 100 engineering students from the Faculty of Science and Technology at an Algerian college, consisting of an equal number of males and females who had studied English for at least nine years Unlike previous research, their findings indicated no significant differences in reading strategy usage between genders Additionally, participants suggested alternative strategies, such as seeking assistance from peers and teachers when struggling with comprehension and creating vocabulary lists However, the authors concluded that these suggestions were not suitable for inclusion in the existing SORS questionnaire.
A recent survey conducted by Frachisca (2022) explored the reading strategies employed by students in English language training at Ekasakti University, Indonesia The study aimed to identify effective approaches that help students tackle reading comprehension challenges in their assignments While it highlighted the potential to overcome common reading difficulties through strategic methods, the research was limited by its small sample size of just 14 students.
In summary, the studies primarily focused on the frequency of students' use of reading strategies, without exploring their effectiveness in enhancing reading comprehension Additionally, the reading strategies examined were specifically aimed at completing comprehension tasks for tests, while this thesis emphasizes the importance of reading academic materials to prepare for assignments and expand specialized knowledge.
Theoretical framework
The theoretical underpinning for the discussion of reading difficulties in this thesis is built upon previous studies conducted by Albader (2007), Ade (2012), and Wilawan
In 2012, research highlighted the challenges students face in comprehending English reading texts Albader (2007) identified linguistic issues, particularly in grammar and vocabulary, as significant barriers to understanding Furthermore, Ade's (2012) study pointed out prevalent difficulties in analyzing text content, grasping sentence meanings, and effectively managing time during reading tasks.
(2012) emphasized the difficulty of identifying the main ideas, whether explicit or implicit, within the text
This thesis investigates the challenges students face when reading academic materials, highlighting issues such as background knowledge, grammar comprehension, vocabulary understanding, time pressure, and the ability to identify main ideas It also incorporates interest and concentration as additional factors in the survey, offering a comprehensive assessment of the common difficulties encountered by students in reading English academic texts.
This thesis investigates reading strategies grounded in Mokhtari and Sheorey's classification, which provides a thorough categorization of strategies tailored for academic reading.
The article presents detailed descriptions of various reading strategies, establishing it as a valuable resource for exploring reading strategies in academic contexts Mokhtari and Sheorey (2002) modified the Survey of Reading Strategies (SORS) for non-native speakers, aligning it with the thesis's target audience The SORS, recognized for its widespread use in reading strategy research and availability in multiple languages, underscores its credibility and effectiveness It categorizes strategies into three types, with global strategies playing a key role.
Eighteen intentional actions focus on monitoring and managing reading, employing problem-solving strategies to tackle difficulties faced during direct text engagement Additionally, support techniques are utilized to enhance readers' comprehension and facilitate their overall learning experience.
This thesis was based on the following framework:
RESEARCH METHODOLOGY
Locale of the study
This study was conducted at the Faculty of Foreign Languages of Banking Academy at
Located at 12 Chua Boc Street, Quang Trung Ward, Dong Da District, Hanoi City, Vietnam, the Faculty of Foreign Languages has been offering an intensive training program since its establishment in 2008 This program focuses on English and Banking-Finance, ensuring that students gain essential skills in these fields Additionally, the faculty enriches students' understanding of diverse cultures and communication practices from various countries and cultural groups worldwide.
Research method
This paper employed a mixed-method research approach, integrating both quantitative and qualitative techniques to enhance the study's insights (Cresswell, 2012) The quantitative aspect involved a questionnaire featuring predominantly closed questions, aimed at assessing the current reading strategies utilized by ATC students Conversely, the qualitative component comprised interviews, which facilitated deeper exploration of participants' perspectives, allowing for a more comprehensive analysis of the data collected.
There are many benefits that the combined approach can bring to a research paper First, the great potential that mixed methods offer is to provide new insights into the
The mixed-method approach enhances the complexity and context of a study, fostering interpretability and generalization among researchers (Mason, 2006) By combining the objectivity of quantitative data from questionnaires with qualitative insights from interviews, this method provides a more comprehensive understanding of the research problem than either method alone Additionally, the findings from one method can inform and refine the other; for instance, results from questionnaires can highlight gaps that can be addressed through follow-up interviews Overall, the mixed-method approach offers a more thorough answer to research questions by leveraging the strengths of both quantitative and qualitative techniques.
Population and sampling description
The survey targeted senior students at the Faculty of Foreign Languages at Banking Academy, utilizing convenience sampling to gather responses from 87 participants This method, as noted by Fleetwood (2023), facilitated efficient data collection within time constraints The focus on final-year ATC students was crucial, as they had completed Reading courses and possessed a certain level of reading proficiency Consequently, all survey questions were conducted in English, aligning with their significant need for academic reading materials for specialized subjects and graduation theses To ensure the accuracy of the data, responses from 2 out of 87 students who reported never reading academic materials were excluded, resulting in a final sample of 85 respondents—74 females (87.1%) and 11 males (12.9%) Notably, only 2.4% of students self-assessed their reading proficiency.
English reading proficiency as poor and 1% as excellent, while the majority were quite good and good at 60% and 36.5%, respectively
Table 3 1 Sample structure in the online survey
Figure 3 1 Self- assessed English reading proficiency of participants
Using purposive sampling, six final-year students were selected for interviews based on two key criteria: their completion of a survey questionnaire and their diverse English proficiency levels, ranging from intermediate to advanced This approach ensures a well-rounded and informative interview sample.
Selecting interview participants who have previously completed a survey questionnaire related to your research topic offers significant advantages These questionnaires facilitate the collection of standardized data, allowing researchers to identify individuals with relevant viewpoints, experiences, or characteristics By engaging with participants who have already provided responses, researchers can explore their answers in greater depth through qualitative interviews, leading to additional insights This method not only enhances data triangulation but also enriches the overall analysis, resulting in a more comprehensive understanding of the research subject.
Incorporating participants with varying levels of English proficiency is essential for enriching interviews, as it provides a diverse array of perspectives and experiences Language proficiency significantly impacts communication styles, vocabulary, and cultural nuances, influencing how participants express and interpret their experiences By including individuals with intermediate to advanced English skills, researchers can examine the effects of language abilities on participants' descriptions and insights This diversity not only highlights potential language-related barriers but also uncovers facilitators within the context of the study.
Combining survey data with qualitative interviews allows for the creation of a robust interview sample that maximizes insights The survey responses serve as a basis for participant selection, while incorporating diverse English proficiency levels enriches the interviews, ultimately deepening students' understanding of the research topic.
The researcher selected this method to align with the study's objectives, as outlined by Fleetwood (2023) Participants engaged in interviews voluntarily, demonstrating their willingness to assist the researcher in achieving the research goals.
Table 3 2 Background information of six interviewees
Gender Overall reading English proficiency
Research instrument
The article begins by introducing the author and outlining the purpose of the survey, which focuses on reading strategies employed in academic contexts It details the structure of the questionnaire, consisting of three sections and a total of 34 questions designed for online surveys.
Section 1 consisted of five questions about the participants' general information as well as their perceptions of reading academic materials and reading strategies The first question was about gender to determine the structure of the survey sample However, questions about personal information such as name, phone number, and email were not collected to keep participants' information confidential and ensure that students could comfortably fill in the most objective information in their opinion The next question
Participants self-assessed their English reading level at a score of 25 Additionally, three questions were posed to explore the frequency of reading English academic materials, the impact of reading strategies, and the significance of teaching these strategies to students.
Each question in sections 2 and 3 used a 5-point Likert scale:1 means never or almost never, 2 means rarely, 3 means sometimes, 4 means usually and 5 means always or almost always
They were also be coded to facilitate analysis via SPSS software
Section 2 consisted of eight questions, including seven closed questions and one open- ended question, about the most common difficulties that students face when reading academic literature As mentioned in the chapter literature review, those difficulties were related to interest, concentration, background knowledge, grammar structure, new words (specialized terminology), ability to grasp the main idea, and time pressure to read academic material These seven questions were coded as D1 to D7, rated from never to always, then defined intervals such as never (1.0–1.8), rarely (1.81–2.6), sometimes (2.61–3.4), usually (3.41–4.2), and always (4.21–5.0) The open-ended question was to investigate whether the students still have any difficulties other than those mentioned above to make the research more complete
Section 3 focused on the reading strategies utilized by ATC seniors, employing questions derived from the SORS (Mokhtary & Sheorey, 2002) to assess the types and frequencies of strategies used by ESL learners in academic reading Out of 30 items, 23 were adapted for this research to align with the specific context and were revised for clarity to minimize misunderstandings among participants Following the questionnaire's completion, five final-year students participated in a pilot survey aimed at gathering feedback to enhance the questionnaire's transparency.
After considering overlaps and duplications, the reading strategies questionnaire was refined to include 21 questions This final version consists of 8 items focused on global strategies (G1–G8) and 6 items dedicated to problem-solving strategies (P1–P6).
7 items were about support strategies (S1-S7)
Oxford and Burry-Stock (1995) identified three levels of reading strategies: low (mean of 2.4 or lower), medium (mean of 2.5 to 3.4), and high (mean of 3.5 or higher) This hierarchical framework was utilized in the current study to assess the frequency of reading strategies used by ATC students.
The interviews were conducted using a semi-structured format, allowing interviewees to provide in-depth answers that enrich the research data beyond the questionnaire This approach encouraged participants to share their perspectives on the research problem while exploring additional insights based on their responses The interview questionnaire consisted of eight key questions aimed at assessing whether reading strategies enhance reading effectiveness and assist students in overcoming challenges with academic materials Participant identities were kept confidential, using codes P1 to P6.
Data gathering procedures
An online survey designed on a Google form was be conducted for a week from April
From March 13 to 20, 2023, a survey link was distributed to final-year ATC students through Zalo and Messenger This method proved to be the most efficient and convenient for both the researcher and participants, as the students had nearly completed their university coursework and were currently in their internship phase.
On April 20 and 21, 2023, video call interviews were held via Messenger to provide convenience and flexibility for participants Prior to the interviews, consent was obtained from interviewees to record the sessions, ensuring that the recordings would be deleted immediately after analysis to safeguard their personal information.
Data Analysis
The data collected from the Google Forms survey will be exported as an Excel file and subsequently imported into SPSS software for analysis The primary aim of this quantitative analysis is to compute the mean and standard deviation of the data, which will reveal insights into the central tendency and variability of participants' responses By determining the mean, we can assess the average ratings of various academic reading strategies and reading difficulties, while the standard deviation will illustrate the dispersion of responses around the mean.
The quantitative analysis performed with SPSS, complemented by visual charts, will yield essential insights into the academic reading strategies and challenges faced by English-majored students at the Banking Academy This statistical evaluation and its graphical representation will enable a thorough exploration of the data, enhancing the overall comprehension of the research subject.
Alongside quantitative data analysis, qualitative data analysis was conducted through semi-structured interviews Six interviews with students were meticulously recorded via Zoom, transcribed, and analyzed The participants' insights were categorized into relevant sections for thorough examination, yielding significant qualitative findings from the interviews.
28 integrated into the analysis by incorporating relevant quotes from the participants These quotes were used to reinforce or provide further explanations for the results derived from the quantitative data.
Reliability
Cronbach's alpha coefficient, established by Cronbach in 1951, is a key metric for assessing the internal consistency and reliability of observed variables within the same factor This coefficient ranges from 0 to 1, with higher values indicating greater reliability; however, values above 0.95 may indicate excessive overlap among variables, a phenomenon noted by Nunnally in 1978 To evaluate scale reliability, Hoang and Chu (2008) recommend two criteria: a Cronbach's alpha value between 0.8 and 1 is considered very good, 0.7 to 0.8 indicates good usability, and a value of 0.6 or higher is acceptable Additionally, each measured variable should have a Corrected Item-Total Correlation of at least 0.3 In this study, Cronbach's alpha coefficients were calculated using SPSS 20 software.
RESULTS AND DISCUSSION
Results
Table 4 1 Cronbach’s Alpha coefficients of research factors
Section and Sub- section Cronbach’s
2 Frequency of facing difficulties in reading academic materials
3.1 Frequency of using global strategies in reading academic materials
3.2 Frequency of using problem-solving strategies in reading academic materials
3.3 Frequency of using support strategies in reading academic materials
In Table 3.1, it can be seen that the coefficients of Cronbach's alpha of the variables in each factor of the questionnaire were 0.733, 0.821, 0.800 and 0.782, respectively
The study demonstrated good reliability, as indicated by the alpha coefficient values A coefficient between 0.7 and 0.8 is deemed acceptable, while a value of 0.8 or higher reflects very good reliability In this research, the highest alpha coefficient recorded was 0.821, confirming the reliability of the research questionnaire.
Table 4.1 1 Item-total statistic of section 2
When reading English academic materials, you face difficulties related to:
The analysis of Cronbach's Alpha reveals various factors affecting reading comprehension, with "not having enough vocabulary" (D6) showing the strongest correlation at 657, indicating a significant impact on overall reliability Other factors include "not having enough background knowledge" (D2) at 523 and "being under time pressure" (D7) at 445, both contributing to lower reliability scores Additionally, issues such as "not being able to concentrate" (D3) and "not understanding complex grammatical structures" (D4) show correlations of 378 and 346, respectively, highlighting the challenges readers face Overall, the findings underscore the importance of vocabulary and background knowledge in enhancing reading comprehension.
Table 4.1 2 Item-total statistic of section 3.1
When reading English academic materials, have you
When evaluating reading strategies, it is essential to consider how well the content aligns with your reading goals For instance, assessing prior knowledge (G2) can significantly impact comprehension, while having a clear overview before diving into details (G3) enhances understanding Strategic reading, such as deciding which sections to focus on (G4) and utilizing tables and figures (G5), can further aid in grasping the material Additionally, relying on contextual clues (G6) and making predictions based on the title (G7) can enrich the reading experience Finally, verifying initial assumptions about the text (G8) is crucial for deeper comprehension.
Table 4.1 3 Item-total statistic of section 3.2
When reading English academic materials, have you
The analysis of Cronbach's Alpha if Item Deleted reveals varying levels of reliability for different reading strategies For the item "read slowly and carefully to ensure understanding," the alpha value is 657, indicating moderate reliability The item "regained focus when distracted" shows a lower alpha of 487, suggesting it may not contribute significantly to the overall scale In contrast, "adjusted your reading speed according to the difficulty of the text" has a higher reliability at 743 The strategy of visualizing information for better retention yields an alpha of 425, while "reread to understand more if the text is difficult" also shows a low reliability at 425 Finally, "guessed the meaning of unknown words based on the reading context" presents a reliability score of 621, indicating a reasonable contribution to the assessment.
Table 4.1 4 Item-total statistic of section 3.3
When reading English academic materials, have you
The analysis of Cronbach's Alpha reveals the effectiveness of various reading strategies for enhancing comprehension and retention Notably, taking notes (S1) yielded an Alpha of 491, while highlighting important information (S2) had an Alpha of 468 Using a dictionary to look up unknown words (S3) resulted in a lower Alpha of 366, indicating less reliability in this strategy Paraphrasing ideas (S4) showed a stronger correlation with an Alpha of 558, and reading multiple times to identify relationships between main ideas (S5) demonstrated the highest Alpha of 653, suggesting this method is particularly effective Additionally, self-questioning (S6) and translating text (S7) also contributed positively, with Alphas of 507 and 530, respectively, underscoring the importance of active engagement with the material for better understanding.
The Corrected Item-Total Correlation should exceed 0.3 to ensure the accuracy of variables in each subsection Additionally, the "Cronbach's Alpha if Item Deleted" column is considered the most critical metric in the analysis (Gliem).
In 2013, the Cronbach's alpha reliability coefficient was utilized to assess the internal consistency of research factors, indicating how the removal of individual items affects the overall reliability Specifically, if the Cronbach's Alpha if Item Deleted for any item exceeds the overall Cronbach's Alpha, it suggests that the removal of that item would enhance the reliability of the factor.
To enhance the consistency of the study's factors, it is recommended to remove item 34 The analysis of Cronbach's Alpha, as presented in tables 4.1.1, 4.1.2, 4.1.3, and 4.1.4, indicated that none of the values for "Cronbach's Alpha if Item Deleted" exceeded the overall Cronbach's Alpha This finding confirms that all variables in the study maintain consistency, and therefore, no variables should be eliminated.
4.1.2 Results from the questionnaire a Results from the general questionnaire
Figure 4 1 Frequency of reading academic materials of ATC students
Final-year ATC students demonstrated a high frequency of reading academic materials, with 40% reading several times a week, 29.4% weekly, and 17.6% monthly Notably, 12.9% of the 85 students reported reading academic materials daily, indicating that the overall engagement with academic content among respondents was quite frequent.
Daily Several times a week Weekly Monthly
Figure 4 2 The effectiveness of using reading strategies in academic materials
According to Figure 4.2, a significant 42.4% of ATC students believe that reading strategies greatly enhance their ability to read academic materials Additionally, 47.1% of students reported that these strategies provide moderate support in their reading efforts.
Greatly Moderately A little Not at all
Figure 4 3 The importance of teaching reading strategies in Reading courses
A significant majority of ATC seniors recognize the importance of learning reading strategies in their courses, as illustrated in Figure 4.3 Approximately one-third of the students rated the instruction of reading strategies as very important, while over half considered it important Only 12.9% of the 85 students viewed the teaching of these strategies as somewhat important Notably, no responses indicated that learning reading strategies was not important or only slightly important, highlighting a strong consensus on their value in education.
ATC seniors frequently engage with academic materials to enhance their learning They recognize the effectiveness of reading strategies and the importance of being taught these techniques to improve their reading skills.
Very important Important Quite important Not so important Hardly imortant
37 b Results from the reading difficulties questionnaire
This section describes the difficulties that students face when reading academic materials
Table 4 2 Frequency of ATC students facing reading difficulties with academic materials
When reading English academic materials, you face difficulties related to:
The study reveals several factors affecting reading engagement and comprehension Participants indicated a lack of interest in reading (D1) with a mean score of 3.52, suggesting this is a common issue Concentration challenges (D2) were noted, with a mean of 3.26, occurring sometimes Background knowledge (D3) also emerged as a significant barrier, scoring 3.51, while difficulties with complex grammatical structures (D4) were reported with a mean of 3.46, both indicating frequent occurrences Vocabulary limitations (D5) were highlighted as a more pressing concern, with a higher mean of 4.04, suggesting this is a usual obstacle Additionally, participants sometimes struggled to grasp the main idea of texts (D6) and faced time pressure (D7), with mean scores of 3.31 and 3.28, respectively.
Figure 4 4 Frequency of ATC students facing reading difficulties with academic materials (on percentage)
Table 4.3 reveals that ATC seniors faced challenges in reading academic materials, with an overall mean score of 3.48 The low standard deviations, all under 1, suggest minimal variation in participants' responses Notably, the greatest reading difficulty was encountered with new words, particularly specialized terms, which received a mean score of 4.04 In this category, 25.9% of students reported 'always' struggling, while 54.1% indicated 'usually' facing difficulties.
A survey revealed that only 2.4% of students voted for 'rarely' regarding their reading difficulties, with none selecting 'never.' Additionally, ATC students commonly encountered challenges related to reading interest, background knowledge, and grammatical structure, which had mean scores of 3.52, 3.51, and 3.46, respectively.
Discussion
This study aimed to explore the reading strategies utilized by final-year ATC students at the Vietnam Banking Academy while engaging with academic materials, alongside identifying the prevalent challenges they encounter Utilizing both qualitative and quantitative research methods, the study offers a thorough understanding of these reading practices and difficulties.
Despite possessing a good level of English, ATC students face significant challenges when reading academic materials, as highlighted by descriptive statistics and supported by previous research from Albader (2007), Ade (2012), and Wilawan (2012) The most pressing issue identified was a lack of vocabulary, particularly with unfamiliar and specialized terms related to both English and finance-banking subjects taught at the Faculty of Foreign Languages of the Banking Academy Additionally, many students expressed a lack of interest in reading academic documents, finding them lengthy and complex, which leads them to engage with these materials only to complete required learning tasks.
The current study revealed that ATC students predominantly utilize high-frequency reading strategies when engaging with academic texts This finding contrasts with earlier research conducted in Vietnam by M Nguyen and N Nguyen (2019) and P Nguyen (2020).
A study found that students generally employed average strategies to tackle reading difficulties, with differences noted between non-foreign language majors and ATC students, who read extensively across all English-based subjects While six interviewees indicated a lack of detailed instruction on reading strategies from their teachers, some strategies were introduced in reading classes Throughout their four years of college, all participants reported engaging with a significant amount of academic material, leading to a heightened awareness of the importance of reading strategies, which they frequently utilized in their studies.
Among the three reading strategies, students showed a clear preference for problem-solving strategies, followed by global strategies, while support strategies were utilized the least This aligns with previous research by Nisbet and Huang (2015) and Safia and Ghana (2020), which also indicated a preference for problem-solving and global strategies Problem-solving strategies are directly aimed at addressing comprehension issues, making them the most valued by students who frequently employ them to enhance their understanding Additionally, this study corroborates findings from Zheng and Kang, highlighting the effectiveness of these strategies in improving reading comprehension.
(2014), M Nguyen and N Nguyen (2019) and P.Nguyen (2020) in that- the strategy of
Rereading is a highly effective strategy for enhancing text comprehension Additionally, global strategies like gaining an overview and leveraging existing knowledge significantly aid students in reading more efficiently and conserving time.
In contrast, the reason students use fewer support strategies is that they are considered
“time-consuming strategies” (Zheng & Kang, 2014) However, a paradox was identified in this study, as respondents reported that when they have difficulty reading academic materials, they usually use support strategies
CONCLUSION
Discussion of research questions
This study explored the reading strategies and challenges encountered by final-year English majors at the Banking Academy of Vietnam when engaging with academic materials Utilizing a mixed-method approach, the research included a survey questionnaire completed by 85 students and semi-structured interviews with six selected participants to gather comprehensive data on their experiences.
The study investigates the reading strategies employed by ATC students at the Banking Academy when engaging with English academic materials Findings indicate that ATC seniors utilize a variety of reading strategies, predominantly favoring problem-solving techniques, with a mean score of 3.73 The most commonly used strategy within this category is "rereading to understand better." These results align with previous research by Zheng and Kang (2014), M Nguyen and N Nguyen (2019), and P Nguyen (2020) While support strategies, which include highlighting key information and using a dictionary for unfamiliar words, were used less frequently (mean = 3.49), they became more prevalent when students faced reading difficulties Interview responses reveal that students do not prioritize these supportive strategies, despite their importance in enhancing comprehension.
53 of supporting reading strategies, but are more likely to rely on the strategy of using a dictionary to look up unknown words to address vocabulary-related difficulties
As for the second research question What difficulties have ATC students faced in reading
Students frequently struggle with reading academic English materials due to limited vocabulary, lack of interest, insufficient background knowledge, and complex grammar Interview findings reveal that vocabulary challenges, particularly with proverbs, phrases, collocations, and specialized terms, significantly hinder comprehension Additionally, two effective strategies identified—highlighting key information and using a dictionary—are categorized as supportive techniques Furthermore, half of the interviewees expressed a lack of interest in reading, with no specific solutions proposed to enhance their engagement.
The study revealed important insights into the reading strategies and challenges encountered by final-year English majors at the Banking Academy of Vietnam Despite certain limitations, the findings serve as a foundation for future research in this field The results are anticipated to assist both educators and students in enhancing their reading skills and addressing the difficulties faced when engaging with academic texts.
Limitations of the study
As mentioned above, this study still has some limitations
One significant limitation of this thesis is its small sample size, as the research was exclusively conducted with final-year English major students at the Faculty of Foreign Languages of the Banking Academy Consequently, the findings may not be applicable to students from other faculties or institutions, limiting the generalizability of the results.
This study primarily examines reading academic materials, which may restrict its applicability to other reading contexts Students' challenges and strategies can differ significantly when they engage in various types of reading, including reading for pleasure or taking tests.
This study identified reading strategies utilized by students but did not explore the instructional methods employed by teachers in teaching these strategies Investigating how reading strategies are introduced and taught in the classroom is essential for understanding best practices that enhance their effective use among students.
This study serves as a valuable reference for future research on reading difficulties and strategies in higher education By acknowledging its limitations and expanding upon its findings, subsequent researchers can further explore the effectiveness of reading strategies and identify best practices for teaching these skills, ultimately helping students overcome reading challenges in various educational contexts.
Recommendations
Although this study has not investigated the teaching of reading strategies to students, the results obtained may offer some suggestions for teachers
To enhance reading comprehension, educators must offer comprehensive guidance on effectively implementing reading strategies, as many students have only received a cursory introduction to reading classes Consequently, despite their frequent use of these strategies, students often struggle with reading tasks.
In addition, teachers can share their reading experiences with students because they have rich knowledge and have accumulated methods and strategies to finish reading texts in
55 a short time and still grasp the main idea This helps students selectively absorb useful information that is suitable for them
In reading classes, teachers can enhance traditional methods like assignments and corrections by integrating engaging activities such as games, competitions, and group work These interactive approaches help capture students' interest and maintain their motivation, especially when faced with lengthy and complex academic texts By fostering a positive learning environment, educators can effectively encourage students to develop strong reading skills.
Effective teaching methods alone are insufficient for developing reading skills; students must engage actively in their learning and exploration Therefore, it is essential to provide students with specific suggestions to enhance their reading abilities.
A significant portion of respondents in this study indicated that they primarily read academic materials solely to fulfill assignment requirements Given the brevity of university courses, instructors may not cover every aspect of the subject matter; however, they can provide essential insights and valuable lessons Consequently, it is crucial for students to proactively seek out and engage with additional resources related to their field of study to achieve a comprehensive understanding.
Students need to identify the reading strategies that are most effective for them While survey respondents reported using various reading strategies extensively, many acknowledged that they had not yet discovered the optimal methods for their needs Since the effectiveness of reading strategies varies from student to student, it is essential for each individual to explore and practice different techniques to enhance their reading speed and efficiency.
To enhance reading skills and cultivate a consistent reading habit, students should dedicate specific time each day or week to read This regular practice not only improves comprehension but also encourages exploration of diverse texts.
56 articles, bilingual books, essays, etc., on topics or fields they are enthusiastic about to expand their general vocabulary and increase their interest in reading
To address the initial limitation, future research should consider increasing the sample size by including students from various academic levels, ranging from freshmen to seniors, as well as participants from different faculties and universities By utilizing larger sample sizes, the findings can be more generalized and relevant across a wider research context.
Future research should explore reading difficulties and strategies across various types of reading, not just academic materials, as this study focused solely on English-majored students Unlike previous studies that emphasized preparation for reading tests, there is a significant need to investigate reading strategies applicable to English reading tests for non-English major students Expanding the research to include different reading intents could yield a more thorough understanding of the diverse reading challenges and strategies that students encounter.
Future research should explore the teaching methods employed by educators in imparting reading strategies to students, as this study primarily reflects student perspectives Gaining insights from teachers can illuminate the challenges students encounter and assess the effectiveness of current strategies, ultimately enabling educators to adopt more suitable and effective teaching approaches.
In summary, by building on the findings of this study and addressing its limitations, future research can provide greater generalization and application in different academic contexts
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A study on Academic Reading Strategies and Reading Difficulties of English- majored Students at Banking Academy
This is a questionnaire used as a data collection method for the graduation thesis of Duong Thi Ngoc, a student at K22ATCA of Banking Academy of Vietnam
This survey investigates the reading strategies employed by senior students at the Faculty of Foreign Languages at Banking Academy when engaging with English academic texts The questionnaire is divided into three sections: Part I explores general perceptions of reading strategies, Part II addresses the challenges encountered while reading these texts, and Part III examines the specific reading strategies utilized and their frequency of use.