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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
BANKING ACADEMY FACULTY OF FOREIGN LANGUAGES GRADUATION THESIS A STUDY ON ACADEMIC READING STRATEGIES AND READING DIFFICULTIES OF ENGLISH-MAJORED STUDENTS AT BANKING ACADEMY Student Duong Thi Ngoc Class K22ATCA Academic Year 2019-2023 Student ID 22A7510069 Instructor Dr Bui Thi Minh Thu Ha Noi, May 2023 CERTIFICATE OF ORIGINALITY I hereby declare that the thesis entitled "A Study on Academic Reading Strategies and Reading Difficulties of English-majored Students at Banking Academy" is entirely my original work This study has not been submitted to any prior institution All sources referenced in this paper have been fully and appropriately cited In addition, the study followed ethical principles, and respondents participated voluntarily Ha Noi, May 2023 Signature Duong Thi Ngoc i ACKNOWLEDGEMENTS First, I would like to express my sincere gratitude to Dr Bui Thi Minh Thu Her enthusiastic guidance and support throughout the process of writing this thesis Her constructive comments have helped me to have a clearer view of the conduct of scientific research I am grateful for the opportunity to work with and learn from her I am truly grateful to my family who have been by my side throughout my four years of college Their support and encouragement have helped me to maintain the perseverance to overcome the challenges that I have faced to complete this thesis Last but not least, I would like to express my gratitude to all the participants who took the time to participate in my research, and special thanks to the interviewees for their honest sharing of their experiences and thoughts Their enthusiastic contribution helped this research to be conducted smoothly in a short time Once again, I would like to thank everyone who has supported me throughout the process of completing this thesis ii TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY i ACKNOWLEDGEMENTS ii LIST OF ABBREVIATIONS .vi LIST OF TABLES .vii LIST OF FIGURES viii LIST OF APPENDICES ix CHAPTER I: INTRODUCTION 1.1 Introduction 1.2 Objectives of the study 1.3 Research questions 1.4 Significance of the study 1.6 Definition of terms CHAPTER II: LITERATURE REVIEW 2.1 Reading 2.1.1 Definition of reading 2.1.2 Purpose of reading 2.1.3 Reading comprehension 2.1.5 Models of reading comprehension 2.1.4 Reading comprehension difficulties 2.2 Reading strategies 2.2.1 Definition 10 iii 2.2.2 Importance of reading strategies 10 2.2.3 Classifications of reading strategies 11 2.3 Previous studies on reading strategies 12 2.3.1 In Vietnam 13 2.3.2 In other countries 15 2.4 Theoretical framework 16 CHAPTER III: RESEARCH METHODOLOGY 20 3.1 Locale of the study 20 3.2 Research method 20 3.3 Population and sampling description 21 3.4 Research instrument 24 3.4.1 Questionnaire 24 3.4.2 Interviews 26 3.5 Data gathering procedures 26 3.6 Data Analysis 27 3.7 Reliability 28 CHAPTER IV: RESULTS AND DISCUSSION 29 4.1 Results 29 4.1.1 Reliability of the findings 29 4.1.2 Results from the questionnaire 34 4.1.3 Results from the interviews 45 4.2 Discussion 50 iv CHAPTER V: CONCLUSION 52 5.1 Discussion of research questions 52 5.2 Limitations of the study 53 5.3 Recommendations 54 5.3.1 Recommendations for teachers 54 5.3.2 Recommendations for students 55 5.3.3 Recommendations for further studies 56 REFERENCES 57 APPENDICES 63 v LIST OF ABBREVIATIONS ATC Faculty of Foreign Languages at Banking Academy EFL English as a Second Language ESL English as a Second Language MARSI Metacognitive Awareness of the Reading Strategy Inventory SD Standard deviation SORS Survey of Reading Strategies SPSS Statistical Package for the Social Sciences vi LIST OF TABLES Table Sample structure in the online survey 22 Table Background information of six interviewees 24 Table Cronbach’s Alpha coefficients of research factors 29 Table 4.1 Item-total statistic of section 30 Table 4.1 Item-total statistic of section 3.1 30 Table 4.1 Item-total statistic of section 3.2 32 Table 4.1 Item-total statistic of section 3.3 33 Table Frequency of ATC students facing reading difficulties with academic materials 37 Table 4 Frequency of ATC students using global reading strategies 39 Table Frequency of ATC students using problem-solving reading strategies 41 Table Frequency of ATC students using support reading strategies 43 Table Frequency of ATC students using reading strategies 45 vii LIST OF FIGURES Figure Theoretical framework 19 Figure Self- assessed English reading proficiency of participants 22 Figure Frequency of reading academic materials of ATC students 34 Figure The effectiveness of using reading strategies in academic materials 35 Figure The importance of teaching reading strategies in Reading courses 36 Figure 4 Frequency of ATC students facing reading difficulties with academic materials (on percentage) 38 Figure Frequency of ATC students using global reading strategies (on percentage) 40 Figure Frequency of ATC students using problem-solving reading strategies (on percentage) 42 Figure Frequency of ATC students using support reading strategies (on percentage) 44 viii LIST OF APPENDICES Appendix 63 Appendix 67 ix REFERENCES Ade (2012) A Study On Students’ Difficulties In Comprehending Recount Text; A `Case Study At SMAN Gangga On First Grade Academic Year ResearchGate https://www.researchgate.net/deref/http%3A%2F%2Ffkipunram.ac.id%2Fejurnal %2Findex.php%2Finggris%2Farticle%2Fview%2F222 Afflerbach, P., Pearson, P D., & Paris, S G (2008) Clarifying Differences Between Reading Skills and Reading Strategies The Reading Teacher, 61(5), 364–373 https://doi.org/10.1598/rt.61.5.1 Albader, Y (2007) Difficulties in second language reading School of Linguistic and English Language Bangor University Anderson, N (1991) Individual Differences in Strategy Use in Second Language Reading and Testing The Modern Language Journal, 75(4), 460 https://doi.org/10.2307/329495 Barnett, M A (1989) More Than Meets the Eye: Foreign Language Learner Reading : Theory and Practice Prentice Hall Bloomfield, L (1942) Linguistics and Reading The Elementary English Review, 19, https://www.jstor.org/stable/41383353 Brown, H D (2004) Language Assessment: Principles and Classroom Practices Pearson PTR Interactive Carrell, P L., Devine, J., & Eskey, D E (1988) Interactive Approaches to Second Language Reading Cambridge University Press eBooks https://doi.org/10.1017/cbo9781139524513 Chen, K., Tzu-Ching, & Chen, S., Chia-Li (2015) The Use of EFL Reading Strategies among High School Students in Taiwan The Reading Matrix: An International Online Journal, 15, https://readingmatrix.com/files/13-m0137054.pdf 57 Cohen, A D (1998) Strategies in Learning and Using a Second Language Addison Wesley Publishing Company Cohen, J (1992) QUANTITATIVE METHODS IN PSYCHOLOGY A Power Primer Psychological Bulletin, 112, 155–159 Cubukcu, F (2018) IIER 18: Cubukcu - enhancing vocabulary development and reading comprehension http://www.iier.org.au/iier18/cubukcu.html Fleetwood, D (2023) Sampling Methods: Types with Examples 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non-English major students at Kien Giang University HO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCE - SOCIAL SCIENCES https://journalofscience.ou.edu.vn/index.php/soci- en/article/view/265/194 Nisbet, D., L., & Huang, J (2015) Reading strategy use and reading proficiency of EFL students in China The Asian Journal ofApplied Linguistics, 2, https://caes.hku.hk/ajal/index.php/ajal/article/view/244/361 Nunnally, J C (1978) Psychometric Theory McGraw-Hill Companies Oxford, R L., & Burry-Stock, J A (1995) Assessing the use of language learning strategies worldwide with the ESL/EFL version of the Strategy Inventory for Language Learning (SILL) System, 23(1), 1–23 https://doi.org/10.1016/0346251x(94)00047-a Paris, S., & Newman, E (2009) The development of children’s reading comprehension ResearchGate https://www.researchgate.net/publication/256472410_The_development_of_child ren's_reading_comprehension 60 Robson, C (2011) Real world research : a resource for users of social research 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Stanford University Press Safia, B., & Ghania, O (2018) An examination of reading strategies awareness among Algerian ESP students at the National Higher School for hydraulics Journal of Language and Linguistic Studies, 16, https://hal.science/hal- 03752493/document Sheorey, R., & Mokhtari, K (2001) Differences in the metacognitive awareness of reading strategies among native and non-native readers System, 29(4), 431–449 https://doi.org/10.1016/s0346-251x(01)00039-2 Song, M (1998) Teaching reading strategies in an ongoing EFL university reading classroom Asian Journal of English Language Teaching, 8, 41–54 Stanovich, K E (1980) Toward an Interactive-Compensatory Model of Individual Differences in the Development of Reading Fluency Reading Research Quarterly, 16(1), 32 https://doi.org/10.2307/747348 Stauffer, R G (1969) Directing Reading Maturity as a Cognitive Process https://eric.ed.gov/?id=ED041703 Taylor, B L., & Nosbush, L (1983) Oral reading for meaning: A technique for improving word identification skills The Reading Teacher, 37(3) https://eric.ed.gov/?id=EJ289453 Underhill Corporate Solutions (UCS) (2020) Advantages of Employing Mixed Methods Research in Impact Evaluation Underhill Corporate Solutions https://www.underhillsolutions.co.za/2020/08/07/advantages-of-employingmixed-methods-research-in-impact-evaluation/ 61 Vaughn, S., Linan-Thompson, S., Kouzekanani, K., Bryant, D P., Dickson, S V., & Blozis, S A (2003) Reading Instruction Grouping for Students with Reading Difficulties Remedial and Special Education, 24(5), 301–315 https://doi.org/10.1177/07419325030240050501 Wilawan, S (2012) Fostering Main Idea Comprehension among EFL Learners through Cognitive and Metacognitive Strategies International Journal of Humanities and Social Scienc, 46–54 Zheng, J., & Kang, N (2014) An Investigation on English Reading Strategy Use in Major-related Materials among Native and Foreign Language Learners Journal of Language Teaching and Research, 5(2) https://doi.org/10.4304/jltr.5.2.283-290 62 APPENDICES Appendix Online survey A study on Academic Reading Strategies and Reading Difficulties of Englishmajored 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 aims to investigate the current reading strategies used by senior students of the Faculty of Foreign Languages at Banking Academy in reading English academic texts Specifically, the questionnaire consists of three parts Part I includes questions about your general perceptions of reading strategies Part II focuses on the difficulties you face when reading English academic texts Part III is about the reading strategies you have used and how often you have used them By participating in this survey, you agree to grant the author the right to use the data collected through your responses for the sole purpose of serving as a database to complete the thesis Your identity and any other personal information are guaranteed to remain anonymous Please note that the term ‘reading strategies’ as used below refers to the strategies employed when reading English academic materials (e.g., general interest articles, technical reports, reference materials, textbooks, theses, essays, papers, editorials, opinion writing, etc.) These are not reading materials for entertaining purposes such as stories, novels, movie subtitles, etc Thank you for your attention! PART I: BACKGROUND INFORMATION What is your gender? 63 A Male B Female C Other How you rate your English reading proficiency? A Excellent B Good C C.Fair D Poor Do you often read academic texts in English? A Daily B Several times a week C Weekly D Monthly E Never Do you think using reading strategies helps you to read more effectively? A Greatly B Moderately C A little D Not at all Do you think it is important to be taught reading strategies in Reading courses? A Very important B Important C Not so important D Hardly important 64 PART II: READING DIFFICULTY QUESTIONNAIRE When reading English academic materials, you face difficulties related to: not having an interest in reading not having enough background knowledge not being able to concentrate on reading not understanding complex grammatical structures not grasping the main idea of the text having too many new words, specialized terms being time pressure in reading the text Do you have any other difficulties besides the ones mentioned above? Can you please provide your answer below? PART III: READING STRATEGIES QUESTIONNAIRE Tick the appropriate box Never -Rarely- Sometimes- Usually -Always (1-5) to show how often you use these reading strategies There are no fixed answers to these questions, so choose the one that describes you, not the answer people think you should When reading English academic texts, have you Global strategies thought about whether the content of the text fits your reading purpose first? read and understood it based on your existing knowledge? had an overview to see its topic first? decided which parts to read carefully and which parts to skip? looked at tables, and figures…in the text to improve your understanding? relied on the context to better understand the content of the text? predicted the contents based on the title? checked if your initial guesses about the text are true or false? 65 Problem-solving strategies read slowly and carefully to make sure you understand the text? regained focus when distracted? adjusted your reading speed according to the difficulty of the text? visualized information to help remember what you read? reread to understand more if it's a difficult text? guessed the meaning of unknown words based on the reading context? Support strategies taken notes to better understand what you read? highlighted important information to make it easier to remember? used a dictionary to look up unknown words? paraphrased ideas in your own words to make them easier to understand? read it several times to find the relationship between the main ideas in it? asked yourself questions that you would like answered in the text? translated from English to Vietnamese? 66 Appendix Interview questions How you judge your own reading proficiency? What is your purpose of reading academic materials in English? Can you describe how you read academic materials? Do you think using reading strategies helps you to read more effectively? Can you describe any difficulties you have when reading academic materials in English? Which you find the most difficult? What have you done to solve those reading difficulties? (Can reading strategies help you overcome those difficulties?) Do you think you will need to change any reading strategies to meet your study needs? Do you have any recommendations for teachers who teach ATC reading courses? 67 68 69 70 71