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VIET NAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES ***************** TRẦN THỊ THU HẰNG USING PRE-READING ACTIVITIES TO ENHANCE STUDENTS’ READING INTERESTS: AN ACTION RESEARCH PROJECT AT A HIGH SCHOOL IN BA VI DISTRICT, HA NOI (Sử dụng hoạt động trước đọc để nâng cao hứng thú đọc học sinh: Một nghiên cứu hành động trường THPT huyện Ba Vì, Hà Nội) M.A MINOR THESIS Field: English Teaching Methodology Code: 8140231.01 Hanoi – 2020 z VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES TRẦN THỊ THU HẰNG USING PRE-READING ACTIVITIES TO ENHANCE STUDENTS’ READING INTERESTS: AN ACTION RESEARCH PROJECT AT A HIGH SCHOOL IN BA VI DISTRICT, HA NOI (Sử dụng hoạt động trước đọc để nâng cao hứng thú đọc học sinh: Một nghiên cứu hành động trường THPT huyện Ba Vì, Hà Nội) M.A MINOR THESIS Field : English Teaching Methodology Code : 8140231.01 Supervisor : Dr Vũ Thị Thanh Nhã Hanoi – 2020 z DECLARATION I, Tran Thi Thu Hang, hereby certify that the thesis entitled “Using prereading activities to enhance students‟ interests in reading for the 10th form students at a high school in Ba Vi district” is submitted for the partial fulfillment of the Degree of Master of Arts at the Faculty of Post- Graduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi I also declare that this thesis is the result of my own research and efforts and it has not been submitted for any other purposes i z ACKNOWLEGEMENTS First and foremost, I would like to express my heart- felt thank and my sincere gratitude to my supervisor Dr Vu Thi Thanh Nha for her enlightening guidance, precious suggestions and invaluable encouragement during my fulfillment of this minor thesis My sincere thanks go to all of the lecturers and the staff of the Faculty of Post- Graduate Studies at University of Languages and International Studies for the valuable lectures on which my minor thesis was laid the foundation I truly wish to thank all the students of class 10A4 at Bat Bat High School who have actively participated in the research I am deeply grateful to my family for their great support and to many of my colleagues for their notable assistance ii z ABSTRACT An important goal of language teaching is to awaken learners‟ interest in language and also to give them a lasting positive attitude towards reading The primary purpose of this study is to examine on types of teachers‟ pre-reading strategies to attract students‟ attention and interest towards learning reading lessons, to investigate reasons why students tend to lose interest in reading lessons and to examine the impact of using three pre-reading activities (games, visual aids and group discussion) to enhance students‟ interests in learning This study was carried out among 41 grade ten students in a high school in Ba Vi district Data were collected through questionnaires, classroom observation and teaching diaries and then the data were analyzed quantitatively and qualitatively The results of the data analysis indicate that students have relatively low interest in reading lessons due to the lack of interesting pre-reading activities from the teacher Some adjustments on pre-reading activities have been executed and these activities have brought about positive changes to language learning The results show that three pre-reading activities applied have considerable impacts on students‟ learning Classroom learning has been promoted and students‟ interactions have been strengthened The students made considerable progress in their reading lessons and they also actively engaged in the lesson with high motivation From these findings, it can be suggested that teachers should take actions in developing and enhancing students‟ reading interests iii z LISTS OF FIGURES AND TABLES Figure 3.1: Cyclical action research model based on Kemmis and Mctaggart 28 Figure 4.1: Students‟ opinion about the reading lesson 36 Figure 4.2: The reasons why the students thought the reading lessons were not interesting 37 Figure 4.3: The frequency of pre-reading activities used by teacher in reading lessons 38 Figure 4.4: Students‟ opinions on pre-reading activities 39 Table 4.1: Students‟ opinions about pre-reading activities 41 Figure 4.5: Purposes of pre-reading activities 43 Figure 4.6: Pre-reading activities offered by the students 44 Table 4.2: Descriptive statistics of the students‟ attitude towards reading lesson (Cycle 1) 48 Table 4.3: Students‟ opinion on using pictures and videos 52 Table 4.4: Students‟ opinion on group discussion 53 Table 4.5: Descriptive statistics of the students‟ attitude towards reading lesson (Cycle 2) 55 Table 4.6: The students‟ opinion on game and group discussion 56 Table 4.7: Descriptive statistics of the students‟ attitude towards reading lesson (Cycle 3) 57 iv z TABLE OF CONTENTS DECLARATION i ACKNOWLEGEMENTS ii ABSTRACT iii LISTS OF FIGURES AND TABLES iv TABLE OF CONTENTS v CHAPTER INTRODUCTION 1.1 Rationale for the research 1.2 Aims and objectives of the research 1.2.1 Aims of the research 1.2.2 Objectives of the research 1.3 Research questions 1.4 Scope of the research 1.5 Methods of the research 1.6 Significance of the research 1.7 Organisation of the thesis CHAPTER LITERATURE REVIEW 2.1 Theoretical background of reading 2.1.1 Definition of reading 2.1.2 Classification of reading 2.2 An overview of reading comprehension 2.2.1 Definition of reading comprehension .7 2.2.2 Stages in a reading comprehension lesson .8 2.3 Theoretical background of pre-reading activities 2.3.1 Definition of pre-reading activities 2.3.2 Pre-reading techniques 10 2.4 An overview of interest 12 2.4.1 Definition of interest .12 v z luan.van.thac.si.using.pre.reading.activities.to.enhance.students.reading.interests.an.action.research.project.at.a.high.school.in.ba.vi.district.ha.noiluan.van.thac.si.using.pre.reading.activities.to.enhance.students.reading.interests.an.action.research.project.at.a.high.school.in.ba.vi.district.ha.noiluan.van.thac.si.using.pre.reading.activities.to.enhance.students.reading.interests.an.action.research.project.at.a.high.school.in.ba.vi.district.ha.noiluan.van.thac.si.using.pre.reading.activities.to.enhance.students.reading.interests.an.action.research.project.at.a.high.school.in.ba.vi.district.ha.noi 2.4.2 Types of interest 13 2.4.3 The aspects of interest .14 2.4.4 Factors influencing interest 15 2.4.5 The importance of interest to learning 17 2.5 Literature review of interests in reading 18 2.6 Relationships between pre-reading activities and interest 19 2.7 Previous studies on pre-reading stage and interest 20 2.8 Summary 23 CHAPTER METHODOLOGY 24 3.1 Context of the study 24 3.1.1 The research site .24 3.1.2 Materials 24 3.2 Participants 25 3.3 Research method: Action research 25 3.3.1 Definition of action research 25 3.3.2 Action research model 26 3.4 Data collection instruments 28 3.4.1 Questionnaire 28 3.4.2 Teaching diary 29 3.5 Data analysis procedures 30 3.6 Research procedure 31 3.7 Summary 34 CHAPTER DATA ANALYSIS AND FINDINGS 35 4.1 Research cycle one 35 4.1.1 Analysis of classroom observation 35 4.1.3 Analysis of the teaching diaries .45 4.1.2 Analysis of the questionnaires to the students……………………… ……46 4.1.4 Data collected from post-questionnaires 48 4.2 Research cycle two 54 4.2.1 The students’ attitude towards the reading lesson 54 vi luan.van.thac.si.using.pre.reading.activities.to.enhance.students.reading.interests.an.action.research.project.at.a.high.school.in.ba.vi.district.ha.noiluan.van.thac.si.using.pre.reading.activities.to.enhance.students.reading.interests.an.action.research.project.at.a.high.school.in.ba.vi.district.ha.noiluan.van.thac.si.using.pre.reading.activities.to.enhance.students.reading.interests.an.action.research.project.at.a.high.school.in.ba.vi.district.ha.noiluan.van.thac.si.using.pre.reading.activities.to.enhance.students.reading.interests.an.action.research.project.at.a.high.school.in.ba.vi.district.ha.noi z luan.van.thac.si.using.pre.reading.activities.to.enhance.students.reading.interests.an.action.research.project.at.a.high.school.in.ba.vi.district.ha.noiluan.van.thac.si.using.pre.reading.activities.to.enhance.students.reading.interests.an.action.research.project.at.a.high.school.in.ba.vi.district.ha.noiluan.van.thac.si.using.pre.reading.activities.to.enhance.students.reading.interests.an.action.research.project.at.a.high.school.in.ba.vi.district.ha.noiluan.van.thac.si.using.pre.reading.activities.to.enhance.students.reading.interests.an.action.research.project.at.a.high.school.in.ba.vi.district.ha.noi 4.2.2 The students’ opinions about games and group discussion 55 4.3 Research cycle three 56 4.4.1 What are students’ opinions about reading lessons? .58 4.4.2 How effective is the use of three pre-reading activities in enhancing students’ reading interest? .59 4.4.3 What are students’ attitudes towards these activities? 60 4.5 Summary 61 CHAPTER CONCLUSION 63 5.1 Recapitulation 63 5.2 Concluding remarks 64 5.3 Implications 65 5.4 Limitations 66 5.5 Suggestions for further research 67 REFERENCES 68 APPENDIXES I vii luan.van.thac.si.using.pre.reading.activities.to.enhance.students.reading.interests.an.action.research.project.at.a.high.school.in.ba.vi.district.ha.noiluan.van.thac.si.using.pre.reading.activities.to.enhance.students.reading.interests.an.action.research.project.at.a.high.school.in.ba.vi.district.ha.noiluan.van.thac.si.using.pre.reading.activities.to.enhance.students.reading.interests.an.action.research.project.at.a.high.school.in.ba.vi.district.ha.noiluan.van.thac.si.using.pre.reading.activities.to.enhance.students.reading.interests.an.action.research.project.at.a.high.school.in.ba.vi.district.ha.noi z luan.van.thac.si.using.pre.reading.activities.to.enhance.students.reading.interests.an.action.research.project.at.a.high.school.in.ba.vi.district.ha.noiluan.van.thac.si.using.pre.reading.activities.to.enhance.students.reading.interests.an.action.research.project.at.a.high.school.in.ba.vi.district.ha.noiluan.van.thac.si.using.pre.reading.activities.to.enhance.students.reading.interests.an.action.research.project.at.a.high.school.in.ba.vi.district.ha.noiluan.van.thac.si.using.pre.reading.activities.to.enhance.students.reading.interests.an.action.research.project.at.a.high.school.in.ba.vi.district.ha.noi CHAPTER INTRODUCTION 1.1 Rationale for the research Interests in learning, especially in teaching and learning reading skills have addressed the attention of many researchers As we know that, interests have a powerful impact on students‟ reading abilities Kragler and Nolley (1996) claim that determining children‟s interests can motivate children to read more difficult reading materials Wolfson and Manning (1984) found that students comprehend more when they read materials of interest For this reason, making reading an enjoyable activity is very important, and to improve students‟ reading ability, the reading activities used in teaching reading must also be enjoyable It can be said that without interests, someone is impossible to anything Therefore, it is important that teachers should pay attention to students‟ interests to help them read at a higher level and comprehend the text more successfully It is undeniable that pre-reading activities play an important role in the success of teaching reading skill According to Celce-Murcia (1991), pre-reading activities not only activate the reader‟s prior relevant knowledge to the understanding of the new text but they also provide language preparation and motivate reading An effective pre-reading activity makes the reading lesson more enjoyable and less challenging It is assumed that if the students are interested in pre-reading state, their reading tasks will be more successfully completed and obstacles in while-reading stage will become less As an English teacher for more than ten years, the researcher has realized the significant effects of pre-reading activities on students‟ reading performance However, in the context of teaching and learning in a high school in Ba Vi district, the author found that the use of pre-reading tasks has been far from satisfactory In most reading lessons, teachers seem to follow repeated tasks in textbooks without any adaptation Students, therefore, merely spend most of their time following what the teacher asks with low emotion and cooperation Sometimes, the teachers use a luan.van.thac.si.using.pre.reading.activities.to.enhance.students.reading.interests.an.action.research.project.at.a.high.school.in.ba.vi.district.ha.noiluan.van.thac.si.using.pre.reading.activities.to.enhance.students.reading.interests.an.action.research.project.at.a.high.school.in.ba.vi.district.ha.noiluan.van.thac.si.using.pre.reading.activities.to.enhance.students.reading.interests.an.action.research.project.at.a.high.school.in.ba.vi.district.ha.noiluan.van.thac.si.using.pre.reading.activities.to.enhance.students.reading.interests.an.action.research.project.at.a.high.school.in.ba.vi.district.ha.noi z
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