Trang 1 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY --- ∞0∞--- NGUYEN THUC QUYNH ANH THE EFFECTS OF USING KWL KNOW-WANT TO KNOW-LEARNED STRATEGY ON THE 7TH GRADE
MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY ∞0∞ NGUYEN THUC QUYNH ANH THE EFFECTS OF USING KWL ( KNOW-WANT TO KNOW-LEARNED) STRATEGY ON THE 7TH GRADERS’ READING COMPREHENSION MASTER OF ARTS IN TESOL HO CHI MINH CITY, 2022 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY ∞0∞ NGUYEN THUC QUYNH ANH THE EFFECTS OF USING KWL ( KNOW-WANT TO KNOW-LEARNED) STRATEGY ON THE 7TH GRADERS’ READING COMPREHENSION Major: Teaching English to Speakers of Other Languages Major code: 14 01 11 MASTER OF ARTS IN TESOL Supervisor: LE THI THANH THU, Ed.D HO CHI MINH CITY, 2022 TRƯỜNG ĐẠI HỌC MỞ CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM THÀNH PHỐ HỒ CHÍ MINH Độc lập – Tự – Hạnh phúc KHOA ĐÀO TẠO SAU ĐẠI HỌC GIẤY XÁC NHẬN Tôi tên là: NGUYỄN THỤC QUỲNH ANH Ngày sinh: 10-01-1989 Nơi sinh: Đà Lạt, Lâm Đồng Chuyên ngành: Lý Luận Phương pháp dạy học Bộ môn Tiếng Anh Mã học viên: 1881401110002 Tơi đồng ý cung cấp tồn văn thông tin luận án/ luận văn tốt nghiệp hợp lệ quyền cho Thư viện trường đại học Mở Thành phố Hồ Chí Minh Thư viện trường đại học Mở Thành phố Hồ Chí Minh kết nối tồn văn thơng tin luận án/ luận văn tốt nghiệp vào hệ thống thông tin khoa học Sở Khoa học Cơng nghệ Thành phố Hồ Chí Minh Ký tên Nguyễn Thục Quỳnh Anh CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự - Hạnh phúc Ý KIẾN CHO PHÉP BẢO VỆ LUẬN VĂN THẠC sĩ CỦA GIẢNG VIÊN HƯỚNG DẪN Giảng viên hướng dẫn: TS Lê Thị Thanh Thu Học viên thực hiện: Nguyễn Thục Quỳnh Anh Lớp: MTESOLOl 8A Ngày sinh: 10/01/1989 Nơi sinh: Đà Lạt, Lâm Đồng Tên đề tài: The effects of using KWL (Know-Want to know-Learned) strategy on the 7th graders’ reading comprehension Ý kiến giáo viên hướng dẫn việc cho phép học viên: Nguyễn Thục Quỳnh Anh bảo vệ luận văn trước Hội đòng: Thành phố Hồ Chí Minh, ngày tháng J/2 năm 20^'L-' Người nhận xét TS Lê Thị Thanh Thu STATEMENT OF AUTHORSHIP I certify that this thesis entitled: “The effects of using KWL (Know-Want to know- Learned) strategy on the 7th graders’ reading comprehension” is my original work; it is based on my own research All sources used in this thesis have been documented This piece of work has not been submitted for assessment in any subject or course at Open University or elsewhere Ho Chi Minh City, 2022 Nguyen Thuc Quynh Anh I ACKNOWLEDGEMENTS I cannot express enough thanks to my below people whom I have received great amount of encouragements, suggestions, and supports from them during the time I was conducting and completing my thesis I would like to express my deep and sincere gratitude to my supervisor, Dr Le Thi Thanh Thu for her valuable advice, patience, encouragement, immense knowledge, and whole- hearted guidance from the beginning days until the finished research paper She was always available to read and give comments on my work It would have been impossible for me to complete my thesis without her help, especially, when I was difficulties before and during my pregnancy I want to express special acknowledgments to the teacher who taught two groups and all my seventh-grade students who were willing to participate in my study I am extremely grateful to my family members for their love, care, and sympathy for me during the master's course and in the progress of conducting this thesis Besides, my special thanks go to my best friends in our Chop - Chep group who have willingly helped me with their abilities Thanks for all your encouragement! II ABSTRACT The idea for this study arised from the reputation of an instructional strategy that students follow the KWL chart while they are reading namely KWL ( Know-Want to know- Learned) This strategy has received commendations for its benefits which are brought to students’ reading This study aims to uncover two questions relating to possible changes in students’ reading comprehension performance and their attitude toward the application KWL strategy to reading To achieve the purposes, the researcher employed a quantitative approach with a two- group quasi-experimental design This study lasted for ten weeks with thirty-eight participations from two classes divided into two groups which were the control group and the experimental group While the experimental group was taught with the KWL strategy, the control group was taught with the conventional teaching technique Pretest and posttest were applied to measure the effects of KWL on students’ reading comprehension performance meanwhile the questionnaire was conducted to investigate students’ attitudes towards the application of the KWL strategy to reading comprehension The results proved that students in both groups improved their reading comprehension; however, learning with the KWL strategy had significantly better results than students learning with the conventional teaching technique Besides, the students in the experimental group showed positive attitudes toward learning reading with the KWL strategy Based on the findings, recommendations were given for the implementation of the KWL strategy in teaching, learning reading, and for further research especially about the students’ attitude toward learning reading with the KWL strategy III LIST OF ABBREVIATION AES: Albert Einstein School ALM: Audio - Lingual Method CG: The control group CLT: Communicative Language Teaching DOET: Department of Education and Training EFL: English as a Foreign Language EG: The experimental group KWL: Know- Want to know- Learned MOET: Ministry of Education and Training IV TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS .ii ABSTRACT iii LIST OF ABBREVIATION iv LIST OF TABLES .viii CHAPTER 1: INTRODUCTION 1.1 Rationale of the study 1.2 Study objectives and research questions 1.4 Organization of the study CHAPTER 2: LITERATURE REVIEW 2.1 Reading 2.1.1 Definition and role of reading 2.1.2 Teaching and learning reading .7 2.1.2.1 Teaching reading .7 2.1.2.2 Learning reading .8 2.1.3 How to learn reading effectively .9 2.2 Reading strategies .11 2.2.1 Definition of reading strategies .11 2.2.2 Classification of reading strategies 12 2.2.2.1 KWL strategy 12 2.2.2.3 Benefits of KWL strategy .15 2.3 Attitudes 17 2.3.1 Definition .17 2.3.2 Components 18 2.3.3 The roles of students' attitudes towards reading comprehension 18 2.4 Previous related study 19 2.4.1 Previous related study in foreign countries 19 2.4.2 Previous related study in Vietnam .23 2.5 Research gaps 24 CHAPTER 3: METHODOLOGY .26 3.1 Research site .26 V 3.1.1 Background of the study 26 3.1.1.1 Overview of AES 26 3.1.1.2 Teaching and learning English at AES school 27 3.2 Research participants 29 3.3 Research design 29 3.4 Applications of KWL strategy 31 3.4.1 Research procedures 31 3.4.2 Teaching procedures of the experimental group 32 3.4.3 Teaching procedures of the control group .33 3.5 Data collection instruments 36 3.5.1 Tests .36 3.5.2 Questionnaire 39 3.6 Data collection analysis .40 3.7 Research reliability and validity 41 CHAPTER 4: FINDINGS AND DISCUSSION 43 4.1 Test analysis and discussions 43 4.1.1 Test data screening 43 4.1.2 Comparison between the control group and experimental group’s pre-test scores 44 4.1.3 Comparison between the control group’s pretest and post-test scores 45 4.1.4 Comparison between the experimental group’s pretest and posttest scores 47 4.1.5 Comparison between the control group and experimental group’s post-test scores 48 4.2 Questionnaire analysis and discussions 51 4.2.1 Checking the reliability of the questions in themes .52 4.2.2 Analysis of the questionnaire .53 4.2.2.1 Students’ recognition of the benefits of learning reading with the KWL strategy 55 4.2.2.2 Students’ feelings towards learning reading through the KWL strategy 57 4.2.2.3 Students’ desire to use the KWL strategy in reading 59 CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS 64 5.1 Summary of the study 64 5.2 Conclusion 65 5.3 Recommendation 67 5.3.1 For the English teacher 67 VI