The effects of authentic materials use on grade 10 students reading comprehension skill at go den high school

Trang 1 --- ∞0∞--- PHAM THI BICH VAN THE EFFECTS OF AUTHENTIC MATERIALS USE ON GRADE 10 STUDENTS’ READING COMPREHENSION SKILL AT GO DEN HIGH SCHOOL MASTER OF ARTS IN TESOL Trang 2 HO C

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY ∞0∞ PHAM THI BICH VAN THE EFFECTS OF AUTHENTIC MATERIALS USE ON GRADE 10 STUDENTS’ READING COMPREHENSION SKILL AT GO DEN HIGH SCHOOL MASTER OF ARTS IN TESOL HO CHI MINH CITY, 2023 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY ∞0∞ PHAM THI BICH VAN THE EFFECTS OF AUTHENTIC MATERIALS USE ON GRADE 10 STUDENTS’ READING COMPREHENSION SKILL AT GO DEN HIGH SCHOOL Major: Teaching English to Speakers of Other Languages Major code: 14 01 11 MASTER OF ARTS IN TESOL Supervisor: NGUYEN THANH BINH, Ph.D HO CHI MINH CITY, 2023 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 Tơi tên là: PHẠM THỊ BÍCH VÂN Ngày sinh: 08/11/1986 Nơi sinh: Long An Chuyên ngành: Lý luận phương pháp dạy học môn Tiếng Anh, Mã học viên: 1881401110043 Tôi đồng ý cung cấp tồn văn thơng tin 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 thông tin luận văn tốt nghiệp vào hệ thống thông tin khoa học Sở Khoa học Công nghệ Thành phố Hồ Chí Minh Ký tên Phạm Thị Bích Vân 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: Tiến sĩ NGUYỄN THANH BÌNH Học viên thực hiện: PHẠM THỊ BÍCH VÂN Lớp: MTESOLO18A Ngày sinh: 08/11/1986 Nơi sinh: Long An Tên đề tài: THE EFFECTS OF AUTHENTIC MATERIALS USE ON GRADE 10 STUDENTS’ READING COMPREHENSION SKILL AT GO DEN HIGH SCHOOL Ý kiến giáo viên hướng dẫn việc cho phép học viên, phýựCVĨĨyỊ ■ v< bảo vệ luận văn trước Hội đồng: í Thành phố Hồ Chí Minh, ngày ợụ., tháng ồJỉ> năm Người nhận xét i DECLARATION I declare that “The effects of authentic materials use on grade 10 students‟ reading comprehension skill at Go Den High School” is my own work and that all the resources that I have used or quoted have been indicated and acknowledged by means of complete references This thesis has not been submitted for the award of any degree or diploma in any other institution Ho Chi Minh City, 2023 Pham Thi Bich Van ii ACKNOWLEDGEMENTS I would like to show my sincere thankfulness to those who contribute to the completion of my thesis Firstly, I would love to show my deep appreciation, Nguyen Thanh Binh Ph.D, my supervisor, for his guidance, patience, and constant encouragement in the whole research process, who is willing to support me all the time Without his professional advice and encouragement, this thesis could not have been completed Secondly, I also want to give my earnest thanks to the lecturers at Open University in general, Postgraduate Institute and Faculty of English Language in particular for providing such an encouraging and stimulating academic environment I am happy to show my gratefulness to my colleagues in English staff for their enthusiasm and support during the thesis was conducted I also owe a great deal to all the beloved students who participated in my study Without them, this study could not have been done It is unforgettable to say thanks to my family, friends and classmates, who always give me spiritual support and materials iii ABSTRACT The study investigates the effects of an authentic materials intervention on the development of reading skills of English as Foreign Language (EFL) students, and on their attitudes towards authentic materials use in reading classes at a high school in Vietnam A mix-method research design was adopted The treatment sample of this study consisted of 95 students (48 for the experimental and 47 for the control groups) The study was conducted within 12 weeks During the project, the students in experimental group were taught with authentic reading materials while the students in controlled one were taught in the traditional way Comparisons in terms of students‟ reading performance were made between the two groups The SPSS software version 22 was used to analyse the quantitative data As the interview data was qualitative, the interview was grouped into teams and then the researcher analysed, whereas, the questionnaire data was analysed by using statistical software Data collected from the student interviews, student questionnaires, and pre- test and post-test scores showed that the students in the experimental students performed better in terms of reading skills and had positive attitudes toward authentic materials use in reading classes Some recommendations and suggestions are made to help the teachers successfully use authentic materials in their reading lessons Key words: Authentic materials, attitude, reading comprehension iv TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF TABLES .viii LIST OF FIGURE ix ABBREVIATIONS x Chapter 1: INTRODUCTION 1.1 Rationale to the study 1.2 Statement of the problem 1.3 Aims of the study and research questions 1.4 Definitions of terms 1.5 Significance of the study Chapter 2: LITERATURE REVIEW 2.1 Reading comprehension 2.1.1 Definition of reading 2.1.2 Definition of reading comprehension 2.1.3 Reading comprehension strategies 2.1.4 Models of reading comprehension 2.2 Teaching reading 2.3 Authentic materials 11 2.3.1 Definition of authentic materials 11 2.3.2 Kinds of authentic materials 11 2.3.3 Benefits of using authentic materials 12 2.3.4 Challenges of using authentic materials in language classes 13 2.3.5 Adaption of authentic materials 14 2.3.5.1 Reasons for adaption 14 v 2.3.5.2 Criteria for authentic materials selections 15 2.3.5.3 Effective adaption of authentic materials in reading classes 16 2.3.6 Procedures of teaching reading comprehension with authentic materials 18 2.4 Definition of attitude 20 2.5 Review of previous studies on the use of authentic materials 20 2.6 Conceptual framework 25 2.7 Summary of chapter 26 Chapter 3: RESEARCH METHODOLOGY 27 3.1 Research site 27 3.1.1 Research location 27 3.1.2 Research participants 28 3.1.3 Description of reading syllabus for English 10 29 3.1.4 Reading at Go Den High School context 30 3.2 Research design 31 3.3 Teaching materials 33 3.3.1 Teaching materials applied in the experimental group 33 3.3.2 Teaching materials applied in the control group 34 3.4 Data collection instruments 34 3.4.1 Pre-test and post-test 35 3.4.2 Questionnaires 36 3.4.3 Semi-structured interview 38 3.5 Data collection procedures 38 3.6 Methods of data analysis 42 3.6.1 Validity and reliability of the instruments 42 3.6.2 Methods of data analysis 44 3.6.2.1 Pre-test and post-test analysis 44 3.6.2.2 Questionnaire data analysis 45 3.6.2.3 Interview data analysis 45 3.7 Pilot of the study 46 3.7.1 Questionnaire pilot 46 vi 3.7.2 Interview pilot 47 3.8 Summary of chapter 47 Chapter 4: FINDINGS AND DISCUSSIONS 49 4.1 Before the treatment 49 4.2 After the treatment 50 4.2.1 Research question 50 4.2.2 Research question 53 4.2.2.1 Quantitative analysis 53 4.2.2.1.1 Students‟ perceived reading performance 53 4.2.2.1.2 Students‟ attitudes towards authentic materials-based reading classes 56 4.2.2.2 Qualitative analysis 58 4.2.2.2.1 Question 59 4.2.2.2.2 Question 60 4.2.2.2.3 Question 61 4.2.2.2.4 Question 62 4.2.2.2.5 Question 62 4.2.2.2.6 Question 63 4.3 Discussion of results 64 4.3.1 Students‟ vocabulary, erading skills, and cultural knowledge improvement 64 4.3.2 Students‟ attitudes towards authentic materials use in reading comprehension 67 4.3.3 Students‟ opinions and suggestions about the authentic materials use in reading class 69 4.4 Summary of chapter 71 Chapter 5: RECOMMENDATIONS AND CONCLUSIONS 73 5.1 Summary of major findings 73 5.2 Recommendations for using authentic materials in English reading classes 74 5.2.1 The ministry of education and training 74 5.2.2 The administrators 75