The effect of repeated reading on twelfth grade students efl reading fluency at tan tuc high school

Thư viện trường đại học Mở Thành phố Hồ Chí Minh sẽ kết nối toàn văn thông tin luận văn tốt nghiệp vào hệ thống thông tin khoa học của Sở Khoa học và Công nghệ Thành phố Hồ Chí Minh.Ký t

AT TAN TUC HIGH SCHOOL

Major: Teaching English to Speakers of other Languages

Major code: 8 14 0111

MASTER OF ARTS IN TESOL

Supervisor: Dr NGUYEN THUY NGA

HO CHI MINH CITY, 2022

8

8

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GIẤY XÁC NHẬN

Tôi tên là: Nguyễn Tuyết Vi

Chuyên ngành: LL&PPDH bộ môn tiếng Anh Mã học viên: 1781401110044

Tôi đồng ý cung cấp toàn văn thông tin luận văn tốt nghiệp hợp lệ về bản quyền cho Thư viện trường đại học Mờ Thành phố Hồ Chí Minh Thư viện trường đại học Mở Thành phố Hồ Chí Minh sẽ kết nối toàn văn thông tin luận văn tốt nghiệp vào hệ thống thông tin khoa học của Sở Khoa học và Công nghệ Thành phố Hồ Chí Minh

Ký tên

(Ghi rõ họ và tên)

Nguyễn Tuyết Vi

I certify that this thesis submitted entitle “The Effect of Repeated Reading on

own work

Except where reference is made in the text of the thesis, this thesis does not contain material published elsewhere or extracted in whole or in part from a thesis by which

I have qualified for or been awarded another degree or diploma

No other person’s work has been used without due acknowledgement in the main text

Foremost, I wish to express my sincere gratitude to my supervisor, Dr Nguyen Thuy Nga, for her enthusiasm, patience, motivation and extensive knowledge I cannot thank enough for her tremendous instruction and continuous support

I would like to thank my colleagues who were always willing to help and share experience

In addition, I am extremely appreciative to my principal for arranging flexible working hours so that I could attend the course Finally, I would like to thank my entire family for being there for me and providing care and support I am especially grateful to my mother for understanding me, as well as to my aunt, who was always there for me and gave me encouragement when I was stuck writing my essay

The English language is claimed to have played an essential role in people's employment and lives as a result of globalization Reading appears to be the most challenging of the four skills As a result, a variety of teaching methodologies have been created to assist students in learning The current study entitled “The Effect of Repeated Reading on Twelfth-Grade Students’ EFL Reading Fluency at Tan Tuc High School” was conducted with the participation of twelfth-grade students Eighty- one Twelfth-Grade Students at Tan Tuc I ligh School were selected and separated into two groups: an experimental group and a control group The objectives included the investigation of repeated reading’s effects on students’ reading fluency and students’ attitude toward this technique The study design was a hybrid of a quasi-experimental and quantitative technique, with the use of pre-posttests and questionnaires After having analyzed the data, there were some major findings revealed First, the results demonstrated the development of each student in the experimental group, not only before and after the experiment, but also throughout the treatment Second, students expressed their positive attitude toward the impact of Repeated Reading on reading fluency This investigation demonstrated the need of incorporating the Repeated Reading technique into teaching courses so that foreign language students may improve their reading fluency Teachers may desire to implement this technique, particularly for high school pupils, based on the findings of this study on repeated reading This study also provides teachers with suggestions for implementing Repeated Reading In addition, because Repeated Reading can be easily implemented not only in the classroom but also at home, students are also encouraged to practice the application of Repeated Reading more often to improve their reading fluency

Keywords: repeated reading, reading fluency

TABLE OF CONTENTS

STATEMENT OF AUTHORSHIP i

ACKNOWLEDGEMENTS ii

ABSTRACT iii

TABLE OF CONTENTS iv

LIST OF TABLES vi

LIST OF FIGURES vii

ABBREVIATIONS viii

CHAPTER 1: INTRODUCTION 1

1.1 Background of the study 1

1.2 Problem statement 2

1.3 Aim of the study 3

1.4 Research Questions 4

1.5 Hypotheses 4

1.6 Significance of the study 4

1.7 Thesis organization 4

1.8 Scope of the study 5

1.9 Chapter summary 6

CHAPTER 2: LITERATURE REVIEW 7

2.1 Definitions of reading 7

2.2 Reading fluency 7

2.2.1 Definition of reading fluency 8

2.2.2 Components of reading fluency 8

2.2.3 Teaching Reading Fluency 9

2.2.4 Characteristics of Texts Used for Reading Fluency Practice 10

2.3 Repeated Reading 11

2.3.1 Definition of Repeated Reading 11

2.3.2 Repeated Reading Technique 12

2.3.3 Repeated Reading research in L2 setting 18

2.4 Attitudes 18

2.5 Previous studies 19

2,6 Theoretical Framework 22

2.7 Chapter summary 24

CHAPTER 3: METHODOLOGY 25

3.1 Research setting 25

3.2 Participants 25

3.3 Research design 26

3.4 Instruments 26

3.4.1 Two tests: Pretest and Posttest 27

3.4.2 3.4.2 Questionnaire 28

3.5 Materials for teaching 28

3.6 1 caching Procedures 29

3.6.1 Measurement Instruments 33

3.7 Data Collection 35

3.8 Reliability and Validity 35

3.8.1 The Cronbach’s Alpha 35

3 9 Chapter sumrnan' 37 CHAPTER 4: FINDINGS AND DISCUSSION 38

4.1 Research question 1: To what extent does Repeated Reading enhance Twelfth-Grade Students’ EFL Reading Fluency at Tan Tuc High School? 38

4.1.1 Independent Sample T-Test 38

4 Ị n A ,.- , 40

4 i z Average àcoiHig ivictnoa 4Z 4.1.3 Highest Minus Lowest Scoring Method 46

4.1.4 The 16th Minus 1st Scoring Method 48

4.1.5 Summary of research question 1 52

4.2 Research question 2 52

4.2.1 Detailed explanations 53

4.2.2 Summary of research question 2 64

4.3 Discussion 65

4.3.1 The Effect of Repeated Reading on Twelfth-Grade Students’ EFL Reading Fluency at Tan Tuc High School 65

4.3.2 Tan Tuc High School students’ attitudes toward the Repeated Reading 66

CHAPTER 5: CONCLUSIONS, IMPLICATIONS, LIMITATIONS AND RECOMMENDATIONS 68

5.1 Conclusion 68

5.2 implementations 69

5.2.1 Implementations for teachers 69

5.2.2 Implementations for student 70

5.3 Limitations 70

5.4 Recommendations 71

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Speed Readings for ESL Learners 7

500 BNC Answers 7

APPENDIX B 9

APPENDIX c - The Cronbach’s Alpha 13

APPENDIX D -Descriptive Statistics of the question 14

LIST OF TABLES Table 4-1: Descriptive statistics of pretest result 38

Table 4-2: Independent Sample T-Test of pretest results 39

Table 4-3: Descriptive statistics of posttest result 40

Table 4-4: Independent Sample T-Test of posttest results 41

Table 4-5: Paired Samples Statistics 41

Table 4-6: Paired Samples Test 42

Tool'd p 4-7’ nrfig StPQripo Nfcthod Ord^^C” —V ^crccnta^c of die T—tfil Increase 45

Table 4-8: The Highest Minus Lowest Scoring Method Ordered by Percentage of the Total Increase 48

Table 4-9: The 16th Minus 1st Scoring Method Ordered by Percentage of the Total Increase 50

Table 4-10: Comparison of the Average Values for All Students in the Three Methods Table 4-11: Influence’s Repeated Reading activities on reading fluency 54

Table 4-12: Enjoyment and Motivation in Repeated Reading technique 57

Table 4-13: Repeated Reading activities in collaboration and interaction 59

Table 4-14: General Impression of Repeated Reading activities 62

LIST OF FIGURES

Figure 2-1 Components of Reading F luency 9

Figure 2-2 Theoretical Framework 23

Figure 2-3 Theoretical Framework 23

Figure 4-1 Repeated Reading activities influence in reading fluency 56

Figure 4-2 Students’ attitudes toward the Repeated Reading 58

Figure 4-3 Repeated Reading activities in collaboration and interaction 61

Figure 4-4 Students’ General attitudes towards Repeated Reading activities 64

PRR: Paired Repeated ReadingRR: Repeated Reading

RT: Reader’s Theater

CHAPTER 1: INTRODUCTION

The study targets the effects of Repeated Reading on twelfth-grade students’ English fluency at high school This chapter initially discusses the study's problem statement, then provides additional details about the study's purpose before posing research questions and hypotheses Moreover, this chapter also mentions the study's significance and thesis organization Subsequently, this section is associated with the scope of the study and the chapter summary Reading fluency, despite its importance

in language learning, appears to pose difficulties for students

1.1 Background of the study

The subject of how to acquire effective reading skills in English is one of the most persistent concerns of all English learners who are having difficulty enhancing their reading skills Because English is the most often used language in worldwide communication, it has become the most important language to master (Roundy & Roundy, 2009) In addition to politics, economics, tourism, electronics, telecommunications, culture, science, and technology, English is widely used in a variety of other fields as well (Nguyen, 2007) English serves as a gateway to higher education, international trade, politics, tourism, and other fields of interest (Widyastuti, 2012)

Students are typically required to develop four skills in order to learn a language: listening, speaking, reading, and writing According to Nguyen and Nguyen (2019), learning English requires the mastery of four linguistic abilities: reading, listening, speaking, and writing Reading appears to be the most essential of these four skills for learning The authors also argue that reading is by far the most important of the four skills in a second language for the majority of students, especially in English as a second or foreign language Examining English as a foreign language studies across the globe, the situation in which the majority of English learners find themselves is the primary reason why students learn English

In order to help students improve their English reading skills, numerous teaching techniques are being implemented.

Recent research studies have outlined the important aspects of teaching reading in an English language learning context Ruskey (2011) has emphasized phonemic awareness, phonics instruction, comprehension, information technology, and reading fluency In recent years, reading fluency has received a great deal of attention as an essential component of being a good reader

1.2 Problem statement

Improving reading practice is crucial in the process of learning English, to be specific, and to improve the general acquisition of knowledge in general Many scholars have proven that doing reading practice helps enhance other skills Wilkins (1972) stresses the importance of learning vocabulary, saying that without vocabulary, the process of learning will never actually occur However, Nation (2007) says that it is through reading practice that learners can acquire such great vocabulary items This process is the first strand of the four strands he proves to support language learning Learners can learn new items of vocabulary by estimating their meaning in context Therefore, it can be concluded that doing reading practice inevitably leads to the improvement of learning vocabulary Moreover, doing reading practice facilitates the process of writing and speaking skills Mark (2012) finds out that the integration of reading and speaking helps foster students’ speaking ability Similarly, Simachew (2011) proves that students can do better writing through doing reading practice Not only does doing reading practice help enhance other skills, but

it also helps other learning aspects Frame (2011) finds that having the ability to do better reading can inextricably lead to a good ability to solve problems, improve critical thinking, improve writing, as well as research and organize ideas, and practice reasoning and creativity as well, as first mentioned in Strong et al (2002)

However, high school students have great difficulty in doing reading practice, says Valencia (2014) At Tan Tuc High School, students have the same problem To

be more specific, they have problems with reading fluency From the author’s observation, students in this school appear to lack the ability to read texts at an adequate speed, with minimal inaccuracy, and with suitable emotion As a result, they produce negative feelings when doing exercise when it comes to reading Prolonged, difficult, or unfamiliar vocabulary reading passages exhaust students and diminish their reading fluency Therefore, despite being aware of the significance of reading fluency on the upcoming graduation exam, students avoid it on purpose It is this avoidance of doing the reading that deters students from getting high scores in the English language exam on the National Examination, which is necessary for university entrance admission Illis brings the author of this thesis to the notion of Repeated Reading as a solution to improve students’ reading fluency, which helps them have better chances of getting higher scores in the reading section of the national examination and winning a place at university

The study, titled "The Effects of Repeated Reading on twelfth-grade students' EFL reading fluency at Tan Tuc High School," had been conducted to see if the application of Repeated Reading could improve the reading fluency of Tan Tuc High School’s students and if these students had positive feelings towards this application

To make it concise, there were two aims of the study:

(1) To investigate the effects of Repeated Reading on the reading fluency of twelfth graders at Tan Tuc High School,

(2) To investigate the attitudes of students towards the teacher’s application of Repeated Reading

(1) The Repeated Reading helps improve students’ reading fluency.

(2) Students have positive attitudes towards reading fluency through the application of the Repeated Reading technique

The study has brought about a new way of teaching reading for twelfth graders

at Tan Tuc High School The application of Repeated Reading not only improves participants’ reading scores but also elicits good attitudes from the learners towards reading practice

In terms of theoretical contribution, the research is in agreement with other previous researchers who prove the improvement in learners’ reading scores when the application of Repeated Reading is applied Whereas other studies prove the effectiveness of the applications for learners in tertiary education, this study proves that high school learners can benefit from the teacher’s application of this technique

1.7 Thesis organization

This research is divided into five chapters:

The first chapter discusses the background of the study, problem statement, research objectives, research questions, hypothesis, the significance, scope of the study and its structure.

The second chapter includes a literature review of the necessary notions, which lays the theoretical foundation for the research to develop, rhe writer starts with a review of reading and reading fluency, then she moves on to Repeated Reading and attitudes towards learning to read Finally, she reviews the previous studies

The third chapter contains information on the study design, research site, participants, procedure, research instruments, validity, and reliability

The fourth chapter presents results, then interprets and discusses them

The fifth chapter concludes with findings, limitations, and recommendations for further research

1.8 Scope of the study

The effect of repeated reading on the English-language reading fluency of high school students is still poorly understood In view of this situation, the present study investigated the effects of repeated reading on the reading fluency of twelfth graders

at Tan Tuc High School, as well as the attitudes of Tan Tuc twelfth graders towards the teacher's application of repeated reading The scope of the study is limited to recruiting 81 students from Tan Tuc High School's 12th grade whom the author taught directly They were divided into two classes, with 12A4 serving as the control group and 12A12 as the experimental group The study's scope was confined to the deployment of Repeated Reading in class 12A12, which included 39 students aged

17 years old For 11 weeks, they studied intensely, with two sessions every week

1.9 Chapter summary

in summary, this chapter discusses the background of the study, problem statement, research objectives with corresponding research questions, hypotheses, study significance, scope of the study, and thesis structure

CHAPTER 2: LITERATURE REVIEW

In this chapter, a review of the relevant literature is conducted to establish the theoretical foundation for the research The author begins with a review of reading and reading fluency before moving on to Repeated Reading and attitudes regarding learning to read Finally, she examines previous studies

2.1 Definitions of reading

It is frequently stated that reading ability is one of the most crucial abilities in language learning But what is the appropriate definition of the word "reading"?According to Frame (2011), reading is an interaction between the reader and the text that involves some procedures that arc used to assign meaning to written symbols in the text Using concepts from Deboer & Dallman (1966) and Aebersol & Field (1997), he explains that when people read a text, they arc attempting to understand the meaning, which may or may not be the same as the meaning conveyed

by assigning meanings to them

In short, reading can be considered as a complex activity that includes word recognition, comprehension, and fluency Its purpose is to assign meaning and maintain social interactions

In this section, the author defines reading fluency before discussing its components, importance, and what it reminds the teacher of when helping students practice reading fluency She then describes the characteristics of the texts utilized for fluency practice

2.2.1 Definition of reading fluency

Reading fluency is defined differently by different language scholars, and each definition has its own significance According to a research paper conducted by Nguyen & Nguyen (2020), there are several definitions of reading fluency used by scholars and educators They have listed out definitions from Lipson & -Lang (1991), Samuels (1979), Shanahan (2006), and Pikunski (2006) These researchers have different definitions of reading fluency, but in this research, the author will group their similarities into one group and point out the differences

First, reading fluency is the ability to do reading quickly, according to Lipson

& Bouffard-Lang (1991), Shanahan (2006), and Samuels (1979) Secondly, reading fluency is also the ability to understand the information that the passage conveys In fact, learners must have the ability to recognize words accurately in the text (Samuels, 1979) and decode the message to grasp the information in the text (Pikulski, 2006) These numerous definitions for reading fluency allow any researcher on this subject

to be creative in his research by picking the term that looks appropriate to the environment he is researching in or the definition whose components are part of the research objectives However, there is one more definition that combines all the similarities and differences above, which is the definition from LaBerge & Samuels (1979) They define reading fluency as the ability to recognize written words in a connected text accurately, at an appropriate speed, and with the proper expression.The author of this research, therefore, adopts LaBerge & Samuels (1979)’s definition for the study

According to LaBerge & Samuels (1979), accuracy, speed, and convenience are the three essential components of reading fluency Students should first develop accuracy with letter-sound correspondences and then read entire words in order to successfully decode the text Once accuracy is established, students build speed and prosody in their oral reading through daily practice

Three components can be visualized as in the figure below:

Accuracy

X

Figure 2-1 Components of Reading Fluency

According to Grabe (2010), reading fluency is what most good readers do most

of the time when they read almost anything Fluency itself is complex, involving rapid and accurate processing that is also prosodically appropriate Fluent reading in either the LI or L2 is the key indicator of a highly skilled reader

2.2.3 Teaching Reading Fluency

Bouguebs (2007) states that reading fluency is becoming an important component of reading instruction since slow and effortful reading (lack of fluency) affects both LI and L2/FL learners' ability to achieve comprehension effectively and quickly Because of the importance of reading fluency in overall reading competency, L2 instructors must include this skill (increasing reading fluency) as one of the primary goals of any reading instructional program

According to Bouguebs (2007), reading fluency is a critical component in determining the characteristics of a good reader Readers are frequently assumed to possess the essential abilities and competences for fluent reading To do this, teachers

can employ a variety of instructional techniques and practices in the classroom, one

of which is repeated reading

Bouguebs (2007) states that reading fluency is becoming a critical component

of reading instruction since slow and effortful reading (lack of fluency) affects both

LI and L2/FL learners' ability to achieve comprehension effectively and quickly Because of the importance of reading fluency in overall reading competency, L2/FL instructors must include this skill (increasing reading fluency) as one of the primary goals of any reading instructional program

2.2.4 Characteristics of Texts Used for Reading Fluency Practice

According to Shanahan (2006, cited in Bouguebs, 2007), reading teachers should consider the following characteristics when selecting reading materials to practice reading fluency:

2.2.4.1 Level of difficulty of the text

Bouguebs (2007) proposed in his research paper that the level of difficulty should be the first consideration when selecting reading material One of the prerequisites for text selection is to choose texts that are neither challenging nor easy Students should practice rereading passages aloud that are relatively straightforward for them It is thus necessary to employ texts at the students' independent level According to Sousa (2004, as cited in Bouguebs, 2007), a text at the students' independent reading level can be read with roughly 95% accuracy, which means that kids can decode and understand 95% of the words Because, claims the author, if the material is more complex, pupils will focus on word recognition As a result, children will not have the opportunity to enhance their reading fluency Because students expend a lot of lime decoding difficult material, it will hinder rather than promote fluency

2.2.4.2 Length of the Text

According to Nation (2005), in order to practice reading texts fluently, reading teachers should be aware of the length of the text Depending on the age and ability

of the students, teacher will choose the appropriate passage The text should have a specified word count because it is read in a certain amount of time Accordingly, only short texts that provide this opportunity (the rereading activity) (Bouguebs, 2007).

2.2.4.3 Variation in Selecting the Reading Material

Until recently, there have been many differing perspectives on the resources

to be utilized in practicing oral reading fluency According to Me Ewan (2002 as cited

in Bouguebs, 2007), if a reading teacher wishes to employ texts from the curriculum materials, he should select passages with little dialogue and no uncommon names or vocabulary On the other hand, according to Me Ewan (2002) and Nation (2005), teachers can use a variety of materials, including tales, nonfiction, and poetry, depending on the interests of their students

2.3 Repeated Reading

2.3.1 Definition of Repeated Reading

Repeated Reading was originally defined by La Berge & Samuels (1974) According to the authors, the method of Repeated Reading is based on the concept of automatic information processing in reading (La Berge & Samuels, 1974) According

to automaticity theory , beginning readers may focus their attention on only one aspect

of reading at a time They must focus on decoding since they lack the ability to recognize words spontaneously As a result, text comprehension is hampered by a lack of focus Meaning can be accessed only after repeated readings, during which the reader begins to recognize words When you keep seeing the same words over and over again, you no longer need to use your brain to recognize them This means that rereading material improves your fluency and understanding

Since then, many findings and theories have been developed based on these authors' theories In this study, the author has chosen the definition theory of Repeated Reading by Cohen (2011) Cohen (2011) defines Repeated Reading (RR) as a method

in which the student silently or aloud reads and rereads a text two to four times to reach a predetermined level of speed, accuracy, and comprehension By practicing

RR and the associated skills, students learn to read more quickly and accurately and

to apply these gains to more difficult texts Providing second and foreign language (L2) learners with sufficient reading exposure and practice can be difficult The three techniques in this article showed how RR can be used to improve reading speed, comprehension, and self-confidence

2.3.2 Repeated Reading Technique

As previously stated Samuels' (1979) initial method involved having readers read aloud a series of short passages until they could achieve a particular word per minute level Chomsky (1976) employed a strategy similar to Samuels', with the exception that instead of a live model, she used a tape-recorded model of reading Since the presence of Samuel and Chomsky's studies Repeated Reading has taken various forms, including such student-adult reading (the reader listens to a model of

a fluent reading provided by his/her teacher or an adult reader), choral reading (students read along as a group with their teacher the same saying each word together), tape-assisted reading (students continuously read the texts along with a taped version of the text), partner reading (pairs of students) (Bouguebs, 2005, as cited in Nguyen, 2020) In 2011, Cohen developed Repeated Reading into three techniques: (1) Oral Repeated Reading, (2) Paừed Repeated Reading, and (3) Reader's Theater

Oral Repeated Reading (ORR) is a technique that is enjoyable and simple to implement, and it provides a window into the ability of readers to integrate the skills associated with fluent reading (National Institute of Child Health and Human Development 2000) Oral reading helps students associate printed language with spoken language, responds to their reading rate and rhythm, and allows them to experience the pleasure of reading for a real purpose (Rasinski 2003) It can also boost learners' confidence and perceptions of themselves as readers Oral reading has also been demonstrated to correlate with reading comprehension and to assist students in

acquiring a greater understanding of how to comprehend material that is read silently

In the traditional version of ORR, students typically read and reread aloud four times short, meaningful passages of text Setting short-term objectives, such as reading faster or with more appropriate phrasing, helps students maintain concentration Alternately, you can establish speed, accuracy, and comprehension standards Learners may proceed to the subsequent section of the text after four readings or when the criteria have been met In other types of ORR, students use prerecorded audio as

a model and computers to track, record, and graph their progress According to Cohen (2011), oral reading fluency is enhanced when students focus on reading complete sentences rather than individual words A chunk (or sense group) is a meaningful pause in a sentence, such as a phrase or a clause, and often corresponds to the places where an individual will naturally or appropriately alter his or her intonation when reading aloud The following four steps are suggested by the author to help students visualize sense groups

Step 1: Begin with a compelling poem or story The majority of writing genres, including prose, poetry, speeches, and fables, work well as ORR activities Find a poem or a short story with dialogue for students who can easily decode printed text but have not yet mastered reading with expression and rhythm The author enjoys Shel Silverstein's poetry because it is frequently illustrated with visual aids for students Prose, poetry, speeches, fables, short or serialized stories, recipes, radio or television commercials, and public service announcements work well as ORR activities

Step 2: Divide the text into sections Write the poetry or story's lines in a narrow column with one sense group per line (on the chalkboard or an overhead transparency) However, you may also divide sentences into larger or shorter pieces based on the proficiency level of your students Alternatively, each sensory group may be written on cue cards You may simply adjust the duration of the reader's working chunk

Step 3: Model the reading of chunks If you have arranged the text into a column (as above), you can expose the text line by line using a card guide or cardboard mask You can also create and display sentence strips and model reading the sense groups one at a time.

Step 4: Read the book several times to develop competence To improve students' confidence with the material, have them read the lines aloud as a group If time and finances permit, you may give each pupil their own copy of the book and a cardboard mask Once they have gained expertise and confidence in reading the passage together, you may call on certain students to read in front of the class Lastly, you may reinforce the reading of sense groups in guided reading exercises by utilizing the same poem or tale and highlighting the lines that were previously read as part of an ORR activity

23.2.2 Paired Repeated Reading

Paired Repeated Reading (PRR) has comparable aims as ORR Both concentrate on pronunciation and prosody (the variation in volume, pitch, and rhythm), while PRR adds a self- and peer-assessment measure Select an engaging reading text and have your students work in pairs to implement PRR If it is not feasible to provide each student with a copy of the material, create an overhead transparency or write the text where all students can view it Alternatively, you might request that students pick their own resources According to Cohenn (2011), the author provides recommendations for the Paired Repeated Reading classroom The true beauty of PRR resides in its ability to liberate instructors, enabling them to monitor the development of their pupils with minimum oversight He is the originator

of a three-step approach developed from Koskinen and Blum (1986) that he used to launch PRR and assist students in acquiring fluency via collaboration

Step 1: Teach the role of the reader Students need chances for reading practice.Explain to the kids that they will read and reread a paragraph several times in order to enhance their abilities A comparison to soccer players attempting comer kicks to enhance their accuracy may help children understand the importance of

repeated practice You may also tell them that successful readers maintain the interest

of their audience by reading with the proper rate, rhythm, and intonation

Step 2: Teach the role of the listener Teachers should explain that listeners can help their partners improve their reading fluency in two significant ways with PRR: first, by providing assistance with unknown words or incorrectly pronounced phrases, and second, and perhaps more importantly, by providing feedback on how the reader has improved between readings Teachers may promote active listening and cooperation by asking students to describe how they read or by creating a handout and collecting it at the conclusion of the exercise Another approach is to create a Likert scale for learners to use while collaborating to provide and receive feedback

Step 3: Combine reading, listening, and assessment The last stage allows students to integrate the reading, listening, and evaluation components of the approach.Educators must monitor student pairs while they take turns reading and listening, particularly throughout the assessment process You may ask the audience

to complete the assessments after the first and last readings, the last two readings, or any combination you want In circumstances when both partners have minimal reading skills, have them begin with the simplest material available

23.2.3 Reader’s Theater

Cohen (2011) defines Reader's Theater as “the reading aloud of a written text

to communicate a story” (p.23) Although RT is sometimes mistaken with drama or acting, it is really completely distinct; there are no costumes, props, or, most crucially, memorization Instead, groups of students are assigned to read certain sections of a script An RT presentation might be written from adaptations of literature, films, tales, historical events, and even famous television series

The objective of RT is straightforward: to develop reading self-confidence by repeated reads of a book, consequently enhancing comprehension, fluency, and accuracy By repeating assignments, second language learners are believed to enhance their accuracy and fluency, and the rereading needed in RT presentations

offers students significant experience in transitioning from decoding written words into sounds to fluid and automatic word recognition.

Depending on the competency of your students, scripts may vary in length, but

a decent script will provide each student at least two or three lines to read Roles might consist of many characters and a narrator who steers the tale Les lecteurs who are more competent, outgoing, or courageous may choose for larger roles, whilst those who are less skilled or timid may opt for fewer lines No matter the size or dynamics of the classroom, RT may be adapted to match a range of learning contexts

If your RT groups are small, there may be more parts than readers in a script

In this situation, give many roles to each reader Use several narrators and divide character roles into two or more sections for big gatherings You may even assign non-speaking roles or silent characters to aid with the tale Crowd scenes may also include additional reader groups Scripts might be simple or intricate and sophisticated There are hundreds of modifiable RT scripts available on tire Internet, making it a wonderful resource for instructors who lack time to create unique content

If you have restricted Internet connectivity, your pupils can always develop their own

RT scripts Regardless of the origin of the script, RT nearly always results in laughter and language acquisition Below is a five-session outline for a Reader's Theater performance that Cohen (2011) gave to Reader's Theater classroom: All the world's

a stage

Model fluent and expressive reading in the first session by reading aloud from the screenplay or the narrative on which the script is based Consider, if time and interest permit, emphasizing a troublesome component of pronunciation for pupils to keep in mind while they practice (e.g., reduced schwa sounds, consonant clusters, suprasegmentals) Distribute copies of the script and urge students to read all the portions alone in silence If you lack the means to provide each student with a script, you may pair or group students and have them share After they have thoroughly read the conversation, give them time to debate its meaning and substance

In the second session, divide students into groups and distribute scripts The students read the scripts in their entirety, each time focusing on a different character

If there are four students and four roles, for instance, the script should be read aloud four times, with each student performing a different part each time In circumstances when there are more parts than readers, students should play several roles Circulate among the groups, advising and providing assistance

Session 3 is identical to Session 2; however, at the conclusion of this session, students will separate the portions Alternatively, duties for the last session might be assigned Students begin preparing for their performance by reading their parts as homework

Students read and practice their parts with their group members during the fourth session Students may create character nametags and organize any necessary movement or designate where groups will stand during their turn towards the conclusion of the session

Students read and practice their parts with their group members during the fourth session Students may create character nametags and organize any necessary movement or designate where groups will stand during their turn towards the conclusion of the session

Each group performs the reading in front of the class or maybe in front of an audience at the fifth session To set the scene for future activities, you may decide to have students evaluate their own and their group members' efforts prior to reading Ask students to answer to statements such as "Next time, in order to increase my reading fluency, I intend to " or "In order to attain my objective, I will " A simple and successful method of encouraging self- or peer-reflection is to offer students with

a list of statements classified into the following categories: Fluency/Rhythm, Pace, Accuracy

2.3.3 Repeated Reading research in L2 setting

According to Nation (2001), creating fluency in reading within L2/FL has become an important issue for pedagogy With the success of the Repeated Reading approach in the LI context, several researchers have investigated its effects on reading fluency in L2/FL contexts Taguchi (2002) performed one of the first experiments with 15 L2/FL students at the University of Japan In the study, individuals conducted 28 Repeated Reading sessions over the course of 10 weeks They read a text silently seven times in each session, three of which were while listening to an audio recording model of the passage The authors observed and documented their conclusions that the rate of silent reading rises with rehearsed text The reading rate, however, was not transferred to the next passage Nation (2005) also proposed that good spoken reading speeds range from 100 to 200 words per minute

2.4 Attitudes

Attitude is defined as "a relatively enduring organization of beliefs, feelings, and behavioral tendencies towards socially significant objects, groups, events or symbols" (Hogg & Vaughan 2005, p 150) From the result of a research conducted

by Widyastuti (2012), attitude is also “a favorable or unfavorable evaluative reaction toward something or someone, exhibited in ones’ beliefs, feelings, or intended behavior” (Myers, p 36, as cited in Widyastuti, 2012)

According to McLeod (2018), there are three components that construct people’s attitudes, or learners in in learning, including their feeling and emotion (Affective Component), their response and action (Behavioral Component), and their belief and evaluation (Cognitive Component) Ana (2007), like McLeod, defines Cognitive Component as our thoughts, beliefs, and ideas about something When a human being is the target of an attitude, the cognitive component is almost always a stereotype The Affective Component of something refers to the feelings or emotions

that it evokes Conative, or Behavioral Component, refers to the tendency or propensity to act in specific ways toward something.

In terms of students' attitudes toward Repeated Reading, the Affective Component of the questionnaire will determine if they like learning using this method

of instruction or not, and whether they enjoy a particular activity or not Behavioral Component will assess if they were willing to engage or devote more efforts and time

to this method of developing reading fluency The Cognitive Component will determine whether they believe the teacher's technique is effective in helping them enhance their reading fluency It also determines whether students are motivated in the Repeated Reading course or whether they want to continue taking additional Repeated Reading courses

2.5 Previous studies

The author of this study summarized findings from previous studies in terms

of the application of Repeated Reading and students' attitudes toward reading fluency

in general in this section

One of the pioneers of Repeated Reading was probably Samuels' research paper entitled "The method of repeated readings", published in 1979 In this study,

he claimed that there were three levels of word recognition skills required in order to become a fluent reader: incorrect state (students have difficulty recognizing words) - correct stage (student can recognize printed words attentively) - and automatic stage (students can recognize printed words without paying attention) (Samuels, 1979, as cited in Nguyen, 2020) Since then, there have been a series of research papers on both L1 and L2 utilizing Repeated Reading (RR) to enhance reading fluency

In 2007, Bouguebs conducted an experimental study at the Teacher Training School of Constantine with sixteen (16) second-year students during the 2006-2007 school year This research work aimed to describe and investigate the effects of "the Repeated Reading method (Samuels, 1979) on developing reading fluency This investigation confirmed that the students who have followed the Repeated Reading

Method have improved their reading fluency as indicated by the increase of the total number of words read correctly per minute The author of the study article argues that the teaching instructional strategy known as "Repeated Reading" assists foreign language students in enhancing their reading fluency performance The advantage of this study is that the author has highlighted and clearly guided teaching methods and measurement tools, such as the CBM test, for implementing "Repeated Reading" in the classroom, something that previous studies have not done Additionally, the author believes that this method is applicable to students of all ages and skill levels who are learning English as a Foreign Language However, the study was conducted

on a small sample of university EFL students in their second year (nineteen students divided into two groups), so the results may not be representative of the entire population In addition, attitudes of students toward the implementation of Repeated Reading were not discussed in the research

Chung and Nation also conducted a study article in 2005 to apply Repeated Reading to learning English as a foreign language, and they confirmed with the concept that reading speed, accuracy, and good expression are indications of fluency According to the authors, taking a speed reading course is one approach to improve one's reading fluency For English learners, such a course should be within a regulated vocabulary so that learners do not encounter lexical issues that may interfere with their reading Three methods were investigated to determine the amount of increase

in reading speed: “the average scoring method, the highest minus lowest scoring method, and the 20th minus 1st scoring method” (Chung & Nation, 2006, p.197) In addition to providing methods to measure reading speed, the authors also recommend some suitable books to apply when teaching RR According to the authors, the book New Zealand Speed Readings for ESL Learners (Millet, 2005) is suitable for intermediate learners The advantage of this study is that it was conducted with a large group of 49 students enrolled in a twice-weekly 50-minute Listening Comprehension English class It proposed and applied three methods of measuring reading speed to measure reading fluency, as well as provided guidance on how to select appropriate

books and documents for a reading speed program However, similar to Bouguebs' study (2007), this study also measured the reading speed of university students as well as attitudes of students towards the implementation of Repeated Reading were not also discussed.

In the context of Repeated Reading's applied research to learning English as a foreign language in Vietnam, Gorsuch and Taguchi may be considered pioneers The authors of the 2008 research paper "Repeated Reading for Developing Reading Fluency and Reading Comprehension: The Case of EFL Learners in Vietnam" conducted a quasi-experimental 11-week Repeated Reading study with university­level Vietnamese English learners This study indicates that Repeated Reading improves the experimental group's reading fluency and comprehension The authors also suggest that reading fluency development programs, such as Repeated Reading, should be highlighted due to their significance in encouraging learners to read However, this study consisted solely of quantitative research and made no mention

of the attitudes of students when using this strategy In 2010, the authors conducted

a study titled "Developing reading fluency and comprehension through repeated reading: Evidence from longitudinal student reports." In this more than 200-page study, the authors provided further data in the form of open-ended, post-reading student reports written after an 11-week Repeated Reading treatment for 30 young adult EFL learners in Vietnam According to the study, repeated reading has a positive impact on the reading fluency and comprehension growth of foreign language learners, as well as their overall language development According to the author, this research has helped learners reflect on how they use reading strategies and become more aware of (1) the relationship between fluency and comprehension, (2) the importance of developing fluency as a separate skill, and (3) the role of RR as

a cause in the development of listening, writing, and speaking skills However, this study does not provide a method for conducting in-depth research on the attitudes of students toward this method

Tran (2011) and Nguyen (2020) also achieved similar conclusions when claiming that students who received Repeated Reading instruction made significant improvement in acquiring reading fluency.

Although there have been studies on the application of Repeated Reading to the development of reading fluency in Vietnam, to the knowledge of the writer, so far there has been no research paper on the application of Repeated Reading in high schools, as well as there is still no research on students' attitudes towards the application of Repeated Reading into developing reading fluency in Vietnam

Therefore, this study was carried out to investigate the impact of Repeated Reading on reading fluency at Tan Tuc High School in order to determine how this application influences reading fluency and students' attitudes toward this method

The theoretical framework targeted at Repeated Reading as a central, from which to see how Repeated Reading affected reading fluency and then how Repeated Reading affected participants’ attitudes

Theoretical Framework

Figure 2-2 Theoretical Framework

The theoretical framework contributes significantly to the study's strength As shown in the preceding diagram, there are three primary constructs: reading fluency, attitude, and repeated reading Reading fluency is regarded as a measurable construct and is thus included in this framework The three components of reading fluency are accuracy, automaticity, and prosody For the reasons stated above, this study focused

on all three components This concept is divided into cognitive, affective, and behavioral components In this study, all three components were examined Attitude and reading proficiency are dependent variables Repeated reading is an independent variable This study investigated the effects of repeated reading on the reading fluency of students in the twelfth grade at Tan Tuc High School, as well as their attitudes toward the teacher's use of repeated reading

CHAPTER 3: METHODOLOGY

In this chapter, an experiment was designed to determine whether Repeated Reading improves participants' reading fluency It describes in detail the research setting, participants, research design, instruments, teaching materials, teaching procedures, data collection, validity and reliability

3.1 Research setting

The research was conducted at Tan Tuc High School, a public school located

in Binh Chanh district of Ho Chi Minh City It has an educational scale of about 2,000 students, divided into 45 classes and 3 grades The population of the study was aimed

at twelfth graders, and the sample was restricted to two classes: 12A4 and 12A12.According to the policy of the Ministry of Education, like most high schools, grade 12 at Tan Tuc High School has 4 compulsory English lessons and 2 extra English lessons a week The school, specifically the principal, might determine the curriculum as well as tire learning method appropriate to the students’ level at the school

With the approval of the administration, this study employed a quasi- experimental approach to analyze the impact of Repeated Reading on Twelfth-Grade students' EFL reading fluency, with an emphasis on both score improvement and their attitude for two extra English lessons To meet this objective, two groups (an experimental group and a control group) participated in the eleven-week research study Both groups took a pretest before the experiment

81 students from grade 12 at Tan Tuc High School were engaged in the study They were divided into 2 classes: 12A4 and 12A12 Because the author taught both two classes, the selection of participants was purposeful Class 12A4 acted as a control group (CG) while class 12A12 was assigned as an experimental group (EG)

since class 12A12 students (EG) appeared to be more active and willing to do projects.

The 12A4 and 12A12 classes were at English intermediate level Class 12A12 had thirty-nine students (EG) while class 12A4 had forty-two students (CG) 'rhey were in the 12th grade at Tan Tuc High School in Ho Chi Minh City's Binh Chanh District In class 12 Al 2, twenty of the thirty-nine students were males, and nineteen were females; in class 12A4, 22 of the forty-two students were males A pretest was conducted to ensure the homogeneity of the two groups This contributed to the research's reliability and validity

Throughout the trial, both the control and experimental groups shared several characteristics This sample includes students who took the pre-test,

3.3 Research design

This study utilized a quasi-experiment A pre-test and a post-test were used to determine whether the class (experimental group) that received repeated reading outperformed the control group There were two groups of students selected from two twelfth-grade classes in which the author gave instruction One was the control group (the group was taught by the CLT approach) and the other was the experimental group which was treated with the employment of Repeated Reading

In terms of the average level of English proficiency, the curriculum, the textbook, and the teacher, both groups (CG and EG) shared the same qualities The changes in these groups were determined by comparing their pre- and post-test scores

Highest Minus The lowest scoring method was assessed while students worked in pairs during repeated reading activities by their partners The teacher collected the data and calculated the amount of increase by taking the fastest speed reached and subtracting it from the lowest.

The 16th minus 1 st scoring method took the student's score on the first text away from the score on the sixteenth text The scores were also conducted by the teacher

A questionnaire: used to measure EG's attitudes after the Repeated Reading treatment

A post-test at the end of the term

The pre- and post-tests were used to compare the experimental group to the control group, which also took the same tests, whereas three other methods as well as

a questionnaire were utilized to calculate the development of EG throughout the experiment

3.4.1 Two tests: Pretest and Posttest

This study utilized The Curriculum Based Measurement test (the CBM test)

to measure pre- and post-test reading fluency among students According to Nguyen (2021), the CBM exam is often used to measure reading fluency The test measures two components of fluency: the ability to read words rapidly and accurately What distinguishes the CBM exam from other evaluation instruments is its convenience of use, which allows it to be done as frequently as wanted, even daily if desired (Nguyen, 2021) Therefore, the author of this study utilizes the CBM lest because it is valid, reliable, and saves time when constructing the test

A pre-test al the beginning of the term: The pretest was conducted at the first week's meeting of the course Students were asked to read aloud a passage in one minute The teacher played the role as the examiner listened and recorded the number

of mistakes as well as the overall number of words read by the readers in one minute Collected data can be graphed to demonstrate student progress

A post-test at the end of the term: The post test was administered at the eleventh week class session The purpose was to evaluate the reading fluency of two groups following treatment Like on the pre-test, students were required to read aloud

a passage for one minute during the final exam The teacher acted as the examiner and recorded the number of errors as well as the total number of words read in one minute by the students

The author recorded track of the number of mistakes as well as the overall amount of words read by readers in one minute Collected data can be graphed to demonstrate student progress This test was in the same format as the pre-test The level of difficulty of the post-test was also equivalent to the pre-test The content of each group's examination was identical and consistent with the course objectives

3.4.2 3.4.2 Questionnaire

At the eleventh week meeting, a questionnaire was administered to the experimental group The aim of the questionnaire was to examine students’ attitudes towards the teacher’s application of Repeated Reading

To the author's knowledge, there is currently no specific and detailed questionnaire for Repeated Reading Consequently, the author selected the questionnaire according to the following criteria:

Repeated Reading activities influence reading fluency

Repeated Reading activities in collaboration and interaction

General impressions of Repeated Reading Activities

Thoughts of enjoyment and motivation in Repealed Reading activities

These questionnaire items were tested for reliability and item consistency using SPSS 25

3.5 Materials for teaching

The materials utilized in the study were employed in accordance with the technique proposed by Chung and Nation (2006) named "Speed Readings for ESL Learners 500 BNC" The book contains twenty 300-word passages, each with eight comprehension questions The passages are world stories and are written within the

British National Corpus 500 (VPKids) most frequently used words in English, like country names and animal names, and some common words like television, cell phone, and internet For listening while reading, students read along to an audio reading of text on a MP3 player which was transferred from the book Speed Readings for ESL Learners 500 BNC Stopwatches would be used to record during the treatment.

Classes were conducted two times a week for 45 minutes each, following the model proposed by Chung and Nation (2006) Procedure and activities inexperimental class were described as in the table below

The first meeting:

Passage 2: How Maui

slowed the sun

The second meeting:

Passage 3: The

tortoise and the hare

The first meeting:

- Read and answer the questions

The second meeting:

- Read and answer the questions

The first meeting:

- Repeated Reading activities

The second meeting:

- Repeated Reading activities

WEEK

3

The first meeting:

Read the passage 4:

The king’s new

clothes

1 iiv bvvviiu IHvviiiig.

The first meeting:

ivCau viiiLi ulfoVvvi LÁÃC

questionsThe second meeting:

- Read and answer the questions

The first meeting:

Repeated Reading activities

The second meeting:

Read the passage 5: A

man, his son, and a

donkey

Repeated Reading activities

WEEK

4

The first meeting:

Read the passage 6:

presents

The second meeting:

iviwilu lilv piXooii^v

Stone soup

The first meeting:

- Read and answer the questions

The second meeting:

- Read and answer the questions

The first meeting;

The second meeting:

Read the passage 9:

The 1001 nights

The first meeting:

- Read and answer the questions

The second meeting:

- Read and answer the Questions

The first meeting:

p anootoH pạn <Ị Ị rv iVvp'vciiCU IVvcikiiiig

activitiesThe second meeting:

Idle first meeting:

Read the passage 10:

The fox and the crow

The second meeting:

Read the passage 11:

Tom and the fence

The first meeting:

- Read and answer the questions

The second meeting:

- Read and answer the questions

The first meeting:

Repeated Reading activities

The second meeting:Repeated Reading activities