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
MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY % NGUYEN TUYET VI io THE EFFECT OF REPEATED READING ON TWELFTH-GRADE STUDENTS' EFL READING FLUENCY AT TAN TUC HIGH SCHOOL Major: Teaching English to Speakers of other Languages Major code: 14 0111 MASTER OF ARTS IN TESOL Supervisor: Dr NGUYEN THUY NGA % 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 Tuyết Vi Ngày sinh: 01/02/1984 Nơi sinh: Tp Hồ Chí Minh Chuyên ngành: LL&PPDH môn tiếng Anh Mã học viên: 1781401110044 Tơi đồng ý cung cấp tồn văn thơng tin luận văn tốt nghiệp hợp lệ quyền cho Thư viện trường đại học Mờ Thành phố Hồ Chí Minh Thư viện trường đại học Mở Thành phố Hồ Chí Minh kết nối tồn văn thơng tin luận văn tốt nghiệp vào hệ thống thông tin khoa học Sở Khoa học Công nghệ Thành phố Hồ Chí Minh Ký tên (Ghi rõ họ tên) Nguyễn Tuyết Vi STATEMENT OF AUTHORSHIP I certify that this thesis submitted entitle “The Effect of Repeated Reading on Twelfth-Grade Students’ EFL Reading Fluency at Tan Tuc High School” is my 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 of the thesis This thesis has not been submitted for the award of any degree or diploma in any other tertiary institution Ho Chi Minh City, March 2022 •"WL Nguyen Tuyet Vi ii ACKNOWLEDGEMENTS 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 iii ABSTRACT 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 iv 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 Background of the study 1.2 Problem statement 1.3 Aim of the study .3 1.4 Research Questions 1.5 Hypotheses 1.6 Significance of the study 1.7 Thesis organization 1.8 Scope of the study 1.9 Chapter summary CHAPTER 2: LITERATURE REVIEW .7 2.1 Definitions of reading 2.2 Reading fluency 2.2.1 Definition of reading fluency 2.2.2 Components of reading fluency 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 V 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 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 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 44 Ị n iA.z ,.A- v,.e rage àcoiHig ivictnoa 440Z 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 52 4.2 Research question 52 4.2.1 Detailed explanations 53 4.2.2 Summary of research question 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 JDLX F« J JFi FRaF Ĩ N4 "5CaE- kJSas.a.c.a.a.a.a.c a.a.a.a.a.a.a.a.a.a.a.a.a.a.a.a.s.s.a a.a.a.a.a.a.a.a.c.a s.s.a.a.a.a.a.a.a.a a.a.a.a.B.a.a a.a.a.á.a.a.a.a.a.a a.a.aaaaaaaaaaeaacaaaaaaaeaaaaaaaaaaaaaaaasassaaaaaaaã -X.1 APPENDIX A -Speed Readings for ESL Learners 500 BNC vi Speed Readings for ESL Learners 500 BNC Answers APPENDIX B 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 vii 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 viii ABBREVIATIONS CG: Conữolled group EFL: English as Foreign Language FL: foreign language LI: first language / mother language L2: second language/ target language ORR: Oral Repeated Reading PRR: Paired Repeated Reading RR: Repeated Reading RT: Reader’s Theater