Đang tải... (xem toàn văn)
Trang 1 THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES TRAN THI TINHAPPLYING METACOGNITIVE STRATEGIES TO IMPROVE ENGLISH READING COMPREHENSION SKILLS OF THE 11th GRADE STUDENTS AT QU
THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES TRAN THI TINH APPLYING METACOGNITIVE STRATEGIES TO IMPROVE ENGLISH READING COMPREHENSION SKILLS OF THE 11th GRADE STUDENTS AT QUE VO HIGH SCHOOL NUMBER 3, BAC NINH PROVINCE M.A THESIS Field: English Linguistics Code: 8220201 THAI NGUYEN – 2022 THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES TRAN THI TINH APPLYING METACOGNITIVE STRATEGIES TO IMPROVE ENGLISH READING COMPREHENSION SKILLS OF THE 11th GRADE STUDENTS AT QUE VO HIGH SCHOOL NUMBER 3, BAC NINH PROVINCE M.A THESIS (APPLICATION ORIENTATION) Field: English Linguistics Code: 8220201 Supervisor: VAN THI QUYNH HOA, Ph.D THAI NGUYEN – 2022 ĐẠI HỌC THÁI NGUYÊN TRƯỜNG NGOẠI NGỮ TRẦN THỊ TÌNH ÁP DỤNG CHIẾN THUẬT SIÊU NHẬN THỨC ĐỂ NÂNG CAO KĨ NĂNG ĐỌC HIỂU TIẾNG ANH CHO HỌC SINH LỚP 11 TRƯỜNG THPT QUẾ VÕ SỐ 3, TỈNH BẮC NINH LUẬN VĂN THẠC SĨ (Định hướng ứng dụng) Ngành: Ngôn ngữ Anh Mã số: 8220201 Cán bộ hướng dẫn: TS VĂN THỊ QUỲNH HOA THÁI NGUYÊN – 2022 DECLARATION Tran Thi Tinh, hereby certify that this M.A thesis entitled “Applying metacognitive strategies to improve English reading comprehension skills of the 11th grade students at Que Vo high school number 3, Bac Ninh province” is the result of my own study in the fulfillment of the requirement for the Degree of Master at School of Foreign Languages, Thai Nguyen university I commit that this thesis has not been submitted anywhere for any degree Approved by Supervisor Bac Ninh, 10/8/2022 Student Van Thi Quynh Hoa, Ph.D Tran Thi Tinh i ACKNOWLEDGEMENTS First of all, I would like to acknowledge the debt of gratitude to my supervisor, Dr Van Thi Quynh Hoa for her helpful suggestions, invaluable critical feedback and encouragement in the writing of this study Without her guidance and help, this work would not have been completed My sincere thanks go to all the staff at the School of Foreign Languages, Thai Nguyen University for giving me assistance and the lecturers who conducted the Master's course for providing me with valuable knowledge I would also like to express my deep sense of gratitude to my dear students, whose participation in and dedication to the research remain invaluable have been acknowledged Without their precious support, the thesis would not have taken shaped Finally, the support extended to me by the members of my family has been immeasurable I would also like to express my thanks to my parents and my husband for their wholehearted encouragement Bac Ninh, 10/8/2022 Tran Thi Tinh ii ABSTRACT Reading comprehension skill is always considered an obstacle for most learners at Que Vo high school number 3, Bac Ninh province It is showed more clearly in reading comprehension skill learning process Therefore, the main purpose of the thesis is to improve reading comprehension skills of the 11th grade students at Que Vo high school number 3, Bac Ninh province The survey questionnaires for students, pretest and posttest were used as the major instruments to collect data about the applying metacognitive strategies to improve English reading comprehension skills of the 11th grade students at Que Vo high school number 3, Bac Ninh province The subjects involved in the study were 39 students in class 11A5 at Que Vo high school number 3 They participated in the survey questionnaire, pretest and posttest to help the researcher do better in this research The results of the study showed that metacognitive strategies have positive influence on the development of students’ reading comprehension skills and has the potential to help students deal with some challenges that they may encounter in reading lessons Based on the findings, some suggestions were given to both students and teachers to cooperate to improve 11th grade students’ reading comprehension skills Key words: Reading, Reading comprehension, Metacognitive strategies iii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS vii LISTS OF TABLES viii LISTS OF FIGURES ix CHAPTER 1: INTRODUCTION 1 1.1 Rationale of the study .1 1.2 Aims of the study 2 1.3 Scope of the study 3 1.4 Significance of the study 3 1.4.1 Theoretical aspect .3 1.4.2 Practical aspect 3 1.5 Organization of the study 3 CHAPTER 2: LITERATURE REVIEW 5 2.1 Reading and Reading Comprehension .5 2.2 Factors Affecting Reading Comprehension 7 2.3 Reading comprehension strategies 9 2.4 Metacognitive Strategies 9 2.4.1 Definition of Metacognitive Strategies 9 2.4.2 Flavells’ Model of Metacognitive Components .12 2.4.3 The Advantages of Using Metacognitive strategies .14 2.5 Teaching Reading by Using Metacognitive Strategies 14 2.6 Common Metacognitive Reading Strategies 16 2.6.1 Global reading strategies 16 2.6.2 Problem- solving reading strategies 17 2.6.3 Support reading strategies 18 2.7 Previous studies 19 iv SUMMARY CHAPTER 2 22 CHAPTER 3: METHODOLOGY .23 3.1 Research design 23 3.1.1 Reasons to choose action research method 23 3.1.2 Phases of action research 24 3.2 Setting of the study 25 3.2.1 The context .25 3.2.2 Student participants 26 3.3 Weekly schedules and research procedures 26 3.3.1 Weekly schedules .26 3.3.2 Research procedures .30 3.4 Data collection instruments 31 3.4.1 The questionnaires for students 31 3.4.2 Tests 32 3.5 Data analysis 33 SUMMARY CHAPTER 3 33 CHAPTER 4: FINDINGS AND DISCUSSION 34 4.1 Analysis of the information collected from the survey questionnaires 34 4.1.1 Result of the questionnaires .34 4.1.2 Result of Using Global Reading Strategies, Problem- Solving Reading Strategies and Support Reading Strategies .39 4.2 Analysis of the information collected from pretest and posttest 45 4.2.1 Distribution of Pretest Scores 45 4.2.2 Distribution of Posttest Scores 46 4.2.3 Comparison of Data on the Pretest and Posttest Scores of the Students 47 4.2.4 Test of Difference between the Pretest and Posttest Scores of the Students 48 4.3 Discussion .48 SUMMARY CHAPTER 4 49 CHAPTER 5: CONCLUSION AND RECOMMENDATIONS 50 v 5.1 Conclusion 50 5.2 Recommendations 51 5.3 Limitations 52 5.4 Recommendations for further research 52 REFERENCES I APPENDICES .VII APPENDIX 1: QUESTIONNAIRE FOR STUDENTS .VII APPENDIX 2: PRETEST FOR STUDENTS IX APPENDIX 3: POSTTEST FOR STUDENTS XIV APPENDIX 4: TABLE READING SCORING RUBRIC XIX APPENDIX 5: SCORES OF THE STUDENTS’ PRETEST AND POSTTEST XXI APPENDIX 6: T-TEST: PAIRED TWO SAMPLE FOR MEANS XXIII APPENDIX 7: LESSON PLANS XXIV vi %/ P: LIST OF ABBREVIATIONS EFL: ESL: Percent F: English as Foreign Language English as Second Language Frequency vii