Sử dụng chiến lược mối quan hệ hỏi đáp để cải thiện kỹ năng đọc hiểu suy luận của học sinh lớp 12 tại một trường thpt ở thái nguyên

Trang 1 TRƯỜNG ĐẠI HỌC SƯ PHẠM THÁI NGUYÊN KHOA NGOẠI NGỮ NGUYỄN VĂN LỰC Trang 2 THAI NGUYEN UNIVERSITY OF EDUCATION FACULTY OF FOREIGN LANGUAGES NGUYEN VAN LUC USING QUESTION-ANSWER R

INTRODUCTION

Rationale of the study

Reading particularly is a mental process that involves understanding, analyzing, and interpreting the message literally conveyed through written media, contrary to popular belief It is a cognitive process that links the reader’s direction to the medium, allowing them to deduce, memorize, retell, or particularly write something into their brain, which for the most part is quite significant Reading definitely is done for a reason, as the reader basically has a mental map or vision of the goal before focusing on important information This prepares the reader’s intellect and attention to concentrate on precisely defined goals, enabling them to literally respond to queries and remember material in a subtle way In summary, reading provides access to information that influences people’s quality of life

Understanding a section of a text can be challenging due to the combination of demanding and entertaining implications.“ Reading between the lines, often referred to as applying supplementary knowledge, is necessary to understand the written discourse’s entire meaning Not only does the text convey meaning, but readers also create meaning in their minds as they read This requires the reader to blend textual content with prior information, instinct, and imagination to make accurate judgments It’s possible that the author may not always provide accurate descriptions of a topic, person, object, or event The text emphasizes that books definitely provide readers with hints and advice, which they can extrapolate from based on the information provided or their actual past knowledge The reader’s ability to infer conclusions significantly influences the understanding of a paragraph, as it is a vital general skill that significantly influences the interpretation of the text in an actual way Without particular instruction, students have a harder time responding to inferential questions about a text compared to literal ones” (Hansen & Pearson, 1983)

Psycholinguistic reading comprehension theories emphasize inferring as a crucial step in reading comprehension It involves the interaction between textual information and the reader’s past knowledge Inferential comprehension involves intelligent assumptions by combining literal content with prior knowledge, instinct, and imagination Authors may not always provide accurate descriptions, but they provide cues or suggestions for readers to use from the information or their own past knowledge This process requires the ability to read lines and make intelligent assumptions According to Barrett (1974), “Although inferential understanding requires thinking and imagination beyond the printed page, literal comprehension concentrates on concepts and information that are expressly expressed in the text”

This research project aims to help Nguyen Hue high school students improve their inferential reading comprehension, a crucial skill for drawing conclusions about unstated information Students struggle with key elements such as identifying supporting details, sequence, cause-and-effect relationships, figurative language interpretation, drawing conclusions, predicting outcomes, determining mood, and understanding the author’s point of view The project aims to address these challenges and improve students’ reading skills

Ivey and Guthrie (2008) actually found that “Middle and particularly high school students struggling with reading often have fairly few really positive experiences, leading to a lack of enthusiasm Despite studying English for nearly a decade, many students lack motivation and pay little attention to inferential reading tasks in a subtle way Inferential reading assignments are often overlooked in teaching reading skills, and unsuccessful readers may not consistently use their prior knowledge”

In order to comprehend the meaning of the content, “Many students need some of the more sophisticated comprehension abilities” (Hogan, Bridges, Equity, & Cain,

2011) These skills enable students to form an image in their minds of what the text means These abilities include inferential skills, which are highly valued in this manner of thinking Furthermore, it is crucial to remember that "Strategies were valuable- neutral, not in themselves good or bad, but were used either effectively or ineffectively by individuals and by groups" (Grenfell & Erler, 2007, p.91)

As a teacher-researcher, it is a duty and hopes to help students use effective strategies to apply in inferential reading This has given me the desire to conduct the research: “Using Question-Answer Relationship Strategies to improve inferential reading skills for 12th graders at a High School in Thai Nguyen”.

Aims and objectives of the study

The aim is to improve inferential skills in reading comprehension lessons for 12th graders in Thai Nguyen Specifically, the objectives of the study are stated as follows:

- To find out the effect of the Question-Answer Relationship Strategies on students’ achievement in inferential reading comprehension

- To investigate students’ attitudes towards inferential reading tasks.

Scope of the study

This study was carried out at a high school in Thai Nguyen with the participation of 42 students in grade 12, which may not cover all other ones The author thinks that this study could help educators and learners of English become more proficient in the language by providing valuable resources, especially reading comprehension skills.

Research question

Based on the objectives of the study, two research questions are stated as follows:

1 What is the effect of the Question-Answer Relationship Strategies on students’ achievement in inferential reading comprehension?

2 What are high school students’ attitudes toward inferential reading comprehension?

The significance of this study

The study offers a comprehensive overview of Question-Answer Relationship Strategies, their application in reading comprehension lessons, and their effectiveness in enhancing students’ engagement in inferential reading tasks, making it a valuable resource for teachers and students interested in this subject Thus, the results of this study may provide Thai Nguyen DoET administrators, school officials, and English teachers at Nguyen Hue High School with a deeper and more thorough understanding of Question-Answer Relationship strategies and hopefully can suggest some suitable steps to use effectively QAR strategies in inferential reading tasks

Furthermore, teachers and students definitely were aware of their kind of current status in the teaching and development of inferential reading skills in order to specifically make some beneficial adjustments The study was anticipated to influence students’ attitudes about inferential reading as a result of the critical remarks, really encourage students to actually read inferentially, and generally alter teachers’ approaches to instructing inferential reading.

Structure of the study

The research consists of five chapters as follows:

Chapter I: Introduction, explains the reason why the topic of the thesis is chosen, the significance of the thesis, main objectives, some major research questions and the scope of the research

Chapter II: Literature Review, provides an overview of the theoretical background of inferential reading skills and QAR Strategies

Chapter III: Methodology, highlights the research methodology This chapter also describes the research method for the collection and analysis data

Chapter IV: Findings and Discussion, shows the statistical results from the questionnaire Findings are analyzed and to make clear in reaching objectives and answering the questions in Chapter 1

Chapter V: Conclusion and Recommendations, summarizes the key points in the study, along with ideas for more research

Finally , references and appendices are also listed sufficiently at the end of the research.

LITERATURE REVIEW

Theoretical background

Reading is a crucial English language skill that aids students in learning a foreign language Mastering reading provides valuable information, new ideas, and insights Harmer (1998) emphasizes that “For language learners, reading is crucial since it exposes them to English, if they understand it well Reading can be found in various forms such as books, journals, newspapers, magazines, novels, and articles Reading helps students learn new vocabulary, idioms, and phrases To help enhance their fluency in English, students should engage in intensive reading activities Reading activities provide valuable information, pleasure, and knowledge, making them a valuable tool for language learning”

“Reading comprehension is an active process that involves the reader interacting with the text, applying their prior knowledge, thinking, and reasoning to understand the information provided by the author” (Sandi Erliana, 2011) It is also known that reading comprehension is crucial for gaining insight, information, and entertainment, as written media is a significant source of information It is a human activity where readers interact with the text, activating their knowledge When a reader understands a passage, they extract and construct its meaning by engaging with the text Comprehensive reading is key to students’ success in their educational process, and knowledge acquisition is primarily achieved through daily reading activities The effectiveness and efficiency of reading are crucial, and it is essential to focus on primary reading skills such as identifying topics, main ideas, and details Understanding a passage requires knowledge of the writer’s idea, which allows readers to comprehend the content of the text Thus, reading comprehension can be defined as an ability to understand what a reader reads, essential for a student’s learning and development

Since teaching English according to the Vietnamese curriculum must aim to achieve reading comprehension, reading comprehension is crucial in education Therefore, when teaching reading comprehension to students, English teachers should take into account a number of factors, including teaching methods, instructional materials, student motivation, etc The teaching technique is crucial because it would help students learn how to employ strategies to get the most out of their reading activities

A good reader is able to relate new information to known information, draw on background experiences, and negotiate effectively with it “Inferring is a crucial skill in the reading process, as it allows readers to fill in gaps and create meanings based on explicit or background knowledge Inferences can be simple or complex, with simple inferences being used when literal meanings are derived, such as when two words are associated to derive a literal meaning Complex inferences are used when subtle implicit messages need to be understood, conveyed through the choice of vocabulary and the reader’s background knowledge” (Pennell D, 2002) The process of inferring is empowering, as readers can make their own meanings based on the writer’s choice of vocabulary and the reader’s background knowledge Overall, inferring is a vital aspect of reading comprehension

Inferential understanding involves students combining text information with their own understanding to draw conclusions Proficiency in inferring allows students to make predictions, recognize underlying themes, use the information to extrapolate meaning from the text and interpret images Techniques for drawing conclusions from text can be taught using visuals, graphs, photos, dates, relevant terminology, and titles

Reading comprehension is increasingly incorporating inference, as per psycholinguistic models or schema-theoretic perspectives, which emphasize the importance of inferences in integrating text with the reader’s prior knowledge Furthermore, “The cognitive or mental process a reader uses to infer the implicit meaning of a written text is known as inference It is based on two sources of information: the text’s propositional content, or information that is explicitly stated, and the reader’s prior knowledge as indicated by test items” as stated by Chikalanga,

1993 “The capacity for inference increases with age, according to some earlier research” (Paris and Lindauer, 1976)

“An occurrence or conclusion drawn from literature or a tale but not explicitly expressed is called an inference” (Trabasso & Magliano, 1996) “Understanding causal linkages, appreciating the significance of story events, and drawing inferences are all essential components of comprehension” (Van Den Broek, et al., 2005; Van Den Broek, 1989)

Usually, inference is a cognitive process that gives reading comprehension significance Inference is a process of constructive thinking in reading comprehension that entails gradually refining understanding by balancing conflicting theories about the text’s meaning Thorndike and Goetz emphasize “The importance of inference in comprehending even simple literature Inference is crucial for understanding and remembering text, as it allows readers to understand the information presented by the author”

The following eight subtasks are listed in Barrett’s Taxonomy of Reading Comprehension (1974) and allow students to draw conclusions using the facility:

1 Inferring supporting details - speculating on other details that the author may have added to the choice to make it more enlightening, captivating, or enticing

2 Inferring the main idea - supplying the primary idea, overall meaning, topic, or lesson that the chosen work does not specifically declare

3 Inferring sequence - presuming or conjecturing about the course of events that might have taken place in between two specifically stated events

4 Inferring comparisons - identifying similarities and contrasts between persons, settings, or eras

5 Inferring cause-and-effect relationships - speculating on character motivations, relationships with others, and the passage of time and space

6 Inferring character traits - making assumptions about a character’s characteristics based on overt hints in the chosen text

7 Predicting outcomes - speculating about a selection’s result after reading a sample of it

8 Inferring figurative language - interpreting the author’s metaphorical language use to suggest literal connotations

Stated differently, Keene and Zimmerman (1997) observed that when proficient readers infer, they:

 Make inferences about the text

 As they read, make logical guesses that they test and adjust as they read more

 As they read more, develop dynamic interpretations of the text that change

 As they read, use the text’s expressly stated material along with their prior knowledge to provide answers to any questions they may have

 Draw links between the conclusions they reach and other ideas or information

 Form analytical or critical conclusions about what they have read

A proficient reader has advantages such as the ability to recall and apply reading, build new background information, distinguish between texts and writers, and participate in discussions and analytical responses to the content

“Reading comprehension abilities can be challenging for struggling readers However, studies on comprehension strategies show that students can improve their comprehension through intensive, systematic, and explicit instruction in learning strategies” (Lenz & Hughes, 1990; Shumaker, Deshler, Alley, Warner, & Denton, 1982)

In the 1970s, research by Durkin essentially revealed that “classroom teachers really spent pretty little time teaching reading comprehension, or so they for the most part thought He basically found that exercises assigned to students often evaluated their understanding rather than imparting comprehension skills in a major way” This led to a focus on very direct teaching of comprehension methods in the 1980s One widely researched model, explicit instruction, involves four phases:

1 Instructor justification and strategy demonstration

2 Guided practice in which instructors progressively increase students’ accountability for completing assignments

3 Practice on your own and receive feedback

4 “Utilizing the techniques in authentic reading contexts” (Fielding& Pearson, 1994)

“In fact, comprehension does really improve when teachers provide students with specific instruction in the use of comprehension strategies” as noted by Pearson and Duke (2002) When teachers use activities to help students comprehend the texts, they will read in class comprehension improves (p 247)

2.1.4 The Question-Answer Relationship Strategies (QAR Strategies)

QAR Strategies, developed by Raphael in 1986, “is a reading-teaching approach that focuses on understanding the relationship between questions and responses through a variety of questions The QAR program was based on the Pearson and Johnson question taxonomy, which advocates for questions to be identified in relation to the material being read and the reader’s prior knowledge These strategies encourage pupils to think about what they already know or what they learned from the reading, enhancing their understanding of various inquiry styles and the connection between questions and answers In reading tests, QAR strategies are often used to compare students’ understanding with traditional Question-Answer formats Students benefit from understanding different question types and how questions and responses are related, making QAR Strategies a valuable tool for teaching and learning”

According to Taffy Raphael (1985), “There are many types of inquiries; you can find them in the book and in my thoughts There are two distinct types of questions in each of these two groups” The QAR approach includes the following levels of questions: Right now, Think and search, On my own and Author and me (Wiesendanger, 2001); (Muzammil, 2017)

The answer is right there in the text These types of questions are literal a Explicit text (right there)

“Literal questions are those that require readers to revisit the passage to find the relevant information They are often referred to as such as the term in the sentence, and the solution can be found in the reading text” as per Muzammil (2017) and Wisendanger (2001) b Implicit text (think and search)

Previous studies

There are some previous studies conducted on the implementation of Questions- Answer Relationships learning in the classroom and the effectiveness of the QAR Strategies on students’ reading comprehension

Nguyen Thi Bich Thuy and Nguyen Buu Huan conducted a study on the impact of Question-Answer Relationships (QAR) strategies on EFL high school students’ reading comprehension “It was found that the QARS improved students’ reading comprehension, and that students felt well about carrying out these reading activities”

In 2007, researchers Peng, Hoon, Khoo, and Joseph studied “The impact of Question-Answer Relationships (QAR) on reading comprehension They generally found that children taught using QAR particularly had slightly higher reading comprehension test results compared to the control group, which is fairly significant The study also revealed that over half of the students felt generally more comfortable answering comprehension questions after learning QAR in a big way”

This study aims to apply Question-Answer Relationships (QAR) to a diverse population of students, focusing on their reading abilities Previous research shows that teaching and employing different strategies can benefit students at different levels of reading comprehension development By categorizing questions, students can enhance their reading comprehension There haven’t been any studies using QARs in high schools in Thai Nguyen, so this topic promises to offer useful suggestions for high school teachers and interested researchers.

RESEARCH METHODOLOGY

Participants of the study

42 students from class 12A1, including both males and females at Nguyen Hue High School were involved in this study to determine how the Question-Answer

Relationship strategies help students perform their inferential reading tasks By this point, individuals had received extensive training in the abilities required to pass the National High School Exam English has been a required subject for all participants since Grade Three (at least nine years), and their levels of language ability are comparable from A2 to B1 (Based on the result records in the previous terms provided by the school’s Management Board) They have been learning the English curriculum outlined within the reading material entitled Tieng Anh 12 (English for Grade 12) for approximately four periods a week.

Data Collection Instruments

Both qualitative and quantitative data collection methods were employed The student’s active engagement in the strategies’ implementation provided qualitative data through using observation, questionnaire, and semi-structured interview, while the quantitative data were obtained from the comparison between the results of the pre-test and post-test applying the strategies The usage of these instruments could be discussed in the following parts:

When collecting information from a huge number of individuals or those who don’t have the time for tests or interviews, surveys are a valuable tool They allow participants to express their opinions in privacy without fear of the researcher’s response A questionnaire should be brief and easy to understand, ensuring appropriate responses are elicited Melville and Goddard (1996) “provide guidelines for creating a good questionnaire, including clear, understandable questions, closed questions with a four-point scale, clear instructions for responders, and only relevant questions They also ensure that the researcher receives all necessary data, including responses to the study questions The questionnaire should be straightforward and based on issues within reach, ensuring that the researcher receives all necessary data”

The taking-after components drove the current analyst to choose to utilize surveys To begin with, Brown (1988) states simply collecting an expansive sum of information in a reasonably brief time, surveys will spare the researcher’s time Getting data from a huge number of individuals in a convenient way without requiring the researcher’s nearness is basic Moment concurs with Seliger and Shohamy (1989), “They are less demanding and less costly than other shapes of information collection.” Nunan

(1992) stated, “Surveys can be effortlessly utilized in field settings such as classrooms and can be utilized to investigate nearly any perspective of educating or learning”

“One of the main drawbacks of the questionnaires is the often low response rate” (Bell, 1999) Hence, “The researcher would hand out questionnaires to students right away and invite them to complete them simultaneously Additionally, in order to reduce the drawbacks of each strategy, the researcher must incorporate additional instruments in this study”

This questionnaire consisted of two parts:

Part One was designed to gather information on the participants’ individual characteristics, such as their names, the duration and goals of their English study, their self-assessment of their reading abilities in general, and their inferential reading skills in particular

Part Two would include statements related to the Question-Answer Relationship Strategies The aim was to check how participants applied Question-Answer Relationship strategies in inferential reading When collecting the questionnaire, the researcher would evaluate how students used QAR strategies based on the theory of such strategies

For each questionnaire statement, 5-alternative choices adapted from Vagias & Wade (2006) were provided Participants were asked to select one from among the following:

Five students each had a semi-structured meeting conducted on their possess The researcher chose to meet the members since the researcher thought it would offer assistance him set up and keep up a near relationship with them and shed more light on the data they had provided in their survey reactions Interviews were particularly helpful in gathering information to address the sub-question, "What are students’ attitudes toward inferential reading tasks?"

The study used semi-constructed interviews, which included open-ended questions and were conducted in a structured manner “This approach allowed interviewers flexibility and interviewees control over the interview process It also proved effective in data collection, providing deep information and making communication easier Interviewers did not need predetermined questions, as the format was determined by the topic and issues rather than questions This approach was favored over questionnaires” (Almasi, J F., & Fullerton, S K., 2012)

Most significantly, in addition to the information the students had provided on the questionnaires, these interviews also assisted in gathering additional data The students were given the opportunity to discuss how they felt about inferential reading, how they approached their inferential reading assignments, and how well QAR tactics worked for them

This study used data from two tests administered to participants twice before and after training, evaluating their language acquisition proficiency Despite being a popular method, testing can be challenging for learners, but it remains a crucial tool for determining proficiency levels

The pre-test and post-test were designed by using reading parts from the examination papers from The previous National High School Exam Twenty multiple- choice questions, divided into "Right there" questions, "Think and search" questions, and "Author and me" questions in the QARS, made up the pre-test and post-test According to the Ministry of Education and Training (2014) “This official appraisal of high school students’ perusing comprehension surveyed their get a handle on of points of interest, major thoughts, demeanors, opinions, and conclusions Each test has a total score of 10 points”

The purpose of this technique was to measure the effect of the Question-Answer Relationship strategies on inferential reading skills.

Data collection procedures

The procedure of data collection for this study would consist of five main phases:

Phase 1: I had conversations with the participants about previous teaching methods for reading skills, particularly inferential reading, and how participants learned Question-Answer Relationship strategies in English classes, either in groups or in pairs

Phase 2: Before starting treatment, participants were required to complete a pre- test that lasted 30 minutes in order to measure the student’s capability, learn more about their inferential reading abilities, and learn how to use the QAR approach

Phase 3: The study aimed to encourage inferential reading by asking participants to complete a questionnaire “It examined the relationship between factors like time spent learning English, assessment of English language ability, and reading level and the use of English reading strategies Participants were informed their personal information would only be used for research purposes, and instructions were provided The questionnaire took 25-30 minutes to complete”

Phase 4: “The phase involved 7 weeks of weekly training sessions lasting 2 hours each The focus was on observing fellow collaborator teachers’ classes to observe the implementation of the Question-Answer Relationship approach in class, aiming to complete it promptly”

There are some steps to apply the QAR Strategies in reading lessons based on Raphael, T.E., & Au, K.H (2005):

1 Clarify to students that there are four sorts of questions

 Right There (the reply is clearly expressed within the content)

 Think and Search (the reply is within the content, by the reader must join a few pieces of data)

 On My Own (The reader can find the solution by applying their prior knowledge.)

 Author and Me (The reader must utilize both the data within the content and their claim information to decide the solution, which is inferred within the content.)

2 Read a short passage aloud to my students

“The text outlined a method for students to understand how to respond to questions, starting with a simple paragraph They were instructed to identify the statement, search for the answer, and categorize the question-answer exchange This approach ensured comprehensive understanding

Once I experienced this a few times, the researcher instructed the students through the strategy while continuously giving over control of their instruction Grant them as numerous chances as they can to hone the strategies independently

3 Read the questions out loud to the class after reading them, and demonstrate how you determine the type of question you are being asked to respond to

It is vital to MODEL, MODEL, MODEL at the start! Examine the text to begin with; next, make a request; find the answers; and finally, classify the relationship between the questions and answers I regularly asked students to title the questions as we examined them “Is this a Think and Look?” or “Is this a Right There Address?” This empowers understudies to observe in case the data is contained within the content or not, and on the off chance that not, findings must be made in arrange to supply a reaction

4 Teach pupils where to look for information to help them locate the solution (i.e., in the text, from your own experiences, etc.)

The teacher gradually guides children through a learning process, demonstrating the technique multiple times and providing ample opportunities for them to use it once they demonstrate their ability to respond to requests”

Phase 5: With a view to evaluating the reading progress of the participants, they are asked to finish their post-test which has the same structures and items as the pre-test

Phase 6: “In this phase, 6 students participated in an individual interview to discuss their questionnaire responses, post-test feelings, attitudes towards inferential reading, and the use of QAR strategies The interview was conducted using Patton’s suggestions for carrying out efficient interviews (cited in Hoang & Nguyen, 2006, pp

47 - 50) and a brief explanation of the format and length One question at a time was postured, and answers were welcomed Frequently, more questions were included in order to get more detailed data Reorientation was made to maintain a strategic distance from off-track discussions, and jottings were taken for superior information collation The interviews were conducted with careful reorientation to avoid off-track conversations and to ensure accurate data collection”.

Data analysis

In the quantitative analysis data, the researcher used scores of the pre-test and post-test to measure the improvement of students in inferential reading tasks The study used SPSS version 22 to analyze data from questionnaires and tests after teaching Question-Answer Relationships (QAR) strategies in inferential reading comprehension

A paired sample t-test was used to measure students’ improvement in tasks The mean and standard deviation of each test were calculated to compare performance after a 7- week training period

According to Corbin and Strauss (2008), “Subjective information research should begin immediately following, and even during the data collecting phase Therefore, to analyze the interview data, the researcher transcribed interviews and checked them against the research questions and interview guide For convenience and absolute understanding, the interviews were conducted in Vietnamese and were all recorded Six participants were coded” Student No 1 was assigned the code S1, student No 2 was assigned the code S2, and so on The places and times for interviews are presented in Table 3.1:

Table 3.1 Interviews code Participant code Place interview Time length

As outlined below, the researcher employed Burn’s (2010) methodology for semi-structured interview analysis:

Step 1: Go over transcripts mindfully, line by line, several times

Step 2: Label pertinent pieces in words and expressions approximately inspiration, QAR methodologies utilized, states of mind, and inferential reading process

Step 3: Make a list of the foremost noteworthy codes, at that point bunch a few codes into groups

Step 4: List the categories, choose which are most crucial, and explain how they relate to one another

RESULTS AND DISCUSSION

Findings for the 1st research question

4.1.1 Students’ attitudes toward learning and reading English

To find out more about the students’ attitudes toward learning English in general, data from a questionnaire was collected, and Table 4.1 revealed that 23 respondents out of 42 learned English because they wanted to participate in GCSE (General Certificate of Secondary Education), 12 students chose to learn English for a future job, while 2 and 5 students learned English for communication and entertainment, respectively

Table 4.1 Students’ reasons for learning English Reasons to learn English Number of students

Five students participated in an interview, revealing a clear understanding of their motivation Students were categorized into two main concepts: "intrinsic" and

"extrinsic" Intrinsic motivation involves an interest in any field they perceive from reading, viewing it as an opportunity to explore and learn Two out of five students found it interesting to get information from the materials they read Inferential reading activities help students understand the implicit meaning of the passage or author

“Reading is interesting It helps me to understand better the science and technology field in English The source of information about such field in English is various and I really enjoy reading about it” (S1)

“Practice reading is helpful I enrich a lot of vocabulary and that helps me watch international channels like Cinemax, Movie Star - a lot of interesting films and news there” (S4)

It has been also discovered that QAR Straties are beneficial when examined from the perspective of the students’ condition during the learning process after detailing the teaching and learning process in applying QAR Strategies to increase students’ reading comprehension The QAR Strategies are advantageous and helpful for students in enhancing their reading skills because they offer simple solutions to the questions by applying its categories It also encourages students’ engagement, creativity, and critical thinking when responding to questions, even in high level questions

4.1.2 Students’ attitudes toward inferential reading tasks

Figure 4.1 Students’ training in inferential reading strategies

As shown in the chart, most students who took part in the questionnaire had never been trained in inferential reading strategies before with a percentage of 70% They mostly did the tasks according to their abilities without following a certain strategy Only 30% of participants knew how to do the inferential reading comprehension with a specific strategy and clear analysis

The reason for this phenomenon was the lack of motivation and little concentration on inferential reading tasks in a subtle way Inferential reading assignments were often overlooked in teaching reading skills, and unsuccessful readers may not consistently use their prior knowledge

Figure 4.2 Students’ attitudes toward becoming proficient in inferential reading

Figure 4.2 revealed that 66.7% of survey participants considered inferential activity proficiency to be very significant and crucial Particularly, 35.7% of respondents chose the

"very important" level, while 31% chose the "important" level Inferential reading was viewed as "not important" by only a small percentage of pupils (9.5%) 23.8% of students said it was "Not so important" to develop their inferential reading skills

Apart from that, only 13 respondents out of 42 students said they enjoyed inferential reading assignments, whereas 29 students, as indicated in Table 4.2, said they did not

Table 4.2 Students’ attitudes towards inferential reading

The questionnaire findings showed that they understood the necessity of inferential reading competency, but it appeared that more than half of them had a negative attitude toward this ability

During 7 weeks of treatment, the researcher learned more about researcher’s participant attitudes through teaching and observing To be honest, students were too lazy to complete the assigned tasks for the first time Every day, more students participated in the lessons, and they were anxious to complete the inference problems

Very important Important No so important No important

In the interview data, participants stated the “negative” and “positive” attitudes towards reading and inferential tasks Regarding the “negative” point two interviewees said that reading was difficult, the exercises they couldn’t do correctly were inferential exercises because a lot of new words appeared in the tasks They didn’t want to engage in such reading tasks anymore

When asked about inferential reading activities, they said:

“Inferential reading skill is very important I understand the speaker’s saying implicitly” (S4)

“It’s difficult, but it is necessary to get the implicit meaning from the native speaker” (S3)

However, some other participants, considered reading in general and inference a must or a duty

“I must improve inferential reading tasks because I don’t want to have a bad grade” (S2)

“I’m in grade 12 I want to enter a university [ ], English test is compulsory And you know, to get better marks I need to better reading skills, especially inferential reading tasks in reading test” (S5)

“Reading is quite challenging But it will be useful for me in getting a good and high-ranking job” (S1)

However, the rest of the interviewees mentioned they were willing and interested to read inferentially Some ideas were quoted below:

“Gradually, I feel comfortable when seeing the inferential tasks in the reading,

I can get better marks in some small tests And I should try to practice more” (S3)

“I don’t hesitate to do this lesson, I’m confident to tackle difficult tasks” (S5) Interview data also showed that most of the students found applying QAR strategies effectively had a positive impact on inferential task performance They said that they thought of the questions sometime recently perusing writings to gather information and choose appropriate reading techniques (S1) shared ideas that “Before reading the materials, I read the questions I can decide the locations of the answers and choose the appropriate strategies for each type of question by reading the questions” Moreover, students confirmed that knowing the questions before reading the texts aids in helping them to set up reading objectives (S4) reported that

“Comprehending inquiries from reading recently helped me establish goals for reading” Moreover, both S2 and S5 demonstrated improvement on the “Author and

Me” questions They confirmed that “When it comes to "Author and me" questions, I develop the foremost I now see that, in order to answer these questions, I must draw conclusions or implications from the material using the QAR method in conjunction with my prior knowledge” Furthermore, in "On my own" questions, pupils’ reading comprehension did not become any better (S3) said that “When it comes to "On my own" questions, I progress the least I can comprehend the questions and use the proper reading techniques, but I am unable to know the answers to the "On my own" questions

Furthermore, students’ lack of prior knowledge and English language proficiency influenced students’ finding answers to the “On my own” questions (S2) reported that

“My difficulty stems from my inability to generate ideas and, further, from my inability to articulate them in written or spoken English”

They claimed to have a better understanding of QAR strategies and the ability to apply them to various inference situations Their perspective on this type of training has changed, or they were able to rely on the difficult assignments as quoted below:

“I read more quickly now than I did before learning about these strategies.” (S1)

“In my opinion, QAR strategies are crucial to improve my proficiency with reading inferential tasks ” (S3)

“My recognition of my reading speed improved when I started using the suitable QAR procedures in inference I was reading more rapidly than before Without employing QAR strategies, I obviously stopped reading and got to be passive.” (S4)

“I think that having compelling QAR methods that make strides in the inferential result is fundamental for being an effective learner.” (S5)

“The most significant aspect that helps me achieve good scores on inferential reading assignments is the application of QAR methods In actuality, they are decisive.” (S2)

When questioned about their usage of inferential reading methods, the majority of participants said that they employed them to a moderate extent depending on the kind of exams The following quote shows student’s views of inferential reading skills:

“I concede that because of my restricted vocabulary and prior knowledge, my inferential reading skills haven’t improved much, but I can still complete certain inferential issues when I use the QAR strategies” (S4)

Findings for the 2nd research question

I took note of the students’ conduct before, during, and after each lesson to examine the impact of approaches on inference Students were astonished to hear the

“QAR strategies” notion on inferential reading on the first day of class When asked

“How to do inference tasks on a test?” students stated that they read the paragraph from beginning to end They attempted to translate new words in order to complete the exercises Exercises were a waste of time for the participants

The questionnaire data on self-assessed English ability in inferential reading were counted Questionnaire respondents were asked to rate their inferential reading ability on a four-point scale (very good, good, fair, and poor), which was chosen to correspond to the present English proficiency level used in the regular curriculum in Vietnam at various school levels The familiarity with this assessment scale was believed to produce a more accurate judgment of their proficiency among the respondents The findings were analyzed using descriptive statistics in SPSS, as shown in Table 4.3

Table 4.3 Students’ self-assessed English inferential reading proficiency Proficiency level Percentage Number of students (42)

According to Table 4.3., the majority of survey respondents rated themselves as fair to poor inferential learners In particular, 64,3% of respondents chose the "fair" level for inferential reading skills Another significant finding in terms of self-assessed inference ability was that respondents were least confident in their inferential reading skills (21,4%) Inferential reading students who were “very good” accounted for 2.4% of the total

Before starting treatment, the pre-test is given to the students to assess their reading comprehension Following a descriptive statistical analysis of the data, the mean score was 4.86, the standard deviation was 1.61, the lowest score was 2.0, and the highest score was 8.0 After that point, the data was divided into scoring categories to determine the pupils’ level of reading comprehension The pre-test results were shown in the table below:

Table 4.4 Result of Pre-test

No Category Range Number of students

According to the data above, no student was placed in a very good group Furthermore, just 4 students were placed in the good category, 22 in the moderate category, and 16 in the low category The data in percentage form can be seen in the figure below:

Figure 4.3 Distribution of Pre-test score percentage

The graph mentioned above shows that 0% of students were in the very good group, 9.5% were in the good group, 52.4% were in the moderate group, and 38.1%

Very good Good Moderate Low

38,1% were in the low group In summary, the frequency of students and the percentage in each group indicate that the student’s reading comprehension on the pre-test for the experimental class was in the low range

4.2.2 The impact of the QAR strategies on students’ post-treatment inferential reading assignments

The post-test was conducted after several sessions of applying the QAR method to determine whether there was an improvement in students’ reading comprehension through the QAR strategies The post-test information was analyzed utilizing expressive measurements, obtaining the consequent results: a mean score of 6.10, a standard deviation of 1.71, a minimum score of 3.0, and a maximum score of 9.0 Hence, the information was categorized based on scoring criteria to discover the level of perusing comprehension accomplishment among the students The post-test results were shown in the table below:

Table 4.5 Result of Post-test

No Category Range Number of students

According to the above statistics, there were 4 pupils in the very good category,

10 in the good category, 17 in the moderate category, and 11 in the poor category In percentage, the data can be displayed in the following figure:

Very good Good Moderate Low

The graph above showed that there was a considerable change in the percentage of pupils who attained reading comprehension in each category The percentage of very good improved to 9.5%, while the greatest number remained in the moderate group, at 40.5% The figures for the good and low categories were roughly comparable, with 23,8% and 26.2%, respectively As a result, it can be concluded that students who were taught implementing the QAR technique had high levels of reading comprehension

To compare the pre-test and post-test performance, the descriptive statistics were run on the Mean, Mode, Median, Maximum, Minimum, and Std Deviation The results were shown in Table 4.6:

Table 4.6 Pre-test and post-test performance Descriptive statistics Pre-test Post-test

The table showed that students performed better in the post-test than in the pre-test The post-test mean of students’ scores was 1.248 points higher than the pre- test mean All of the post-test indices are similarly higher, indicating that the students have improved Besides, with Sig= 0 < 0.05 in the Paired sample t-test, these results reveal that students made an effort in inferential tasks based on mark evaluation as in Table 4.7:

Lower Upper Pair pre-test - post-test

The results indicate a statistically significant difference in the reading comprehension levels of the students before and after the research It is clear that the intervention led to an increase in the reading comprehension of the pupils The aforementioned findings demonstrate an improvement in students’ reading comprehension as a consequence of the QAR strategies

The objective of the descriptive statistics test was to analyze the mean scores, maximum and minimum values, as well as the standard deviation of students’ reading comprehension across different question types

Table 4.8 Descriptive Statistics Test of question types on pre-test and post-test Tests Question types Minimum Maximum Mean SD

Researchers discovered no significant difference in students’ reading comprehension scores on “Right there” questions before and after the mediation The mean score for students’ reading comprehension during the mediation was 3.74, with a standard deviation of.776, and there was no significant difference observed in the post-test (M = 3.70, SD =.851) According to the study, reading comprehension skills among students were comparable before and after intervention when it came to “Right there” and “Think and Search” questions But following the intervention, the mean score on the “Author and Me” questions was much higher (M=2.06, SD=1.29) In order to assess the student’s reading comprehension of these questions before and after the intervention, the research also used a Paired Samples t-test The student’s reading comprehension of these questions significantly improved, as demonstrated by the findings, demonstrating the intervention’s beneficial effects Additionally, the study discovered a statistically significant difference in the reading comprehension of students on “Author and Me” questions before and after the intervention, suggesting that the student’s reading comprehension improved following the intervention Students’ reading comprehension did not, however, become any better in “Right There”

The questionnaire was designed to investigate students’ difficulties When using the QAR strategies to study reading lessons According to the findings, a substantial percentage of students (52.4%), had difficulty distinguishing the question types in the QAR strategies Furthermore, most of the pupils (59.5%) had difficulty comprehending unusual vocabulary In addition, the results suggested that students had the greatest difficulty answering the “Author and Me” question (100%) They had the lowest percentage of issues with “Right There” questions (12.5%) At 25%, the pupils were also challenged by “Think and Search” questions

Descriptive statistics were performed on the mean score and fluency of the techniques students employed, and the results were divided into 6 strategies as shown in Table 4.9, which helped identify the sorts of reading strategies students reported employing The result was briefly illustrated in Table 4.9:

Table 4.9 Individual strategies used by respondents

Using the Senses to Understand and Remember 3.67

Going Beyond the Immediate Data 3.44

Discussion

This section evaluates the research’s achievement of its goals and objectives using both quantitative and qualitative data It assesses the extent to which the research questions have been adequately addressed, examining the most significant findings and providing explanations when necessary The results are compared with previous investigations and ideas in the relevant literature

According to the study, applying QAR strategies made a difference in high school students' reading inferential comprehension According to the questionnaire answers, students thought these strategies worked well when they were used in reading courses The parts that follow go over the research questions

4.3.1 The attitudes of students toward inferential reading tasks

Baker & Wigfield’s study emphasizes the importance of developing reading skills for success in English tests Guthrie et al.’s 2000 study also highlights the role of reading attitude, defined as an individual’s personal goals, values, and beliefs, in determining the effectiveness of reading strategies Both studies highlight the significance of motivation and attitudes in predicting achievement, as they highlight the role of reading in enhancing vocabulary and skill Therefore, enhancing reading habits is crucial for future success

First, according to the survey, 55% of students only sporadically pay attention to the subject matter in class and do not participate in any English-language activities Observing students in the classroom offers important information about their real- world activities and attitudes toward English-language learning The study emphasizes how important it is for students to participate in English-language activities more effectively

The research study found that most participants had unfavorable opinions on inferential reading Awe (2014) and Seitz (2010) conducted studies on reading attitudes among Nigerian secondary school students Awe found that students had unfavorable views about reading, arguing that their focus was on exam success and high thinking Petscher (2010) and Seitz (2010) supported this, stating that students’ good attitudes towards reading are crucial for their strong reading comprehension performance Lawal

(2008) emphasized the importance of understanding the benefits of reading, while Petscher (2010) emphasized the importance of a positive attitude for successful learning Overall, these studies highlight the importance of positive attitudes in fostering effective reading skills

4.3.2 Effects of the QAR strategies on students’ reading inferential comprehension

The study found that participants struggled with reading inferentially due to their lack of familiarity with various reading procedures, including summarizing, identifying differences and similarities, paraphrasing, analyzing, and synthesizing information Analysis of the test results, however, demonstrated that the QAR strategies had a beneficial impact on students’ reading comprehension This aligns with previous research suggesting that using these strategies in reading lessons can enhance children’s reading comprehension Raphael (1986b; 2006; Raphael et al.) According to a study by Peng, Hoon, Khoo, and Joseph (2007), “using the QAR Strategies will improve students’ reading comprehension More than half of the students who learned QAR strategies felt more at ease responding to comprehension questions, according to a qualitative data analysis The results of the current study also suggested that QAR techniques enhanced pupils' understanding of what they were reading in tall school environments It may be inferred that QAR methods, by employing address types like

"Think and Search" and "Author and me," could be very helpful in helping students advance their reading inferential comprehension

The students were aware of the importance of reading for their reading comprehension levels and expressed a keen interest in receiving guidance on reading different types of texts They recognized that reading comprehension is a crucial aspect of fluency in English, as they frequently encounter written text in English during their regular activities, such as classes, working, watching TV and reading the news

According to the study, both professional and less proficient readers employed the QAR strategies at a modest level The results replicated previous findings in the sense that both high and low-scoring readers seemed to use the same kinds of strategies while engaging in the tasks It is important to note, according to Anderson (1991), that

“knowing about strategies is not enough for a reader to be able to use them strategically Instead, the reader must also know how to use strategies”

The intervention improved the inferential level of reading in participants, resulting in the advancement of sophisticated reading comprehension abilities Students improved their ability to compare and contrast written information, develop inference-making skills, extract information, and make predictions They also improved their ability to interpret texts, answer questions, and identify details in reading material This allowed them to write inferential paragraphs, enhancing their reading comprehension and enabling them to make more informed decisions

In general, the QAR strategies had a significant impact on how well students performed on inferential tasks When used effectively, they helped students become independent readers, which changed how they felt about reading and inferential tasks This really encouraged them to read inferentially Evidently, the outcomes for the inference connected to tasks were superior.

Summary

Based on numerous investigations and trials, the QAR approach for post- treatment inference reading has been shown to be successful The findings imply that once the procedure has been used, the patient’s capacity to read and comprehend conclusions may have improved

The QAR technique has a number of advantages, including improving the reader’s capacity for inference, facilitating the construction of logical connections between the text’s ideas, and enabling the reader to draw reliable conclusions from the material presented This strategy can assist the reader in exploring deeper into the text’s underlying meaning and in applying what they’ve learned to new circumstances

Additionally, using the QAR approach to read and comprehend conclusions made after treatment can give people more confidence while reading various texts for information This is so that readers can get better at comprehending and using knowledge because the QAR approach places a strong emphasis on developing inference and question analysis abilities

However, accurate and ongoing treatment must be provided if this strategy is to be most effective To make sure that each individual is assisted in the learning process in the best possible manner, help from professionals in this subject is required

In conclusion, QAR in post-treatment inference reading has shown to be beneficial and can assist the individual in a variety of ways However, in order to achieve the optimum outcomes, this procedure must be applied with precise and ongoing instruction.

CONCLUSION

Summary

Following the research’s completion, and based on its conclusions and debates, the researcher found that the QAR strategies had significant influences on students’ reading comprehension in the narrative text in the 12th grade at Nguyen Hue High School The study reveals that the implementation of QAR strategies significantly impacts students’ reading inferential comprehension of narrative text, highlighting the need for teachers to understand students’ perceptions of these strategies and incorporate them into their instructing setting to improve students’ reading comprehension

First, the results of this study proved that motivation of learning English in general and of inferential reading in English in particular might be a necessary factor for getting success in inferential reading Many teachers realize that they will face a lot of problems in teaching reading when students lack motivation (O’Flahavan, et al.,

1992) Reading motivation includes the variety of aspects such as: reading goals, intrinsic and extrinsic motivation, and social motivation for reading (Guthrie & Wigfield, 2000), and it refers to the internal states that make people read Nearly all of the participants in this study identified the significance importance of being a proficient inferential English reader but not of them show high inferential English proficiency This fact is very important for teacher to adapt appropriate methods in teaching inferential tasks Teacher might help student identify clearly their English inferential reading goals in long-term and short-term as well Although this study explored negative attitudes toward inference of most students from 12, knowing how to deal with the inferential tasks is believed to better students’ attitude toward these exercises

Second, using QAR strategies effectively plays a positive role in English reading comprehension as they facilitate learning to read effectively (Rubin, 2008) Students who were taught the QAR strategies demonstrated substantial gains in inferential comprehension This study revealed these good strategies that were used frequently by students who were considered to be good at English proficiency Those strategies should be introduced to students, especially to low-proficiency English readers Teachers should raise students’ awareness of equipping the QAR strategies to help improve their inferential reading competence Teachers should clearly understand the use of each QAR strategy so that they can teach students to use such strategies effectively The truth is that teachers spend a lot of time testing reading inferential reading exercises, but little time teaching them They confuse telling students what is happening in a text with actually teaching those strategies to help students comprehend texts When learners are confused, teachers often end up simply explaining what the text means Instead, if teachers want learners to move from dependent readers to independent readers, they better provide QAR strategies for readers to understand texts Besides, it is suggestible that teachers should supply students with more various topics of reading, encourage them to read as much as possible to widen the background and enrich the vocabulary To conclude, inferential reading achievement is a process of using effective strategies, the richness of vocabulary, the abundance of background knowledge, full of motivation

From the positive effects of the QAR strategies in this study, students can create goals for reading, find sources of information for responses, and select appropriate reading methods in their reading learning process if teachers teach them how to identify question types and choose appropriate reading techniques for each type of question

When it comes to reading materials, instructors should provide students with a variety of tasks covering a wide range of text kinds, with a focus on narrative and expository texts for reading comprehension

This study emphasizes how crucial it is for teachers to comprehend their students’ learning needs, establish goals, objectives, and outcomes, and use effective teaching strategies Additionally, it emphasizes the interwined relationship between QAR strategies and reading, giving textbook authors crucial information for creating English reading materials that are suited to students’ English language competence levels For the development of material effectively, this strategy is essential

According to the research, the use of QAR exercises enhances students' reading comprehension through inferential reasoning While the teacher provides necessary details, these exercises improve students' understanding and provide them with the ability to respond to questions more quickly The analyst suggests that QAR techniques can be helpful for teaching reading as a foreign language.

Implications and suggestions for further studies

Despite the great effort of the researcher to carry out this paper, there are still some limitations of this research

Firstly, the study in Thai Nguyen focused on a large number of students, but the representation was limited due to time constraints and limited permission The 12th- grade students’ English learning goals differed from other grades, and limited data sources made it difficult to address issues affecting other grades or high schools Therefore, a larger sample size is needed for future research in Thai Nguyen

Secondly, the research suggests that inferential reading skills can be challenging for both students and teachers The findings of the study can support that English teachers can use QAR activities as an alternative strategy for teaching English reading comprehension to high school students Further research could involve interviews with teachers, analysis of teaching materials, and curriculum changes

Despite the aforementioned shortcomings, the researcher’s flexibility, serious work, and justified data collection and research methodology retained the validity and reliability of the results Nevertheless, it is noteworthy that these above shortcomings should always be taken into consideration when further related studies are conducted in the future

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Questionnaire on Students’ Question-Answer Relationship Strategies in inferential reading

In order to assess the use of Question-Answer Relationship strategies in performing an inferential reading of students, please answer the following questions by filling in their personal and circling the number with the appropriate choices The information obtained is for research purposes only

2 How long have you studied English?

3 Your purpose of studying English is: (You can choose more than one)

A To take part in GCSE

C To get a high-salary job

4 Do you like reading English?

Yes □ No □ Do not mind □

5 Do you like inferential reading tasks in reading skills?

Yes □ No □ Do not mind □

6 Have you ever been trained in inferential reading strategies?

7 How is your English inferential reading proficiency?

Very good □ Good □ Fair □ Poor □

8 How important is it for you to become proficient in inferential reading in English?

Very important □ Important □ Not so important □ No important □

Part II Question-Answer Relationship strategies used in inferential reading

This questionnaire has been designed to help you to identify which strategies you use in inferential reading

Read each statement below: Please write response 1,2,3,4,5 that tells HOW TRUE OF THE STATEMENT IS

Mark an X in the appropriate column

Please respond to each statement quickly, without too much thought Try not to change your responses after you choose them Please use a pen to mark your choices

1 I focus on the text when reading x

1 Difficulties in learning inferential reading lessons

1 I have problems identifying the question types in reading tasks

2 I face difficulties in interpreting unfamiliar vocabulary

3 I often do the questions which require scanning to locate information easily

4 I don’t have difficulty identifying important information, summarizing, clarifying, and making simple inferences

5 I have difficulty predicting, visualizing, and making complex inferences

2 Reading strategies in inferential reading comprehension

I use the senses to understand and remember what

I read (Using the Senses to Understand and

7 I activate my knowledge to understand the reading text (Activating Knowledge)

I reason (analyze and guess grammatical points, vocabulary, etc.) what I read to understand the text (Reasoning)

I guess the semantic relation between various elements of the text by analyzing the cohesive devices used to connect the elements (Reasoning)

I guess new words or phrases while reading through the analysis of known elements

11 I identify the given and new information in a sentence (Conceptualizing with Details)

I look for the topic of the reading passage and follow its logical development (Conceptualizing with Details)

I guess the text based on the link between words, phrases, concepts in the reading, etc

14 I interpret selective information based on self- judgment (Conceptualizing Broadly)

I deduce the content of the readings from the available information (title, known vocabulary, topic sentences) (Going Beyond the Immediate

I guess the main idea of the reading text by analyzing the macrostructure of the text (Going

Thank you for your cooperation!

(Source: adapted from Do Thi Thuy, 2019)

PHIẾU ĐIỀU TRA VIỆC SỬ DỤNG CHIẾN LƯỢC MỐI QUAN HỆ

GIỮA CÂU HỎI - TRẢ LỜI CỦA HỌC SINH TRONG ĐỌC SUY LUẬN Để đánh giá việc sử dụng chiến lược mối quan hệ giữa câu hỏi - trả lời trong đọc suy luận của học sinh bằng tiếng Anh, vui lòng trả lời các câu hỏi sau bằng cách điền hoặc chọn các thông tin cá nhân và khoanh tròn vào các lựa chọn phù hợp Thông tin thu được chỉ dành cho mục đích nghiên cứu

Phần 1: Thông tin cá nhân

2 Bạn đã học tiếng Anh được bao lâu rồi?

3 Mục đích việc học tiếng Anh của bạn là: (Bạn có thể chọn nhiều hơn một) a Để thi tốt nghiệp trung học phổ thông b Để giao tiếp tốt c Để có được công việc chỉ trả tốt d Để giải trí

4 Bạn có thích đọc tiếng Anh không?

Có □ Không □ Không bận tâm □

5 Bạn có thích những bài tập đọc suy luận trong bài đọc không?

Có □ Không □ Không bận tâm □

6 Bạn có bao giờ được dạy cách đọc suy luận như thế nào không?

7 Bạn tự đánh giá khả năng đọc suy luận tiếng Anh của bạn như thế nào?

Rất tốt □ Tốt □ Bình thường □ Kém □

8 Theo bạn việc trở nên thành thạo trong việc đọc suy luận bằng tiếng Anh có tầm quan trọng như thế nào?

Rất quan trọng □ Quan trọng □

Không quá quan trọng □ Không quan trọng □

Phần 2 Các chiến lược mối quan hệ câu hỏi - trả lời được sử dụng trong đọc suy luận

Phần khảo sát này được thiết kế để giúp bạn phân biệt những chiến lược nào bạn đã sử dụng trong việc đọc suy luận của mình Đọc mỗi câu dưới đây: Vui lòng sử dụng phần trả lời là 1,2,3,4,5 thể hiện những thông tin này đúng đối với bạn ở mức độ nào

1 Không bao giờ đúng với tôi

3 Có chút đúng với tôi

5 Rất đúng với tôi Đánh dấu X vào cột phù hợp

Vui lòng trả lời câu hỏi mà không cần suy nghĩ quá nhiều Cố gắng không thay đổi phương án sau khi bạn đã chọn Vui lòng sử dụng bút bi để đánh dấu đáp án

Thứ tự Lời phát biểu 1 2 3 4 5

1 Tôi tập trung vào đoạn văn khi đọc x

1 Những khó khăn gặp phải khi làm bài tập đọc suy luận

Thứ tự Lời phát biểu 1 2 3 4 5

1 Tôi gặp khó khăn trong việc xác định các loại câu hỏi trong các bài đọc

2 Tôi gặp khó khăn với các từ vựng không quen thuộc

3 Tôi thường trả lời các câu hỏi quét vị trí thông tin dễ dàng

Tôi không gặp khó khăn trong việc xác định những thông tin quan trọng, tổng hợp, phân loại và suy luận đơn giản

5 Tôi gặp khó khăn trong việc dự đoán, hình dung và suy luận phức tạp

2 Những chiến lược khi làm bài tập đọc hiểu suy luận

6 Tôi sử dụng các giác quan để hiểu và nhớ những gì tôi đọc

7 Tôi sử dụng các kiến thức của mình để hiểu đoạn văn

Tôi suy luận (phân tích và đoán các hiện tượng ngữ pháp, từ vựng) những gì tôi đọc để hiểu đoạn văn

Tôi đoán mối quan hệ ngữ nghĩa giữa các yếu tố khác nhau của văn bản bằng cách phân tích các cấu trúc gắn kết được sử dụng để kết nối các yếu tố trong văn bản

10 Tôi đoán từ mới và các cụm từ khi đọc qua việc phân tích các chi tiết đã biết

11 Tôi xác định thông tin đã cho và thông tin mới trong một câu

12 Tôi tìm chủ đề của đoạn văn đọc và theo mạch phát triển logic của nó

13 Tôi đoán đoạn văn dựa vào mối liên hệ giữa các từ, cụm từ, các khái niệm trong bài đọc,

14 Tôi diễn giải thông tin chọn lọc dựa trên sự tự phán đoán

15 Tôi suy diễn nội dung bài đọc từ các thông tin có sẵn (tiêu đề, từ vựng đã biết, các câu chủ đề)

16 Tôi đoán ý chính của đoạn văn bằng cách phân tích các cấu trúc vĩ mô trong văn bản

Cảm ơn sự hợp tác của bạn!

(Nguồn: Được chiều chỉnh từ Do Thi Thuy, 2019)

APPENDIX 2: Pre-test PRE- TEST (Time allowed: 30 minutes)

Part 1: Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the questions

In 2007, at a heavily hyped press event in San Francisco, Apple co-founder Steve Jobs stood on stage and unveiled a revolutionary product that not only broke the mold but also set an entirely new paradigm for computer-based phones The look, interface and core functionality of nearly every smartphone to come along since is, in some form or another, derived from the original iPhone’s innovative touchscreen- centric design

Among some of the ground-breaking features was an expansive and responsive display from which to check email, stream video, play audio, and browse the internet with a mobile browser that loaded full websites, much like what is experienced on personal computers Apple’s unique iOS operating system allowed for a wide range of intuitive gesture-based commands and eventually, a rapidly growing warehouse of downloadable third-party applications

Most importantly, the iPhone reoriented people’s relationship with smartphones Up to then, they were generally geared toward businesspeople and enthusiasts who saw them as an invaluable tool for staying organized, corresponding over email, and boosting their productivity Apple’s version took it to a whole other level as a full-blown multimedia powerhouse, enabling users to play games, watch movies, chat, share content, and stay connected to all the possibilities that we are all still constantly rediscovering

(Adapted from https://www.thoughtco.com/)

Question 1: Which best serves as the title for the passage?

A Apple co-founder Steve Jobs B press event in San Francisco

C Apple’s unique IOS operating system D Apple’s iPhone

Question 2: The word “paradigm” in paragraph 1 is closest in meaning to

Question 3: Which is NOT mentioned in paragraph 1 as a characteristic of the new iPhone?

A new look B interface C excellent sound D core functionality

Question 4: The word “that” in paragraph 1 refers to

A mobile browser B internet C email D audio

Question 5: The iPhone reoriented people’s relationship with smartphones and geared toward _

Part 2: Read the following passage and circle the best answer (A, B, C or D) to the questions according to the text

Today, Snyder is seeing the fruits of the collaboration In a recent issue of the Journal of Comparative Psychology (Vol 117, No 3), the research group published the first study of giant panda cub-rearing and separation The study is the first step in examining the impact of a common breeding practice in China: separating captive cubs before they are six months old so that the mothers will be able to reproduce again sooner Cubs in the wild stay with their mothers for 1.5 to 2.5 years

Snyder and her co-authors, including Maple and psychologist Mollie Bloomsmith, PhD, theorize that separating cubs from their mothers too early may harm their social development, and could underlie why so many captive pandas fail to breed Captive males often show little sexual interest in females or are too aggressive