[LUẬN VĂN THẠC SĨ] The Network’ s Assistance to the English Reading Teaching Model for Non – Major Students at Dong Nai University

OVERVIEW OF THE RESEARCH BACKGROUND

Reading, recognized as one of the most authentic needs for future career prospects of foreign language learners, has traditionally been regarded as the primary skill among the four language skills in English as a Foreign Language (EFL) education in Vietnam Psychometric-structural linguistics views listening, speaking, reading, and writing as fundamental language learning skills Among these four skills, reading is considered the dominant source of knowledge acquisition Consequently, cultivating learners’ reading capability is the foremost and paramount requirement of EFL teaching However, poor reading comprehension ability impedes the effective language learning process for a significant number of non-English major students Although some new reading theories have been proposed, classroom teaching has not adequately bridged the gap between theories and practice Furthermore, despite the substantial progress in multimedia equipment in recent years, learners have benefited little from these modern instructional tools, indicating an underutilization of multimedia resources The main problems prevalent in current English reading teaching classrooms can be summarized as follows:

Firstly, in traditional English reading classrooms, learners lack high motivation to read the materials presented by teachers Moreover, the traditional reading materials are often dull and disconnected from learners’ real lives, making it challenging to actively encourage reading due to a lack of interest

Secondly, the entire teaching procedure is pre-determined by teachers, with learners’ tasks being to perform according to the teaching plan’s regulations Consequently, in the conventional teaching model, learners have no autonomy, and teachers are the sole decision-makers

Thirdly, the same reading material may not satisfy all learners with varying language proficiency levels Learners with weaker language skills cannot keep pace with the specific reading material within the given timeframe, hindering the development of good reading habits

Fourthly, insufficient information feedback and lack of mutual communication impede the language learning process The absence of feedback leads to a lack of progress, as teachers cannot tailor their teaching methods to learners’ actual conditions and needs A single teaching approach cannot meet the needs for communication

Due to the aforementioned problems, learners’ reading abilities improve slowly Moreover, it is well-established that reading ability is closely linked to learners’ overall language proficiency Nowadays, with the reform of English reading teaching materials aiming to develop comprehensive language usage abilities, the conventional reading teaching model fails to satisfy the need Network-assisted learning, with its numerous advantages, can significantly contribute to effective reading With network assistance, learners will become the central focus of the class rather than teachers Against this backdrop, conducting this study is essential.

SIGNIFICANCE OF THE STUDY

The widespread application of the internet or network in modern language teaching is an adaptation to the demands of the information age The internet has rapidly advanced over the past decades, significantly altering people’s learning styles Network-assisted language learning, with its advantages, has permeated modern second language instruction, remarkably displaying its boundless vitality in the field of language teaching Learner-centered teaching emphasizes learner autonomy and enthusiasm, and the network or internet provides access to ever-updating resources that learners can choose according to their interests Furthermore, due to the internet’s convenience, self-regulation and self-enhancement are readily achievable with network assistance In the face of fierce talent competition, learners must be equipped with comprehensive knowledge Utilizing the network, learners can search through millions of files worldwide to access their required information, presented in various forms such as broadcasts, newspaper articles, novels, book reviews, and more Additionally, peer and teacher communication are crucial for language learning Through computer-mediated tools like chat rooms, forums, and emails, learners can communicate about their experiences and difficulties, practicing the target language as a communicative tool in meaningful situations Network-assisted language teaching offers benefits that conventional teaching cannot, rendering this study sufficiently significant to undertake

AIMS AND OBJECTIVES OF THE STUDY

This thesis aims to investigate the effect of applying network’s assistance autonomous learning in English reading instruction at the university level Research instruments, including tests, questionnaires, and interviews, have been utilized to gather information from 68 students at Dong Nai University who have participated in the research The study seeks to address the following research questions:

Firstly, can the application of network-assisted learning result in significant improvement in the experimental class’s reading performance compared to that of the control class? This study will select subjects with similar backgrounds and provide two different pedagogical treatments By analyzing their reading test results, this study will draw a conclusion on whether the application of network-assisted autonomous learning (NAAL) can improve learners’ reading proficiency

Secondly, can network-assisted learning promote students’ autonomous learning ability? Whether the application of this method in English reading fosters learners’ autonomy is another key point that the study aims to research To answer this question, questionnaires will be administered in the study

Thirdly, what are the experimental class’s perceptions of the application of network’s assistance learning in reading? Resolving this question well will pave the way for the practical implementation of network-assisted learning in language teaching Therefore, conducting an in-depth investigation into this aspect is significant and essential It is hoped that this study will bring some enlightenment to English reading instruction at the university level English teachers will be able to reform their reading teaching methodology and encourage learners to engage in reading tasks with the assistance of the network Additionally, the emphasis on improving learners’ autonomous learning ability is underscored in network’s assistance learning.

RESEARCH QUESTIONS

The primary focus of the experiment is to evaluate whether the application of network-assisted autonomous language teaching has an impact on enhancing students’ English reading proficiency Additionally, the study aims to determine if students’ autonomous learning ability is enhanced through the process of network’s assistance learning Specifically, the research questions that should be addressed in this study are summarized as follows:

(1) In what ways can the application of network’s assistance language learning lead to significant improvement in reading performance?

(2) How does network-assisted learning foster students’ autonomous learning ability?

(3) What are the students’ perspectives and attitudes toward the network’s assistance approach to English reading instruction?

THE OVERALL STRUCTURE OF THE THESIS

This thesis is organized into five chapters:

Chapter One provides an introduction to the research background, underscores the significance of the study, and outlines its purpose

Chapter Two presents a literature review It explores relevant theories, including social constructivism, learner autonomy, and reading Additionally, it offers an introduction to the concept of network-assisted learning and examines previous research on the application of network-assisted learning in reading instruction, both domestically and internationally

Chapter Three concentrates on the research design and methodology employed in this study In addition to outlining the research questions, it introduces the subjects, instruments, and research procedures

Chapter Four is dedicated to analyzing the experimental data and discussing the findings It reports the study’s results and provides discussions concerning those results

Chapter Five concludes the research It draws conclusions based on the findings, addresses implications, acknowledges limitations, and offers suggestions

THE THEORETICAL FRAMEWORK

Social Constructivism

Social constructivism is a theory of knowledge that explains how individuals acquire knowledge and learn It emphasizes the role that social interactions and cultural influences play in the construction of knowledge and the development of cognitive abilities

According to social constructivism, knowledge is not simply transmitted from one person to another, but rather, it is actively constructed by individuals through their interactions with others and the environment they live in This process of knowledge construction is facilitated by social interactions, language, and cultural tools

In summary, social constructivism posits that knowledge is actively constructed through social interactions, language, and cultural tools, rather than being passively received from external sources It highlights the importance of collaborative learning, scaffolding, and the role of more knowledgeable others in facilitating the learning process

2.1.1.1 The Overview of Social Constructivism Learning Theory

Social constructivism is a theory of learning that emphasizes the role of social interactions and cultural influences in the construction of knowledge It is based on the work of theorists such as Lev Vygotsky (1978) – the Russian psychologist, who believed that cognitive development and learning occur through social interactions and are shaped by cultural and historical contexts

Central to social constructivism is the idea that knowledge is not simply transmitted from one person to another, but rather, it is actively constructed by individuals through their interactions with others and the environment they live in This process of knowledge construction is facilitated by language, social interactions, and cultural tools

One of the key concepts in social constructivism is the Zone of Proximal Development (ZPD), which refers to the gap between what a learner can do independently and what they can achieve with guidance and support from a more knowledgeable other (e.g., a teacher, peer, or expert) This support, known as scaffolding, helps the learner bridge the gap and develop new skills and understanding

Social constructivism emphasizes the importance of collaborative learning environments, where individuals work together to construct knowledge, share perspectives, and challenge each other’s understandings Through these social interactions, learners can engage in meaningful dialogue, negotiate meanings, and co- construct knowledge

Another important aspect of social constructivism is the recognition that learning is deeply influenced by cultural and historical contexts Learners bring their own unique experiences, beliefs, and perspectives to the learning process, which shape their understanding and interpretation of new information

In educational settings, social constructivism encourages the use of instructional approaches that promote active learning, collaboration, and social interactions Teachers act as facilitators, guiding and supporting learners as they engage in problem- solving, inquiry-based activities, and collaborative projects

Overall, social constructivism emphasizes the social and cultural nature of learning, highlighting the importance of social interactions, language, and cultural tools in the construction of knowledge It challenges the traditional view of learning as a passive process of knowledge transmission and instead emphasizes the active role of learners in constructing their own understanding through social and cultural experiences

2.1.1.2 Social Constructivism – Theoretical Basis of Learner Autonomy

Social constructivism emphasizes the active role of learners in constructing their own knowledge and understanding through social interactions and experiences This

Page | 14 perspective aligns well with the concept of learner autonomy, which emphasizes the learner’s ability to take control and responsibility for their own learning process

Construction of knowledge: Social constructivism posits that knowledge is not simply transmitted from teacher to learner but is actively constructed by the learner through social interactions and engagement with their environment This resonates with learner autonomy, where learners are encouraged to actively participate in the learning process, make choices, and construct their own understanding

Social interactions: Social constructivism highlights the importance of social interactions and collaborative learning environments in facilitating knowledge construction In autonomous learning contexts, learners are often encouraged to engage in discussions, collaborate with peers, and learn from each other’s perspectives and experiences

Zone of Proximal Development (ZPD): Vygotsky’s concept of the ZPD suggests that learners can achieve higher levels of understanding and performance with the guidance and support of more knowledgeable others (e.g., teachers, peers) In autonomous learning environments, learners are provided with scaffolding and support to help them progress within their ZPD, but they are also encouraged to take responsibility for their own learning and determine their own learning goals and strategies

Learner-centered approach: Social constructivism advocates for a learner- centered approach to education, where the learner’s needs, interests, and experiences are central to the learning process This aligns with the principles of learner autonomy, which emphasizes learners’ active involvement in decision-making, goal-setting, and self-regulation

Cultural and contextual influences: Social constructivism recognizes that learning is influenced by cultural and contextual factors, which shape learners’ perspectives and experiences Autonomous learning environments acknowledge and embrace the diverse backgrounds, experiences, and learning preferences of learners, allowing them to construct knowledge in ways that are meaningful and relevant to their own contexts

By emphasizing the active construction of knowledge, social interactions, scaffolding, learner-centeredness, and the influence of cultural and contextual factors, social constructivism provides a theoretical foundation for promoting learner autonomy

It supports the idea that learners should be empowered to take control of their learning process, make informed choices, and construct knowledge in meaningful and relevant ways.

An Overview of Learner Autonomy

Learner autonomy, rooted in fostering lifelong learning skills and nurturing independent thinkers (Gardner & Miller, 1999), has been a pivotal goal for Western educators since the 1960s The concept evolved over time, but Holec (1981) initially introduced it to second language teaching in the 1970s As autonomous learning gained popularity, the focus shifted from teacher-centric instruction to learner-centered autonomous learning Over the past three decades, learner autonomy has garnered increasing attention in Vietnam Particularly in foreign language education, the concept of learner autonomy has made significant strides and sparked widespread discussions, highlighting its growing relevance and importance in the Vietnamese educational landscape

In 1981, the publication of “Autonomy in Foreign Language Learning” by Holec marked a significant starting point for research on learner autonomy Throughout the late 1990s, the study of learner autonomy reached its peak and gained widespread attention within the fields of linguistics and education However, learner autonomy is widely regarded as a problematic term, and its definition remains elusive, with scholars approaching it from various perspectives, leading to ongoing debates about its precise meaning Regarding the terminology used to describe this concept, in addition to

“learner autonomy” several synonyms exist, such as self-access learning, self- instruction, self-direction, self-directed learning, autonomous learning, self- monitoring, and independent learning Despite the different labels, the underlying idea revolves around empowering learners to take control of their own learning process, fostering independence and self-regulated learning

As a pioneering advocate of autonomous learning, Holec (1985) was the first to introduce the term “learner autonomy” and define it as the ability to take charge of one’s own learning process Holec’s contribution had a profound impact on subsequent debates surrounding autonomy, and his definition served as a starting point for further research in this field A key aspect that can be deduced from his definition is that learner autonomy is more aptly characterized as an ability or capacity rather than a specific

Page | 16 action Aligning with Holec’s perspective, Little (1991: 75) characterizes learner autonomy as “a capability for detachment, critical reflection, decision-making, and independent action” presenting a similar definition Holec (1985) further emphasizes that learner autonomy entails the responsibility for making decisions about all aspects of the learning process Additionally, Holec’s (1981) subsequent study suggests that autonomous learning involves the potential capacity to act independently in a given learning situation Crucially, autonomous learners are responsible for all aspects of their learning journey, encompassing choices such as selecting learning materials, employing effective strategies and methods, monitoring their progress, and more This holistic approach places the learner at the center of the educational experience, empowering them to take ownership and exert control over their personal learning trajectories

Little (1991) defines learner autonomy as the learner’s psychological relationship with the learning process and content, highlighting the importance of cognitive abilities According to Little, learners become autonomous when they view their learning as their responsibility, which involves three key capacities: critical thinking, decision-making, and independent action Unlike Holec’s definition, Little emphasizes the role of awareness in developing these capacities This perspective underscores the psychological and cognitive dimensions of autonomy, where learners consciously engage with and take ownership of their learning journey

Littlewood (1997) defines learner autonomy as the independent capacity to make and execute choices, taking charge of one’s own actions This capacity hinges on two vital components: ability and willingness Ability encompasses the knowledge of available alternatives and the skills necessary to carry out decisions Willingness, on the other hand, involves the learner’s aspiration and motivation to responsibly achieve their goals For a learner to be truly autonomous, the integration of these four components – knowledge, skills, aspiration, and motivation – is essential Littlewood’s definition stands out as more comprehensive than Holec’s by considering affective factors alongside ability The affective dimension, such as motivation, plays a crucial role in autonomous learning By acknowledging both cognitive and emotional aspects, Littlewood’s perspective provides a holistic understanding of learner autonomy, recognizing the complex interplay between intellectual capacities and personal drives in shaping an individual’s autonomous learning journey

Despite the various definitions proposed by different scholars, there exists a consensus on some fundamental aspects of learner autonomy:

(1) Learners should take responsibility for their own learning, including selecting learning materials, setting goals, employing learning methods, and monitoring their progress

(2) The definition of learner autonomy can be approached from different perspectives, such as technical, socio-cultural, and psychological

(3) Learner autonomy is a comprehensive capacity that manifests in distinct forms for different learners, and the same learner may exhibit different forms under different situations or at different times

(4) Cognitive factors should be considered when discussing learner autonomy (5) There exist varying degrees of learner autonomy

Taking into account these diverse perspectives, the author of this thesis defines learner autonomy as follows: Learner autonomy is the learners’ capacity to exercise command over their own learning, coupled with autonomous beliefs and behaviors It is considered an internal learning mechanism In the autonomous learning process, learners are self-constructed, self-controlled, and self-monitored Furthermore, autonomous learning is successful and effective when learners possess a positive attitude and high motivation

This comprehensive definition acknowledges the multifaceted nature of learner autonomy, encompassing cognitive, behavioral, and affective dimensions It highlights the learner’s active role in constructing, regulating, and monitoring their learning experience, while also emphasizing the importance of autonomous beliefs, positive attitudes, and high motivation in achieving successful and effective autonomous learning

2.1.2.2 The Internal Mechanism of Autonomous Learning

Researchers have attempted to elucidate the internal mechanisms of autonomous learning by integrating various factors affecting learner autonomy proposed by different schools of thought The social cognition school pioneered a model that explains how autonomous learning occurs and its relationship with learning outcomes This model identifies factors such as self-efficacy, outcome expectancy, monitoring, and planning as influential elements in autonomous learning

Building upon this model, Winne and Butler (1998) proposed a more comprehensive autonomous learning model (Figure 2.1), incorporating their perspective on information processing This model aimed to provide a deeper understanding of the internal mechanisms underlying autonomous learning processes

By synthesizing insights from diverse theoretical frameworks, these models offer a holistic conceptualization of the cognitive, affective, and behavioral components that shape learner autonomy and its impact on learning

Figure 2.1 Autonomous Learning Model Designed by Winne and Butler

The autonomous learning model proposed by Winne and Butler outlines several key steps involved in the autonomous learning process:

Firstly, autonomous learners interpret learning tasks by drawing upon their existing knowledge and motivational beliefs In this initial step, learners’ motivation plays a crucial role in goal-setting, learning persistence, and decision-making The sense of self-efficacy significantly influences this learning stage

Secondly, learners must focus on goal-setting, which is considered the core of the entire learning process With clear learning goals, learners can determine the right learning direction, adjust their learning process, select appropriate learning strategies,

Page | 19 and strive to achieve their objectives Based on the characteristics of their learning tasks, learners can set two types of goals: achievement goals and performance goals It is recommended that learners set learning goals that are neither beyond nor below their actual learning level

Thirdly, the utilization of effective learning strategies promotes autonomous learning Learners should choose strategies that align with their individual learning styles Some strategies include cognitive strategies (such as retelling, summarizing, and organizing), motivation-control strategies, and affective strategies When employing learning strategies, learners should clearly understand the applicable conditions and avoid incorrect perceptions of task goals Winne and Butler suggest that essential learning strategy training and practice are necessary

The Introduction of the Network Assistance Learning

The integration of computers and networks into language teaching and learning has proven to overcome numerous limitations of traditional teaching models In the 1990s, as network-assisted instruction gained popularity, many scholars devoted significant attention to researching autonomy in network-assisted learning Since then, advocated by numerous researchers, network assistance learning has experienced rapid development, facilitating the promotion of learner autonomy through the use of technology and online resources

2.1.3.1 Definition of Network Assistance Learning

Network’s assistance learning relates to the field of Computer Assisted Learning (CAL), Computer-Assisted Language Learning (CALL), Computer-Mediated Communication (CMC), Computer-Assisted Language Instruction (CALI), and Technology-Enhanced Language Learning (TELL), etc

Computer-Assisted Learning (CAL) refers to the use of computers and software applications to support and enhance the educational process CAL encompasses a broad range of digital tools and technologies designed to facilitate learning across various subjects Key features of CAL include:

• Educational Software: Programs designed to teach specific subjects or skills through interactive lessons, exercises, and assessments

• Online Courses and Tutorials: Web-based platforms offering structured learning modules, instructional videos, and self-paced courses

• Interactive Simulations and Games: Engaging, game-like environments and simulations that help students learn complex concepts through hands-on experience

• Multimedia Resources: The use of videos, audio clips, animations, and interactive content to present information in diverse and engaging ways

• Adaptive Learning Systems: Technologies that personalize the learning experience by adjusting the content and difficulty based on the learner’s progress and performance

• Virtual Labs and Classrooms: Online environments where students can conduct experiments, participate in discussions, and collaborate with peers and instructors in real-time

• Automated Feedback and Assessment: Systems that provide instant feedback on assignments and tests, helping learners understand their mistakes and improve their skills

• E-books and Digital Textbooks: Electronic versions of textbooks that often include interactive features like hyperlinks, multimedia content, and note-taking capabilities

CAL aims to enhance the educational experience by making learning more interactive, personalized, and accessible It allows learners to study at their own pace, receive immediate feedback, and access a wealth of resources and materials that support diverse learning styles Through the integration of technology, CAL seeks to improve educational outcomes and make learning more engaging and effective

Computer-Assisted Language Learning (CALL) is the use of computer technology to facilitate and enhance the learning and teaching of languages This educational approach incorporates various digital tools, software, and online resources to create an interactive and engaging language learning environment CALL can include:

• Language Learning Software: Specialized programs designed to teach languages through interactive lessons, exercises, and quizzes

• Apps: Mobile applications that provide language learning resources, practice activities, and progress tracking

• Multimedia Resources: The use of video clips, audio recordings, animations, and interactive content to support language learning

• Text-to-Speech and Speech Recognition: Technologies that allow learners to hear how words are pronounced and practice speaking by converting spoken language into text and providing feedback

• Online Courses and Tutorials: Web-based platforms offering structured language courses, tutorials, and interactive exercises

• Automated Feedback: Systems that provide immediate feedback on exercises and assessments to help learners improve their skills

• Virtual Classrooms: Online environments where learners can participate in live language lessons, interact with instructors and peers, and access learning materials

CALL aims to make language learning more accessible, personalized, and effective by leveraging technology to provide rich, interactive learning experiences It allows learners to practice language skills at their own pace, receive instant feedback, and engage with diverse multimedia content, making the language learning process more dynamic and tailored to individual needs

Computer-Mediated Communication (CMC) refers to any form of communication between individuals that occurs through the use of computers or other digital devices CMC encompasses a wide range of technologies and platforms that facilitate interactions over the internet or other digital networks Based on the provided image, CMC includes the following types of communication tools and platforms:

• Email: A method of exchanging digital messages over the internet

• Instant Messaging: Real-time text communication through software applications or mobile apps

• Social Media: Online platforms that allow users to create profiles, share content, and interact with others (e.g., Facebook, Twitter, Instagram)

• Voice/Video Conferencing: Tools that enable real-time audio and video communication between individuals or groups (e.g., Zoom, Skype)

• ePortfolio: Digital collections of work that showcase an individual’s skills and achievements

• Corpus: Databases of written or spoken language used for linguistic research

• Electronic Gloss/Annotations: Digital notes or comments added to electronic documents or texts

• Chat (Text or Audio): Real-time text or audio communication, often found in messaging apps and chatrooms

• SMS: Short Message Service, a text messaging service for mobile devices

• Social Networking: Platforms designed for building and maintaining social connections (e.g., LinkedIn)

• Blogs: Websites where individuals or groups post regular entries of commentary, descriptions of events, or other material

• Internet Forums: Online discussion sites where people can hold conversations in the form of posted messages

• Message Boards: Online platforms for posting messages and engaging in threaded discussions

• Wiki’s: Collaborative websites that allow users to create, edit, and link web pages easily (e.g., Wikipedia)

CMC can be synchronous, where communication happens in real-time (e.g., instant messaging, video conferencing), or asynchronous, where there is a delay between sending and receiving messages (e.g., email, forums) It plays a crucial role in personal, educational, and professional contexts by enabling efficient and flexible communication across distances

Computer-Assisted Language Instruction (CALI) refers to the use of computer technology to aid in the teaching and learning of languages This educational approach leverages various software programs, applications, and online resources to provide interactive language learning experiences CALI can include a range of tools and methods, such as:

• Language Learning Software: Programs specifically designed to teach languages through exercises, quizzes, and interactive lessons

• Apps: Mobile applications that offer language learning resources, practice activities, and progress tracking

• Multimedia Resources: Incorporation of video clips, audio recordings, and animations to enhance language instruction

• Text-to-Speech and Speech-to-Text: Technologies that allow users to hear how words are pronounced and to practice speaking by converting spoken language into text

• Interactive Exercises: Activities that engage learners through interactive content, such as virtual flashcards, games, and simulations

• Online Courses and Tutorials: Web-based platforms offering structured language courses and tutorials

• Automated Feedback: Systems that provide immediate feedback on exercises and assessments to help learners improve their skills

CALI aims to make language learning more accessible, engaging, and effective by integrating technology into the instructional process It allows for personalized learning experiences, where learners can progress at their own pace and focus on specific areas of need

Technology-Enhanced Language Learning (TELL) refers to the use of technology to support and improve the learning and teaching of languages TELL encompasses a wide range of digital tools, resources, and methodologies designed to create an engaging and effective language learning environment This approach integrates various technological advancements to enhance traditional language instruction Key aspects of TELL include:

• Educational Software and Apps: Programs and mobile applications that offer interactive language learning experiences, including exercises, quizzes, and progress tracking

• Multimedia Resources: The use of video clips, audio recordings, animations, and interactive content to make language learning more engaging and effective

• Online Platforms and Courses: Web-based systems that provide access to structured language courses, tutorials, and interactive exercises

• Virtual Classrooms: Online environments where learners can participate in live language lessons, interact with instructors and peers, and access a variety of learning materials

• Text-to-Speech and Speech Recognition: Technologies that assist learners in developing pronunciation and speaking skills by providing audio examples and converting spoken language into text

• Automated Feedback: Systems that offer instant feedback on language exercises and assessments, helping learners identify areas for improvement

• Interactive Whiteboards and Digital Tools: Devices and applications used in classrooms to create a more dynamic and interactive learning experience

• Virtual Reality (VR) and Augmented Reality (AR): Immersive technologies that provide realistic language practice scenarios and contextual learning experiences

TELL aims to enhance the language learning process by incorporating technology that makes learning more interactive, personalized, and accessible It supports a variety of learning styles and paces, providing learners with the flexibility to study independently or within a structured educational framework Through the use of technology, TELL seeks to improve language acquisition outcomes and create a more engaging learning environment

The internet, a critical component of networks, facilitates easy access to abundant information and creates a communicative platform for interpersonal interaction With the rapid advancement of network technology, networks are being extensively applied in instruction Consequently, network-assisted learning systems are gaining increasing popularity in the education field Numerous academic journals provide ample evidence suggesting that the network-assisted environment would be advantageous for language learners Network-assisted learning is also known as online learning, internet-based learning, virtual learning, and internet learning Scholars define it from different perspectives regarding its definition

According to Khan (1997), network’s assistance learning is considered an innovative approach for delivering instruction to remote learners who utilize networks and the internet as an instructional delivery system Essentially, network’s assistance learning is described as a new means of instructional delivery Richie and Hoffman (1997) note that web-assisted language learning (WALL) is a hypermedia-based instructional program It leverages the resources and attributes of the network to create a meaningful environment in which language learning is fostered and supported

Furthermore, some scholars in this field place significant emphasis on researching the Web Assisted Learning Environment (WALE) Sherry and Wilson (1997) suggest that WALE should encompass abundant resources, facilitate group learning, implement network-assisted activities, and be accessible to both experts and novices According to Wang and Beasly (2010), WALE is described as an open space where various units of information are stored, accessible to anyone globally and electronically through multiple links whenever needed

The Importance of Reading as an Input Skill in English Language Learning

The four fundamental skills essential for learning the English language are listening, speaking, reading, and writing These skills can be divided into two categories: receptive skills (listening and reading) and productive skills (speaking and writing) In other words, the process of learning English involves both the intake of knowledge (input) and the expression of that knowledge (output) Reading, where learners are exposed to the target language, is considered one of the critical input skills

It serves as a vital means for learners to receive and absorb linguistic information, which subsequently contributes to their overall language proficiency and ability to utilize the language productively through speaking and writing

Reading is the cognitive process of decoding symbols to derive meaning from written text It involves transforming the sequence of letters into meaningful words, sentences, and passages Reading is a complex interaction between the text and the reader, employing various cognitive and metacognitive skills

At its core, reading is the ability to recognize and comprehend written words, allowing the reader to access and construct meaning from the text It requires an understanding of the language’s alphabetic principle, which establishes the relationship

Page | 28 between printed symbols (letters or letter combinations) and their corresponding sounds Effective reading involves several key components:

• Phonological awareness: The ability to recognize and manipulate the sounds within words

• Phonics: The understanding of the relationship between letters and sounds

• Fluency: The ability to read accurately, quickly, and with proper expression

• Vocabulary: Knowledge of word meanings, which is essential for comprehension

• Comprehension: The ability to understand and interpret the meaning of the text

Reading is a fundamental skill that plays a crucial role in acquiring knowledge, enhancing personal growth, and developing critical thinking abilities It is an essential component of education and lifelong learning, enabling individuals to access information, explore diverse perspectives, and engage with various forms of written communication

Reading theories provide frameworks for understanding how individuals decode, interpret, and comprehend written text Reading theories have evolved over time, offering diverse perspectives on the cognitive processes and underlying factors involved in reading comprehension These theories have shaped our understanding of how individuals learn to read and have informed various instructional approaches

This theory, also known as the “text-driven” approach, suggests that reading is a process of decoding letters, words, and sentences in a sequential manner, from smaller units to larger units of meaning It emphasizes the importance of phonics and word recognition skills as the foundation for reading comprehension According to this theory, readers must first master the basic skills of letter-sound correspondences and word recognition before moving on to higher-level comprehension processes

The bottom-up model views reading as a hierarchical process, where lower-level skills, such as recognizing letters and sounds, precede higher-level skills, such as comprehending text meaning Proponents of this theory, like Gough (1972) and LaBerge and Samuels (1974), argue that fluent word recognition is essential for comprehension, as it frees up cognitive resources for higher-level processing

In contrast to the bottom-up approach, this theory suggests that reading is a process of making predictions and utilizing prior knowledge to comprehend the text Readers use their background knowledge, context clues, and higher-level thinking skills to construct meaning from the text This theory emphasizes the role of comprehension strategies, such as making inferences, predicting, and activating prior knowledge, in the reading process

Proponents of the top-down model, like Goodman (1967) and Smith (1971), argue that skilled readers do not rely solely on decoding skills but actively engage in a process of hypothesis testing and prediction-making based on their prior knowledge and contextual cues This theory has influenced the development of reading instruction approaches that emphasize meaning-making and the use of comprehension strategies

This theory combines elements of both bottom-up and top-down approaches It suggests that reading is an interactive process where readers simultaneously use their knowledge of language, their prior knowledge, and the information from the text to construct meaning Both lower-level decoding skills and higher-level comprehension strategies are employed in an integrated manner, allowing for a more comprehensive understanding of the reading process

The interactive model, proposed by researchers like Rumelhart (1977) and Stanovich (1980), recognizes the importance of both bottom-up and top-down processes in reading comprehension It suggests that skilled readers utilize both lower- level decoding skills and higher-level comprehension strategies in a coordinated way, continuously making predictions and adjusting their comprehension based on the incoming textual information

Proposed by cognitive psychologists such as Richard Anderson and P David Pearson, this theory emphasizes the role of prior knowledge, or “schemata” in the reading process Readers use their existing knowledge and experiences to make sense of new information in the text Schemata act as a framework for understanding and interpreting the text, and activating relevant schemata can facilitate comprehension

According to schema theory, readers construct meaning by integrating new information from the text with their existing knowledge structures or schemata When readers encounter information that conflicts with their existing schemata, they may need to modify or restructure their schemata to accommodate the new information This theory highlights the importance of building background knowledge and activating relevant schemata before reading

Proposed by Allan Paivio, this theory suggests that information is processed and represented in two distinct coding systems: one for verbal information (language) and another for non-verbal information (mental imagery) Effective reading involves the integration of these two coding systems, where readers create mental images and connect them with the verbal information in the text

PREVIOUS STUDIES

Studies Abroad

Warschauer and Kem (2000) summarize the history of the development of Computer-Assisted Language Learning (CAL) into three stages in the following table (Table 2.1)

Table 2.1 Warschauer’s Three Stages of the Development of CAL

The table clearly shows that in the 21 st century, the perspective on language has shifted from a purely cognitive approach to a socio-cognitive one Teachers have transitioned from communicative language teaching to a content-based approach that

Page | 33 emphasizes real language use in authentic, interactive contexts The table also indicates the increasing interest in the internet over the past few years This surge in interest is undoubtedly due to the internet’s ability to provide multimedia resources that facilitate language learning This represents a significant shift from viewing the computer merely as a tool for instruction to recognizing it as a support for learning

With the widespread adoption of computer-assisted language learning (CALL) in the field of language instruction, various computer-assisted reading courses have been developed The first such course was introduced by Richard Atkinson with the support of the United States Department of Education Due to its economic benefits, this field experienced significant expansion

During the 1980s and 1990s, numerous studies were conducted on the implementation of English reading courses, which involved teaching reading skills with the aid of the internet or computer networks that provided various forms of support One such study was carried out at Duquesne University in Pennsylvania by Kern (2000), who investigated whether the assistance of computers or media could enhance reading comprehension abilities The results indicated that CAL added visual elements that facilitated reading comprehension compared to text-only reading Additionally, researchers explored ways to combine visual information with textual content

To ensure that teachers had appropriate choices, evaluation criteria were established to assess the feasibility of English reading teaching software An effective English reading teaching software was considered one that contributed significantly to interactive, predictive, and reflective purposes Furthermore, Levy (1997) conducted research on whether computer-assisted reading contributed to improving readers’ reading speed Many studies have suggested that computers and the internet are effective tools that offer substantial benefits for effective reading

In recent years, fruitful studies have been conducted not only on the development of network-assisted courses but also on the establishment of network- assisted learning environments Several advantages of these approaches have been identified As stated by Cobb and Stevens (1992), certain effects on learning strategies in network environments have been observed More significantly, the enhancement of critical thinking in network-based reading has contributed considerably to learners’ writing skills

Previous research has shown that the popularity of network-assisted learning can be attributed to its numerous advantages, such as a vast repository of resources, access to the latest information, easy accessibility, the availability of various media formats, communicative functions, and the absence of time and location constraints It is undeniable that the combination of teaching reading skills through network assistance has a significant impact on improving reading abilities However, some disadvantages cannot be overlooked The network-assisted reading course places excessive emphasis on the importance of the network, which may leave teachers confused about their roles in the classroom, potentially leading to ineffective teaching.

Studies at Home

While research on English reading teaching models based on reading process theory may not be as extensive in Vietnam as in some other countries, there have been efforts to integrate theoretical frameworks into English language teaching practices within the Vietnamese context Despite the relatively limited body of research in this area, attempts have been made to apply theoretical underpinnings to the teaching of English reading in Vietnam, aiming to align pedagogical approaches with established theoretical principles and models derived from the study of reading processes

Several research studies have been conducted in Vietnam to explore the application of reading process theory in English language teaching, particularly in the context of reading instruction These studies cover various educational levels and aspects of integrating theoretical frameworks related to reading processes into teaching practices

Nguyen, T.T.M.’s (2017) thesis, “Developing a Reading Process-based Model for Teaching English Reading Comprehension at Tertiary Level in Vietnam” explored the development of a reading teaching model tailored for tertiary education in the Vietnamese context Grounded in reading process theory, which examines the cognitive processes underlying reading comprehension, this research sought to create a contextualized approach to teaching English reading The model aimed to align with theoretical frameworks on reading processes while considering the unique challenges and educational environment faced by university-level students in Vietnam By adapting reading process principles to the specific needs of this learner population, Nguyen’s work offered insights into developing effective, theory-driven reading instruction models for tertiary English education in Vietnam

Le, T.T.H (2018) conducted research “Exploring the Applicability of Reading Process Theory in Teaching English Reading to Vietnamese High School Students” The study likely examined the potential effectiveness of incorporating theoretical frameworks related to the cognitive processes involved in reading comprehension into English reading instruction for secondary-level learners in Vietnam By investigating the practical implementation of reading process theory in classroom settings, this research aimed to evaluate the benefits and challenges of aligning teaching methodologies with established theoretical principles on reading processes, specifically within the context of Vietnamese high school English language education

Pham, H.T.H (2019) conducted a study that explored how teachers in Vietnam perceive and implement reading process theory in their English language classrooms The research aimed to provide insights into the perspectives and practices of teachers concerning the integration of theoretical frameworks related to reading processes into English reading instruction for Vietnamese EFL learners By examining teachers’ views and approaches, this study could shed light on the challenges and opportunities faced when attempting to align teaching methodologies with established reading process theories within the specific context of English language education in Vietnam

Tran, T.T.H (2020) authored an article titled “Enhancing English Reading Skills for Vietnamese Students through a Reading Process-Based Approach” This work likely concentrated on practical strategies and techniques derived from reading process theory, aiming to improve English reading proficiency among Vietnamese students By drawing upon theoretical frameworks surrounding the cognitive processes involved in reading comprehension, the article may have provided a comprehensive guide on implementing reading process-based approaches in the classroom Tailored to the specific needs of Vietnamese learners, the suggested strategies and techniques could offer educators practical tools to enhance their students’ English reading abilities through methods grounded in established reading process theories

Vu, T.T.N (2021) conducted a study titled “Adapting Reading Process Theory for English Language Teaching in Vietnam: Challenges and Opportunities” which explored the potential obstacles and benefits of integrating reading process theory into English language teaching practices within the Vietnamese context This research likely examined the unique challenges faced by educators and institutions when attempting to align their teaching methodologies with theoretical frameworks related to the cognitive processes involved in reading comprehension Concurrently, the study

Page | 36 may have identified opportunities for enhancing English language instruction by incorporating reading process principles in a manner tailored to the specific cultural, linguistic, and educational landscape of Vietnam.

CONCEPTUAL FRAMEWORK

The conceptual framework for this thesis is grounded in findings from various research studies that have investigated the utilization of network assistance in language learning These studies have highlighted the multifaceted role of network assistance, viewing it as a medium, an intervention, and a focal point They emphasize the potential of network assistance in enhancing reading skills, fostering student engagement, and improving pedagogical efficacy

Building upon these insights, the framework aims to scrutinize the impact of network assistance on students’ reading skills and learning outcomes It will delve into methodologies and findings from both international and domestic research endeavors, evaluating the effectiveness of multimedia in foreign language instruction, the integration of network-assisted language learning approaches, and the utilization of internet-based activities specifically designed to improve reading skills

By synthesizing the findings from this broad range of prior research, the framework will inform an investigation into the effective implementation of network assistance at Dong Nai University The goal is to facilitate the development of reading skills among non-major students, leveraging the potential benefits of network assistance identified in the existing literature

The framework will examine how network assistance can be utilized as a medium for delivering engaging and interactive reading materials, as an intervention to support and enhance reading instruction, and as a focal point for incorporating multimedia and internet-based activities into the learning process Additionally, it will explore how network assistance can be integrated into the existing curriculum and pedagogical approaches, considering the specific context and needs of non-major students at Dong Nai University

By drawing upon the collective insights from various research endeavors, the conceptual framework aims to provide a comprehensive understanding of how network assistance can be effectively utilized to support and enhance the development of reading skills among non-major students at Dong Nai University

RESEARCH DESIGN

In the previous chapter, the theoretical framework encompassing social constructivism, learner autonomy, network-assisted language learning, and reading comprehension was presented Building upon prior research, the present study aims to compare EFL students’ reading performance in two distinct settings: a class employing conventional teaching methods and a class utilizing network assistance language teaching methods

The study employs both qualitative and quantitative techniques to collect a diverse range of data pertaining to these two different settings This chapter outlines the methodology employed in the study, providing detailed information on the research questions, project design, instruments utilized, and procedures for data collection and analysis

Through a comprehensive exploration of these methodological components, the study seeks to shed light on the potential impacts of network assistance language teaching approaches on EFL students’ reading comprehension and performance, contrasting these effects with those observed in a traditional classroom setting.

PARTICIPANTS

The study was conducted at Dong Nai University, a state-owned institution located in Bien Hoa city, Dong Nai province With a long history spanning over 40 years, the university comprises several faculties and a student population of more than 5,000

A total of 68 students from two non-major English classes at Dong Nai University participated in the experiment These students were divided into an experimental class with 35 students and a control class with 33 students The experimental group was exposed to network assistance language teaching of EFL reading, while the control group received instruction through traditional teaching methods

All participants were native speakers of Vietnamese with a similar cultural background and an average age of 20, constituting a homogeneous sociolinguistic group This homogeneity aimed to minimize potential biases arising from

Page | 38 sociolinguistic factors Additionally, the students in both classes shared similar educational conditions, using the same textbook, having the same number of English class hours per week, and receiving instruction from the same teacher

Notably, the participants were admitted to Dong Nai University after taking the same entrance examination, and the students were divided into parallel classes based on their total entrance exam scores The two parallel classes involved in the experiment were chosen after analyzing their scores on the final English exam using SPSS (Statistical Package for the Social Sciences) This approach ensured that the original English proficiency levels would not become an interfering factor in the study

All subjects had learned English for four years, enabling them to possess a certain level of basic language knowledge sufficient for expressing their ideas in English Furthermore, they had acquired skills in using online dictionaries, translation websites, and basic computer operating skills such as searching for information, sending emails, and chatting, which were gained through the Basic Information Technology Course

The study’s design aimed to create a controlled environment where the primary variable was the teaching method employed – network-assisted language teaching for the experimental group and traditional teaching methods for the control group By carefully selecting and dividing the participants, ensuring their homogeneity in terms of sociolinguistic background, educational conditions, and English proficiency levels, the study sought to minimize potential confounding factors and isolate the impact of the teaching methods on EFL reading performance.

INSTRUMENTS

Reading Tests (Pre-Test and Post-Test)

The experiment involved administering two tests (pre-test and post-test) to both the experimental and control classes The results of these tests were used for comparative analysis

At the start of the experiment, a pre-test was conducted with all participants The primary objective of the pre-test was to determine if there were any significant differences in English reading proficiency between the students in the two classes To ensure reliability and validity, the pre-test (provided in Appendix I) utilized the English reading section from the final exam of Class One

Upon the completion of the experiment, a post-test was administered to all subjects to measure whether the application of network-assisted language teaching had any impact on the reading improvement of students in the experimental class compared to those in the control class Similar to the pre-test, the post-test (included in Appendix II) used the English reading section from the final exam of the first semester in Class Two, ensuring reliability and validity

The pre-test and post-test served as crucial instruments for assessing the initial reading proficiency levels of the participants and any potential improvements resulting from the implementation of network-assisted language teaching By adopting standardized reading assessments from previous exams, the study aimed to maintain consistency and validity in the evaluation process, allowing for meaningful comparisons between the experimental and control groups.

Questionnaires

This study employs two questionnaires to gather information relevant to the second and third research questions Participants were assured that their responses would have no bearing on their academic performance, ensuring the authenticity of the data The questionnaires were carefully designed to gather the necessary information while maintaining the participants’ anonymity and encouraging honest responses

Questionnaire I was employed to assess whether utilizing network assistance language teaching for English reading improved students’ autonomous learning abilities It was administered to participants in both the experimental and control groups prior to the experiment commencing and again after its conclusion

The questionnaire comprised 26 items divided into four dimensions based on Winne and Butler’s (1998) Autonomous Learning Model, which thoroughly illustrates the internal mechanisms of autonomous learning The four dimensions were learning motivation (items 1-5), goal setting (6-11), learning strategies (12-19), and metacognitive ability (20-25) The items were generated from two primary sources:

1) The Strategy Inventory for Language Learning from Oxford (1990)

2) The Belief Inventory for Language Learning from Cotterall (1995)

Additionally, this questionnaire was revised with reference to autonomous learning questionnaires created by Pang (2001, 2003)

The items utilized a four-point Likert scale, with 1 point for “A” meaning

“never”, 2 points for “B” meaning “seldom”, 3 points for “C” meaning “no opinion”,

4 points for “D” meaning “usually”, and 5 points for “E” meaning “always” To enhance the questionnaire’s authenticity, questions 5, 8, 19, and 22 were reverse-scored The following table outlines the items involved in each category and their corresponding coefficient values

This multi-dimensional questionnaire, grounded in established autonomous learning frameworks and inventories, sought to comprehensively evaluate the impact of network assistance language teaching on various facets of students’ autonomous English reading abilities through pre- and post-experiment administration

No Category Item Numbers Coefficient α

Table 3.1 Internal consistency of the questionnaire

The table above depicts the items within each autonomous learning category The questionnaire’s internal consistency was evaluated using Cronbach’s alpha (α) for each category (Table 3.1) The results show alpha values greater than 0.76 across all categories, indicating relatively high internal reliability This suggests the questionnaire possesses high validity, justifying the use of the collective data Furthermore, the validity analysis yielded an R-value of 6647, further confirming the instrument’s high validity Consequently, based on the robust internal consistency and validity metrics, it was deemed appropriate to utilize the data gathered from this

Page | 41 questionnaire for subsequent analysis and interpretation The rigorous psychometric evaluation lends confidence to any findings derived from participants’ responses to this carefully constructed autonomous learning assessment

2) Questionnaire II (see appendix IV)

The revised Questionnaire II evaluated students’ perceptions of network-assisted autonomous English reading instruction It was administered to the experimental class participants at the conclusion of the experiment The questionnaire’s design referenced related instruments developed by Professor He (2002) Drawn from He’s research on applying modern educational technology to foreign language teaching, the 16 items spanned five categories: acceptance (1-4), course learning (5-9), usefulness (10-13), and content (14-16) (see Table 3.2)

All items were single-choice questions utilizing a five-point Standard Likert scale: 1= “disagree”, 2= “no idea”, 3= “agree”, 4= “strongly agree”, and 5= “strongly agree” Table 3.2 presents the coefficient alpha (α) values for each category, indicating their internal consistency reliability, along with the corresponding items

This post-experiment questionnaire aimed to capture the experimental class’s perspectives on the network-assisted autonomous approach to English reading instruction Grounded in prior research on educational technology integration, it employed psychometrically vetted items and response scales to ensure valid and reliable data collection on participants’ acceptance, learning experiences, perceived usefulness, and content evaluations

No Category Item Numbers Coefficient α

Table 3.2 Internal consistency of the questionnaire

The reliability and validity of Questionnaire II were evaluated through statistical analysis The table outlines the items comprising each category Internal consistency reliability was assessed using Cronbach’s alpha (α) for the items within each category The results revealed alpha values exceeding 0.7143 across all categories, indicating acceptable reliability for the Likert-scale questionnaire under examination

Furthermore, the validity analysis yielded an R-value of 0.6544, demonstrating high validity

Consequently, based on the satisfactory internal consistency reliability coefficients and high validity metric, it was deemed appropriate to utilize the data collected from this questionnaire for subsequent analysis and interpretation The psychometric evaluation confirmed the instrument’s suitability for reliably and validly capturing participants’ perceptions regarding the network assistance autonomous English reading instruction approach The robust reliability and validity evidence lends credibility to any findings derived from students’ responses.

Interview

To gather in-depth insights into students’ perceptions of utilizing network assistance language teaching for reading, a face-to-face semi-structured interview was conducted with 20 randomly selected students from the experimental group at the end of the semester The interview took place in the English Teaching Room at Dong Nai University

Serving as a supplement to the questionnaires, the interview aimed to elicit more comprehensive and practical feedback through carefully crafted questions The 20 interviewees were prompted to describe their feelings and experiences with the network assistance learning process, as well as evaluate its effectiveness The author guided and encouraged participants to offer suggestions and practical improvements for enhancing network assistance language instruction in reading comprehension

This semi-structured interview format allowed for probing deeper into students’ perspectives beyond what could be captured through questionnaires alone By fostering an open dialogue, participants could freely express their thoughts, concerns, and recommendations regarding this instructional approach’s implementation and impact

In conjunction with the quantitative questionnaire data, the qualitative insights gleaned from these in-depth interviews provided a more holistic understanding necessary to thoroughly address the third research question examining students’ perceptions of network-assisted reading instruction This mixed-methods design facilitated triangulation of findings from multiple data sources, strengthening the validity and comprehensiveness of the results

DATA COLLECTION

Pre-Test

Prior to commencing the experiment, a pre-test on English reading proficiency (Appendix I) was administered on September 5 th , 2023 Test papers were distributed to all students in both the experimental and control groups to establish a baseline measure of their reading abilities The author collected the reading scores from the two parallel classes and entered the data into SPSS for analysis

The primary objective of this pre-test was to verify whether any significant differences existed in the reading proficiency levels between the experimental and

Page | 44 control groups at the outset of the study This would ensure any subsequently observed differences could be more confidently attributed to the experimental manipulation rather than pre-existing disparities

The test lasted one hour, and a total of 68 test papers were submitted by students across both classes All 68 papers were deemed valid and included in the data analysis This pre-test played a crucial role in establishing the equivalence of the two groups’ initial reading skill levels, enhancing the internal validity of the experiment by ruling out potential confounding factors.

Pre-Questionnaire

Prior to the experiment, 68 copies of a questionnaire assessing autonomous learning ability were administered to students in both the experimental and control classes This pre-experiment questionnaire sought to establish a baseline measure of the participants’ autonomy levels across the two groups After collecting the completed questionnaires, the author conducted a comprehensive data analysis using SPSS statistical software

The findings from this pre-experiment questionnaire, coupled with the pre-test results on reading proficiency, allowed the author to draw well-informed conclusions about the equivalence of the two classes’ initial autonomous learning capabilities and reading skills These pre-experiment assessments were crucial for validating any subsequent differences observed between the groups after the experimental intervention and instructional approaches were implemented.

Post-Test

Upon completion of the four-month experiment, participants from both classes undertook a post-test (Appendix II) on December 28th, 2023 The objective of this post-test was to evaluate whether the network-assisted English reading instruction implemented in the experimental class yielded improvements in students’ reading proficiency compared to the control class receiving conventional instruction

The post-test served as a critical assessment tool, enabling the researcher to quantify and compare the reading performance of the two groups after exposure to the differing instructional approaches over the semester Any significant disparities in post- test scores between the experimental and control classes could potentially be attributed

Page | 45 to the effectiveness of the network-integrated autonomous learning method employed with the former group.

Post-Questionnaire

At the conclusion of the experiment, the post-questionnaire on learner autonomy scales was administered to students in both classes This post-questionnaire utilized the same items as the pre-questionnaire issued before the experiment commenced By comparing the results against the pre-questionnaire data, the aim was to determine whether the new network assistance teaching method had a positive impact on enhancing students’ autonomous learning abilities in the experimental group relative to the control class

The protocol for the post-questionnaire remained consistent with the pre- questionnaire administration A total of 68 copies were distributed, and all submitted responses were deemed valid for inclusion in the analysis This pre-post questionnaire comparison would enable the researcher to quantify any changes in learner autonomy levels that may be attributable to the experimental intervention

Additionally, a separate questionnaire was issued to participants in the experimental group to capture their perceptions and experiences with the network assistance language teaching approach Students were instructed to complete this questionnaire based on their personal perspectives gained through the semester-long implementation of this instructional method Upon collecting all valid responses, the author would undertake a comprehensive analysis of the qualitative and quantitative data obtained from these questionnaires

This multi-instrument data collection strategy allowed for a triangulated examination of the impact of network integration from both objective autonomy scale measurements and subjective student perception reports The resulting insights would shed light on the efficacy and reception of this innovative pedagogical technique.

Interview

Supplementing the questionnaire data, a semi-structured interview was conducted with 20 students from the experimental class to gather in-depth insights into their perceptions of the network assistance language teaching approach The interviews allowed participants to provide nuanced feedback, impressions, and suggestions

Page | 46 regarding their experiences with this instructional method After analyzing the rich qualitative data from these interviews, the author drew comprehensive conclusions

In summary, the overarching research study followed the aforementioned procedures, employing a mixed-methods design that triangulated findings from pre/post tests, autonomy scale questionnaires, perception surveys, and in-depth interviews With this multi-faceted data collection strategy, a holistic evaluation of the network-assisted approach’s impact could be obtained The next section details the specific teaching procedures implemented within the experimental group over the semester.

DATA ANALYSIS

To comprehensively analyze the collected data, both qualitative and quantitative methods were employed All data was processed using EXCEL 2021, with further in- depth analysis conducted via SPSS statistical software

For the quantitative components, Analysis of Variance (ANOVA) tests were conducted to compare the reading quiz scores between the experimental and control groups This statistical technique enabled the researcher to determine if there were any significant differences in reading performance attributable to the network assistance instructional approach used with the experimental group

Additionally, ANOVA tests were utilized to compare the questionnaire results on learner autonomy scales before and after the experiment within the experimental class This pre-post analysis aimed to detect whether students’ autonomous learning abilities were impacted by their exposure to the network-integrated pedagogy over the semester

Qualitative data analysis techniques were applied to the responses obtained from the face-to-face interviews conducted with students from the experimental group at the end of December 2023 The author carefully analyzed and coded the rich interview data to extract key themes, sentiments, and insights regarding participants’ perceptions and experiences with the network-assisted language learning method

This mixed-methods approach, combining quantitative statistical tests with qualitative thematic analysis, facilitated a multi-dimensional examination of the research questions from multiple vantage points The following chapter will present

Page | 47 the detailed findings that emerged from the test scores, questionnaire results, and interview data collected throughout this study.

VALIDITY, RELIABILITY AND ETHICAL CONSIDERATIONS

In any research endeavor, it is imperative for investigators to evaluate the validity and reliability of their instruments and methods, as these constitute fundamental benchmarks of scientific rigor (Bryman & Cramer, 2012) Reliability pertains to the consistency and reproducibility of measurements obtained from an instrument (Creswell, 2021), while validity concerns the degree to which a test accurately captures the intended construct or trait (Richards & Schmidt, 2002) For this study, encompassing tests, questionnaires, and interviews, a thorough assessment of validity and reliability was undertaken

To ensure the reliability of the tests employed, both the pre-test and post-test items underwent piloting with a sample of students to assess their clarity, appropriateness, and freedom from ambiguity These tests were carefully designed to maintain consistent formats and equivalent levels of difficulty across items Enhancing content validity, the researcher incorporated diverse task types into the pre and post- test batteries, enabling a comprehensive evaluation of students’ reading abilities across multiple dimensions Construct validity was reinforced by strategically arranging items and tasks in ascending order of complexity Scoring validity and reliability were prioritized through the development of concise, clear, and standardized rubrics consistently applied during both pre and post-test scoring Rigorous protocols governed all aspects of test data collection to uphold validity, with factors like testing environments, timing, locations, and instructions carefully controlled to prevent confounding influences on participants’ scores Reliability was further bolstered by administering the tests simultaneously across all participants under uniform conditions with precise instructions provided

Moreover, the researcher solicited feedback from two experienced English faculty members who served as co-teachers and secondary raters Their insights proved invaluable for refining the tests’ organization, item phrasing, and overall clarity, culminating in a final version that exhibited strong evidence of validity and reliability

In tandem with these measures for the tests, similar rigor was applied in designing and vetting the questionnaires and interview protocols to ensure their psychometric properties were equally robust This multi-pronged approach to validity

Page | 48 and reliability assessment across all instruments enhanced the trustworthiness and quality of the findings

Ethical protocols were stringently followed throughout this study The data was sourced from authentic written tests administered to non-major students at Dong Nai University during the 2023 - 2024 academic years, ensuring its quality and validity Moreover, the researcher obtained informed consent from all student participants by providing consent forms that outlined the details of their involvement The analysis process was methodical, with the researcher examining research findings, statistics, and frequency distributions to derive preliminary conclusions before formulating final outcomes This rigorous approach upholds the reliability of the reported results

In summary, the study’s methodology commenced with an overview of the research design, location, sampling procedures, and data collection instruments employed Comprehensive details were then provided regarding the protocols for data collection and analysis across the various components, including tests, questionnaires, and interviews The results emanating from the extensive quantitative and qualitative data analysis facilitated the formulation of insightful recommendations tailored to learners, instructors, and researchers These recommendations specifically addressed optimizing the implementation of network assistance approaches to enhance reading instruction for non-major students within the given context

Through its robust methodology, ethical adherence, and systematic analysis, this study yields reliable and actionable findings with practical implications for stakeholders invested in leveraging educational technology to bolster language learning outcomes

CHAPTER FOUR: RESULTS AND DISCUSSION

This study, which lasted almost 16 weeks, aimed to investigate the research questions through a comprehensive data collection process Quantitative data was obtained from pre and post-tests, as well as two questionnaires, while an interview provided qualitative insights The following sections present and analyze the amalgamated data from these various instruments The analysis endeavors to elucidate the impacts of the experimental intervention by scrutinizing the collected evidence through multiple lenses Collectively, these findings shed light on the effects of integrating network assistance approaches into language instruction within the specific context examined.

DATA ANALYSIS AND DISCUSSION OF RESEARCH QUESTION ONE 49

Data Analysis and Discussion of The Pre-Test

In the experimental design outlined in Chapter Three, two parallel classes were selected To ensure that the initial reading proficiency levels of the subjects in these two classes did not significantly differ, the reading scores from the final exam of all subjects in Class One were tested at the beginning of the experiment Both classes took the same final exam, adhering to the same scoring standards The test paper for reading comprehension consisted of four articles, each with five questions worth two marks each, resulting in a total score of 40 The scores obtained by the two classes were entered into SPSS, and the results are presented in Tables 4.1 and 4.2

Class N o of Students Mean Deviation Error Mean

Table 4.1 Reading proficiency in two classes of pre-test

Confidence Interval of the Difference 95%

Table 4.2 Reading proficiency of two classes in pre-test (Independent Samples Test)

From Table 4.1, it is evident that the mean score for the control class is 25.918, while the mean score for the experimental group is 25.615, with a mean difference of 0.303 between the two classes Furthermore, Table 4.2 indicates that there is no statistically significant difference between the experimental class and the control class in their English reading proficiency (T= -0.143, p > 0.03) Therefore, both classes had the same starting point in terms of their reading abilities During the subsequent semester of Class Two, students in the experimental class received instruction with the assistance of a network-based approach, whereas students in the control class were taught using conventional teaching methods.

Data analysis and discussion of the post-test

The post-tests were conducted to evaluate if there were significant differences in English reading performance between the students who received traditional classroom instruction (the control class) and those who had the opportunity for network assistance autonomous language learning (the experimental class) Similar to the pre- test data analysis, the scores from the post-tests of both groups were entered into SPSS The results of this data analysis are presented in Tables 4.3, 4.4, and 4.5 The purpose of these post-tests was to determine whether the integration of network resources and autonomous learning opportunities had a measurable impact on the reading abilities of the students in the experimental class compared to those in the control class, who followed the conventional teaching methods

Class N o of Students Mean Deviation Error Mean

Table 4.3 Reading proficiency of two classes in post-test

Table 4.3 reveals a statistically significant difference in the means and standard deviations between the experimental group and the control class The difference in the means of the two groups is 2.598, with the control group having a mean of 23.716 and the experimental group having a mean of 26.314 This mean difference of 2.598 is considerably larger compared to the pre-test mean difference of 0.128 between the two groups The analysis of the means of the two classes leads to the finding that there is a significant difference between the experimental class and the control class in their post- test performance

Confidence Interval of the Difference 95%

Table 4.4 Reading proficiency of two classes in post-test (Independent Samples Test)

Table 4.4 presents the results of the independent sample t-test, which reveals that the p-value is 0.00, which is less than the significance level of 0.05 This finding strongly suggests that there is a statistically significant difference in the reading scores between the experimental class and the control class The low p-value obtained from the t-test analysis provides compelling evidence that the observed difference in reading performance between the two groups is not due to chance alone, but rather can be attributed to the different instructional approaches employed for each group

Paired Difference between pre-test & post - test

Sig α (2- tailed) Mean Deviation Error

Table 4.5 Reading proficiency of experimental class in post-test

Table 4.5 highlights the difference in reading proficiency between the pre-test and post-test for the experimental group The table shows that the confidence interval for the difference does not include zero (lower bound: -5.578, upper bound: -3.172) Additionally, the p-value of 0.000 is less than the significance level of 0.05 These findings indicate that the students’ reading scores in the post-test for the experimental class showed a statistically significant improvement compared to their pre-test scores This statistical evidence supports the conclusion that the students’ reading proficiency improved with the adoption of the network-assisted autonomous learning approach

Based on the quantitative data analysis presented above, it can be concluded that learning under the network-assisted mode is more effective in enhancing learners’ reading abilities compared to learning through conventional reading teaching methods Consequently, the research Question One has been adequately addressed and answered.

DATA ANALYSIS AND DISCUSSION OF RESEARCH QUESTION TWO 52

Data analysis and discussion of pre-experiment questionnaire I

At the beginning of the experiment, 68 pieces of questionnaires are distributed to all of the students, and the valid response rate is 100% The data (scores of each

Page | 53 class can be seen in Appendix VII) are analyzed by SPSS The analyzing results are presented in the following tables

Prior to the commencement of the experiment, 68 questionnaires were distributed among all the students, and the valid response rate was 100% The collected data, with the scores for each class detailed in Appendix VII, were analyzed using SPSS (Statistical Package for the Social Sciences) The results of this analysis are presented in the subsequent tables, providing insights into the students’ autonomous learning abilities before the implementation of the network- assistance approach in the experimental class

Table 4.6 Mean of each category in pre-experiment of EC and CC

Table 4.6 presents the mean values for each category of autonomous learning ability in the pre-experiment phase for both the Experimental Class (EC) and the Control Class (CC) As illustrated in the table, the means for learning motivation, goal setting, learning strategy, and metacognitive abilities in the CC are 1.882, 1.900, 1.893, and 1.887, respectively Similarly, the means for these categories in the EC are 1.878, 1.905, 1.903, and 1.901, respectively

Based on these data, it can be concluded that the autonomous learning abilities of students in both groups were relatively low before the experiment With the traditional teaching methods employed at that time, learners in both groups exhibited low motivation in learning English Teachers typically set learning goals before each class, and students were not accustomed to setting their own learning objectives Furthermore, the students used limited learning strategies, which could be attributed to the lack of strategy training provided by teachers Regarding metacognitive abilities, due to the teacher-centered teaching model, the students demonstrated poor self-control and self-evaluation abilities

To further analyze the data, the total scores for each item from students in both groups were entered into SPSS (Statistical Package for the Social Sciences) The results of this analysis are presented in Tables 4.7 and 4.8

These findings provide valuable insights into the autonomous learning abilities of the students before the implementation of the network-assisted approach in the experimental class The low scores across various categories highlight the need for interventions to enhance students’ autonomous learning skills, such as goal setting, strategy use, and metacognitive abilities

No Mean Deviation Error Mean

Table 4.7 Mean of each group in pre-experiment of EC and CC

Confidence Interval of the Difference 95%

Table 4.8 Independent samples test of scores of autonomous learning ability of each class in pre-experiment

The total scores from the pre-experiment assessment were divided into four data intervals to indicate different levels of autonomous learning ability: low autonomy (26- 60), moderate autonomy (61-95), and high autonomy (96-130) The mean scores for the Control Class (CC) and the Experimental Class (EC) were 50.358 and 50.072, respectively, indicating that the students’ autonomous learning abilities in both groups were not particularly high

As discussed in Chapter 2, autonomous learners should take responsibility for their own learning, including choosing learning materials, setting final goals, utilizing learning methods, monitoring their progress, and so on Due to the lack of these abilities among the students, their overall autonomous learning abilities were not at a desirable level

Table 4.8 shows that the confidence interval for the difference between the two groups includes zero (lower bound: -2.376, upper bound: 1.592) Furthermore, the p- value of 0.615 is greater than 0.05, indicating that there is no statistically significant difference in the autonomous learning abilities of students between the two groups before the experiment

To investigate whether the network-assisted language learning model could improve students’ autonomous learning abilities, an experiment was conducted The purpose of this experiment was to determine if the integration of network resources and autonomous learning opportunities would enhance the students’ abilities to take charge of their own learning process, including setting goals, selecting materials, employing effective strategies, and monitoring their progress

By providing a detailed analysis of the pre-experiment data and highlighting the low levels of autonomous learning abilities among the students, this section sets the stage for the experimental intervention It emphasizes the need for interventions to foster autonomy in language learning and paves the way for evaluating the effectiveness of the network-assisted approach in achieving this goal.

Data analysis and discussion of post-experiment questionnaire I

Subsequent to the completion of the experiment, the same questionnaires as those administered prior to the experiment were distributed to both the experimental and control classes, and all responses were collected The response rates for the questionnaires in each class were 100% The data analysis results, encompassing the total scores and mean values for every category of autonomous learning ability, were obtained for both the experimental and control classes These findings are presented in the following tables, allowing for a comprehensive evaluation of the impact of the network assistance approach on the autonomous learning abilities of the students in the experimental class

Table 4.9 Mean of each category in post-experiment of EC and CC

Table 4.9 presents the mean values for each category of autonomous learning ability in the post-experiment phase for both the Experimental Class (EC) and the

Control Class (CC) As displayed in the table, the means for learning motivation, goal setting, learning strategy, and metacognitive abilities in the EC are 2.337, 2.463, 2.460, and 2.302, respectively These values demonstrate a significant increase when compared to the results from the pre-experiment stage

To further analyze the impact of the intervention, a comparative analysis was conducted between the pre-experiment and post-experiment data for each group This analysis aimed to quantify the extent of improvement in autonomous learning abilities within each group The increased values across the different categories of autonomous learning ability are presented in the subsequent table, allowing for a detailed examination of the changes observed in the experimental class after the implementation of the network assistance approach

Table 4.10 Mean differences of each category between pre-experiment and post-experiment

The analysis of the post-experiment data reveals that the scores across all categories of autonomous learning ability have increased, with particularly notable improvements observed in goal setting (an increase of 0.668) and learning strategy (an increase of 0.667) for the Experimental Class (EC) As clearly demonstrated in the table, the increments in the EC are substantially higher than those in the Control Class (CC) across all categories: learning motivation (0.365 vs 0.00), goal setting (0.466 vs 0.00), learning strategy (0.464 vs 0.010), and metacognitive abilities (0.312 vs 0.017) These findings indicate that the new network-assisted learning model has been more beneficial in enhancing students’ autonomous learning abilities compared to the traditional reading teaching approach

In contrast to the teacher-centered traditional classroom setting, the network- assisted language learning approach has improved learners’ motivation to engage in the learning process Additionally, throughout the network-assisted learning experience, students have acquired and developed various learning strategies, contributing to their overall autonomous learning abilities The mean values and mean differences across the categories further substantiate the advantages of the network-assisted language learning method in fostering learner autonomy

To further validate the findings, the total scores for each item from students in both groups after the experiment were entered into SPSS (Statistical Package for the Social Sciences) for analysis The results of this analysis are presented in Tables 4.11 and 4.12, providing additional insights into the comparative improvements in autonomous learning abilities between the EC and CC

These quantitative analyses underscore the positive impact of the network- assisted approach on enhancing students’ autonomous learning skills By integrating network resources and promoting self-directed learning opportunities, the experimental intervention has effectively empowered learners to take greater responsibility for their language learning journey, including setting goals, employing effective strategies, and monitoring their progress

No Mean Deviation Error Mean

Table 4.11 Mean of autonomous learning ability in post-experiment of EC and CC

Confidence Interval of the Difference 95%

Table 4.12 Independent samples test of scores of autonomous learning ability of each class in post-experiment

The analysis of the post-experiment data reveals that the mean autonomous learning ability score of the Experimental Class (EC) is 65.401, which represents a significant improvement compared to their pre-experiment score This score places the learners in the EC within the "moderate learner autonomy" range after the experiment

As shown in Table 4.12, the confidence interval for the difference between the two groups does not include zero (lower bound: 11.055, upper bound: 15.720) Furthermore, the p-value of 0.000 is less than 0.05, indicating that there is a statistically significant difference in the autonomous learning abilities of students between the EC and the Control Class (CC) after the experiment

As discussed in Chapter 2, the network-assisted autonomous learning approach positions learners at the center of the learning process, where they are regarded as active knowledge constructors with the assistance of network resources In contrast to the traditional teaching model, learners in the network-assisted learning model are viewed as the central figures in their learning journey, taking on greater responsibility for setting their learning goals and selecting learning materials Throughout this process, they acquire various learning strategies under the guidance of their teachers

The moderate level of learner autonomy achieved by the EC after the experiment suggests that the network-assisted approach has empowered learners to take more control over their learning By providing access to network resources and fostering self-directed learning opportunities, this approach has enabled learners to actively construct knowledge, set their own goals, and employ effective strategies to achieve their learning objectives

The significant difference between the EC and CC in terms of autonomous learning abilities further highlights the positive impact of the network assistance approach The integration of network resources and the promotion of learner-centered activities have effectively cultivated the skills and mindset necessary for learners to take ownership of their learning process, thereby enhancing their overall autonomous learning abilities.

Data analysis and discussion of Research Question Three (post-experiment questionnaire)

The post-experiment questionnaire was administered with the primary objective of investigating the participants’ perceptions of the network-assisted reading teaching approach and assessing its potential impact on the students’ reading abilities Furthermore, the feedback obtained from the students’ responses could provide valuable insights for teachers to make necessary improvements and refinements to the

Page | 59 teaching methodology The development, validity, and reliability of the questionnaire were discussed in detail in the previous chapter

At the conclusion of the experiment, a total of 35 questionnaires were distributed to the students in the Experimental Class at the same time and location The students completed the questionnaires under the guidance and supervision of the researcher Ultimately, 32 valid responses were collected, resulting in an effective questionnaire return rate of 91%

The table presented below showcases the results of the data analysis for the first

12 questions in the questionnaire These questions were designed to gather comprehensive information regarding the students’ experiences, perceptions, and attitudes towards the network-assisted reading teaching approach The analysis of these responses provided valuable insights into the strengths, challenges, and potential areas for improvement in the implementation of this teaching methodology

By conducting this post-experiment questionnaire, the researcher aimed to gain a deeper understanding of the participants’ perspectives and to identify potential factors that may have contributed to the observed outcomes The data collected from the questionnaire served as a complementary source of information, supplementing the quantitative findings and offering a more holistic view of the impact of the network- assisted reading teaching approach on the students’ learning experiences and reading abilities

Table 4.13 Data of Question 1-12 of post-experiment questionnaire II

The analysis of the questionnaire results, specifically the percentages of students who agreed or strongly agreed with the statements, provides valuable insights into the effectiveness and perceptions of the network-assisted reading teaching approach A significant majority of 89.75% of the students expressed that reading with the assistance of network resources aroused their interest in reading, indicating a positive impact on student engagement and motivation

Furthermore, 82.68% of the students reported that they could interact effectively with their peers through various communicative tools available on the network This finding suggests that the network-assisted environment facilitated meaningful discussions and collaborative learning experiences, complementing the students’ autonomous learning efforts

Notably, more than 80% of the participants believed that they gained access to more authentic knowledge, particularly regarding the cultural aspects of foreign countries, through the reading materials available on the internet This exposure to diverse and authentic content likely enriched their learning experiences and broadened their perspectives

The results from Questions 9 and 12 revealed that 70.86% of the students felt they could learn English more flexibly and autonomously through the network-assisted reading learning approach This finding highlights the potential of the network-assisted approach to foster learner autonomy and provide a flexible learning environment tailored to individual needs and preferences

Additionally, more than half of the students expressed that they benefited significantly from the reading materials available on the internet, stating that their knowledge was enriched as a result This finding underscores the value of incorporating online resources and materials into the reading instruction, as they can contribute to the expansion of students’ knowledge and understanding

Overall, the questionnaire results suggest that the network-assisted reading teaching approach had a positive impact on various aspects of the students’ learning experiences, including increased interest and motivation, enhanced collaboration and interaction, access to authentic and diverse materials, fostered learner autonomy, and knowledge enrichment

The results of the questionnaire provide insights into the students’ perspectives and experiences with the network-assisted reading approach Notably, 45.78% of the students reported that they could make judgments and draw conclusions while reading This finding suggests that nearly half of the students were able to engage in higher- order thinking skills, such as analysis and evaluation, during the reading process However, these activities involving judgment and conclusion-making may have been challenging for some students, as they require advanced logical thinking abilities Nevertheless, it is encouraging that with the assistance of network resources, a substantial proportion of students were able to attempt these cognitively demanding tasks

Interestingly, only 36.58% of the students believed that reading with the network-assisted approach could enhance their vocabulary acquisition This relatively low percentage warrants further investigation into the potential reasons Objective factors, such as reading at a pace that hinders proper word retention, could be one contributing factor Additionally, the lack of clear reading objectives or targeted vocabulary learning strategies might have influenced the students’ perceptions of vocabulary gains

Regarding the course content, half of the participants did not consider the content taught in the network-assisted learning class to be comprehensive and detailed This finding is understandable, as teachers in conventional teaching modes often prioritize in-depth explanations and detailed coverage of course material In contrast, the network-assisted learning environment emphasizes the integration of knowledge from various sources, requiring students to take a more active role in their learning process and engage in self-directed exploration

Overall, despite some areas for potential improvement, a large majority of the participants expressed favorable attitudes toward the new English reading approach facilitated by network assistance This positive reception suggests that the network- assisted reading teaching approach has the potential to enhance students’ learning

Page | 62 experiences and outcomes, provided that appropriate measures are taken to address the identified challenges and concerns

It is essential to further investigate the reasons behind the lower perceptions of vocabulary acquisition and the perceived lack of comprehensive content coverage By understanding these factors, educators can implement targeted strategies and modifications to the network-assisted approach, ensuring that it effectively supports vocabulary development and provides a well-rounded and comprehensive learning experience for students

Table 4.14 Data of Question 13 of post-experiment questionnaire II

DATA ANALYSIS AND DISCUSSION OF THE INTERVIEW

The interviews were meticulously designed to verify and supplement the information gathered from Questionnaire II These face-to-face interactions were conducted with 18 participants who had previously taken part in the questionnaire survey from the experimental class The overall background and context of the

Page | 63 interview questions closely mirrored those found in the questionnaire, ensuring a seamless continuation of the data collection process The complete details of the interview can be found in Appendix V

The initial segment of the interview focused on eliciting the participants’ attitudes towards the novel learning model The responses were summarized as follows:

On the whole, the students exhibited a comparatively favorable disposition towards the network-assisted reading teaching approach This finding corroborated the results obtained from Questionnaire II, further solidifying the validity of the data Having grown accustomed to the traditional learning instructions, the participants expressed a preference for the computer-equipped classroom environment, as it introduced an element of novelty and freshness to their educational experience More importantly, the majority of students demonstrated a heightened level of interest and engagement with the new learning approach For instance, an intermediate student, when queried about their stance on the new learning method, responded with evident enthusiasm: “I eagerly anticipate each weekly English reading class The prospect of attending class in the experimental classroom fills me with excitement.” Another participant echoed a similar sentiment, stating, “I found that time seemed to pass more quickly, and I could acquire more knowledge through the new learning method employed in the experimental classroom.” In summary, the innovative instructional mode appeared to provide students with a sense of satisfaction stemming from the course content, learning methods, and overall course organization

The second part of the interview delved into the evolving roles of both students and teachers within the network-assisted learning method Almost all participants acknowledged a significant shift in their roles, as well as those of their instructors, compared to the traditional teaching classroom setting According to the students’ responses, the differences in student roles between the traditional teaching classroom and the network assistance autonomous learning environment can be summarized as follows:

Armed with well-defined reading objectives, students in the experimental class were empowered to administer and monitor their network-assisted learning process This autonomy extended to tasks such as scheduling their reading plans, selecting reading materials, completing assigned readings, and efficiently managing their time

As some participants articulated, “I felt a heightened sense of responsibility for my own learning, rather than relying solely on the teacher I made my own decisions about

Page | 64 what I would do, guided by the learning plan I had formulated in my mind.” Another student remarked, “By independently searching for information, I gained a strong sense of accomplishment when I grasped the main idea of the text.” Within this new teaching model, the role of the teacher evolved to that of a counselor and materials developer One participant’s response encapsulated this shift: “I can pose questions to the teacher via Zalo and email, and the teacher promptly responds to my inquiries.”

In contrast, the traditional learning model cast students in a passive learner role, largely controlled by their teachers They were expected to adhere strictly to the instructors’ directives and read from the fixed materials provided in the prescribed textbooks Operating within this teacher-centered environment, students typically read according to the teacher’s predetermined plan As illustrated by the participants’ responses during the interviews, “As the English reading class commenced, we grew accustomed to awaiting the teacher’s assignments; we seldom had the opportunity to decide our own learning path If questioned, we would seek answers from the text in the book.” Another student shared, “The reading class was inundated with an abundance of language points, which often left me feeling fatigued and disinterested Furthermore, I possessed little background knowledge about the context of the texts.”

Another aspect explored in the interview centered around questions concerning the enhancement of learners’ autonomy abilities within the network assistance learning model In this student-centered instructional mode, students were more inclined to engage actively in the learning process They expressed a strong sense of motivation to satisfy their individual needs Through activities such as searching for relevant information, selecting related materials, monitoring their own learning progression, and actively participating in discussions to resolve queries, their ability to learn autonomously was strengthened throughout the learning experience

The final segment of the interview primarily focused on garnering feedback and suggestions for improving the new learning model Some participants from the experimental group voiced concerns about the teacher’s inability to provide detailed explanations, particularly regarding language points Additionally, they expressed a desire for increased opportunities to practice their speaking skills As one participant noted, “I wished to practice my oral English during the learning process, but I was apprehensive about disrupting other students in the experimental classroom.” Other questions raised included, “I found myself distracted by visually appealing pictures or websites unrelated to the reading material, and I lacked sufficient self-control to

Page | 65 maintain focus on my reading.” These responses indicated that the network-assisted learning approach, while promising, was not without its limitations and required further enhancements Unfortunately, the participants did not offer specific practical suggestions during the interview

CHAPTER FIVE: CONCLUSION AND IMPLICATIONS

The primary objective of this study was to investigate whether the network assistance learning approach could enhance students’ reading proficiency The author conducted a comprehensive review of theories related to network assistance reading teaching and critically analyzed the current practices in reading instruction To gather empirical evidence, an experiment was carried out, complemented by two questionnaire surveys and interviews By meticulously collecting and analyzing both quantitative and qualitative data, four significant findings emerged from this experiment

In addition to summarizing the study’s primary findings, the research aims to provide insightful implications for future teaching practices Furthermore, the limitations of the current study are acknowledged, and suggestions for further research in this domain are outlined This multifaceted approach ensures a thorough examination of the network assistance learning model’s potential to improve reading proficiency while identifying areas for future exploration and refinement

The study’s findings hold the promise of informing pedagogical strategies and shaping instructional practices in reading education By systematically evaluating the effectiveness of network assistance learning techniques, educators can gain valuable insights into leveraging technology to enhance student engagement, autonomy, and ultimately, reading proficiency.

MAJOR FINDINGS

The findings of this study provide compelling evidence for the efficacy of the network-assisted autonomous learning approach in enhancing students’ reading proficiency Firstly, the experimental class exhibited a significant advantage over the control group in terms of reading test results after a one-semester experiment This outcome strongly suggests that the application of network assistance autonomous learning in English reading for non-major students has proven successful to a considerable extent Based on these results, it can be reasonably concluded that the network-assisted autonomous learning method significantly improves learners’ reading proficiency and ability when compared to the conventional teaching method

During the final two weeks of the experiment, the author observed notable improvements in specific reading abilities among learners in the experimental group

These included skills such as inducing, summarizing, predicting, and reflecting Moreover, the students demonstrated remarkable progress in their utilization of essential reading strategies, including skimming, scanning, and skipping Notably, at the beginning of the experiment, many students exhibited a tendency to read word by word or phrase by phrase, a habit that was effectively addressed through the network assistance autonomous learning approach

Secondly, the adoption of network-assisted autonomous learning for English as a Foreign Language (EFL) has shown promising results in enhancing students’ autonomy abilities The results of the questionnaire reveal that students’ learning motivation, goal-setting abilities, use of learning strategies, and metacognitive skills have improved significantly compared to those of students in the control group During the experiment period, learners in the experimental group approached reading with the motivation of expanding their knowledge and enhancing their reading abilities, rather than merely completing fixed assignments assigned by the teacher

Furthermore, students in the experimental group became adept at formulating their own reading plans, rather than relying solely on the teacher’s prescribed teaching procedures This shift towards self-directed learning fostered a greater sense of ownership and responsibility among the students Moreover, students placed increased emphasis on the development and training of effective learning strategies, recognizing their pivotal role in achieving academic success

Notably, a powerful sense of self-confidence emerged as a significant contributing factor to the improvement in reading abilities observed in the experimental group As students gained mastery over the network-assisted autonomous learning approach, their self-assurance grew, further fueling their motivation and commitment to excelling in their reading endeavors

Thirdly, the questionnaire survey examining the perceptions of students in the experimental group regarding the adoption of network assistance learning in reading revealed a comparatively favorable attitude toward the new learning model It became evident that the majority of students believed the new learning model offered significant advantages over the conventional teaching methods

With the supplementary insights gleaned from the interviews, students’ preferences for the network-assisted learning model were further reinforced The qualitative data garnered from these interviews provided a deeper understanding of the

Page | 68 students’ perspectives, highlighting the perceived benefits and advantages of the innovative approach

Therefore, considering the overwhelmingly positive perceptions of students towards the network assistance learning model, it becomes apparent that broader implementation and promotion of this approach in English reading instruction could yield meaningful and beneficial outcomes

The findings of this study underscore the potential of the network-assisted autonomous learning approach to revolutionize the way reading is taught and acquired in the EFL context By fostering autonomy, enhancing reading proficiency, and cultivating positive attitudes among learners, this innovative teaching model holds the promise of transforming the educational landscape and equipping students with the skills necessary to thrive in an increasingly interconnected and information-rich world.

IMPLICATIONS

Essential prerequisites

Fostering students’ persistence in network-assisted autonomous learning is considered the paramount prerequisite for success Maintaining high levels of learning motivation and interest among students is the key to ensuring effective self-access reading This factor cannot be overlooked as it lays the foundation for sustained engagement and meaningful learning outcomes

Secondly, network-assisted language learning necessitates robust technical support Throughout the learning process, computer malfunctions, disconnections from the network or internet, can be immensely frustrating for students, potentially derailing their progress and causing significant delays Moreover, if students inadvertently operate the technology incorrectly, it may result in data loss and compound existing challenges Consequently, to guarantee an effective learning experience within the network-assisted environment, students must be well-prepared from a technological standpoint

Furthermore, it is imperative that both students and teachers receive necessary technological training Students must acquire the requisite skills to navigate the digital tools and platforms seamlessly, minimizing potential disruptions Concurrently, teachers play a crucial role in providing guidance and assistance to students regarding

Page | 69 specific technological operations This support system ensures that students can overcome technical hurdles and maintain their focus on the learning objectives

By addressing these key factors – sustaining student motivation, ensuring robust technical infrastructure, and providing comprehensive technological training – educational institutions can create an environment conducive to successful network- assisted autonomous learning, empowering students to take ownership of their learning journey.

Reading resource designed on the network

The primary significance of network-assisted reading lies in the vast and valuable resources it provides To ensure an effective reading experience, the materials selected must be tailored to students’ learning needs and aligned with the unique characteristics of the texts Consequently, teachers must exercise prudence in curating meaningful materials from the internet and organize them into clear classifications

Another guiding principle in designing network-based content is prioritizing usefulness over all other considerations Teachers should resist the temptation to solely pursue interesting or engaging content at the expense of practical utility Certainly, an ideal scenario would involve curating resources that seamlessly blend usefulness with an engaging presentation, thereby piquing students’ reading interest while mitigating fatigue or disengagement

However, in instances where a trade-off must be made, the overarching emphasis should be on selecting materials that offer substantive value and directly contribute to the learning objectives While engaging and captivating content can enhance the learning experience, its primary purpose should be to facilitate the acquisition of knowledge and skills rather than serving as a mere source of entertainment

By adhering to these principles – aligning materials with student needs, clear organization, prioritizing usefulness, and judiciously incorporating engaging elements – educators can leverage the power of network-assisted reading to create an enriching and effective learning environment that fosters comprehension, critical thinking, and a lasting appreciation for the art of reading.

The training of learners’ strategies

The results from the post-experimental Questionnaire I reveal a striking correlation between the utilization of learning strategies and the development of

Page | 70 autonomous learning abilities Students in the experimental group, who demonstrated a more adept application of learning strategies, exhibited higher levels of autonomous learning capabilities compared to their counterparts in the control group This finding underscores the pivotal role that learning strategies play in facilitating successful English reading comprehension

However, the data also highlighted that a significant portion of students across both groups lacked proficiency in employing effective learning strategies to varying degrees This deficiency can be partly attributed to the ingrained habits and accustomed learning approaches cultivated during their undergraduate studies, as well as a lack of structured training in the application of learning strategies

It is important to note that the inherent nature of autonomous language learning demands the strategic deployment of learning strategies, as eloquently stated by Oxford:

“Language learning strategies allow learners to become more self-directed” (Oxford, 1990: 9) Consequently, providing comprehensive training in learning strategies becomes an essential endeavor to foster autonomous language acquisition

To address this need, teachers play a pivotal role in guiding students to formulate personalized learning strategies that align with their individual learning characteristics These characteristics encompass cognitive features, learning competencies, preferred learning styles, motivational factors, and attitudes towards the learning process By tailoring the learning strategy training to each student’s unique profile, educators can equip them with the necessary tools to navigate the autonomous learning journey with confidence and efficacy

Ultimately, the findings underscore the necessity of integrating learning strategy training into the curriculum, empowering students to become self-directed learners capable of navigating the complexities of English reading comprehension Through a comprehensive approach that considers individual learning traits, educators can unlock the full potential of autonomous language learning, enabling students to thrive in an increasingly globalized and interconnected world.

Role change of teacher and students

The implementation of network assistance autonomous learning in English as a Foreign Language (EFL) education necessitates a profound shift in the roles and responsibilities of both teachers and students As discussed in Chapter Four, the teacher’s role evolves into a multifaceted one, encompassing the roles of counselor,

Page | 71 participator, evaluator, assessor, materials developer, manager, administrator, and organizer

On one hand, teachers must actively guide learners in developing their autonomous learning abilities, taking into account each student’s unique cognitive characteristics and learning styles This personalized approach ensures that students receive tailored support and guidance to cultivate the skills necessary for self-directed learning

On the other hand, it becomes the teacher’s responsibility to create and maintain a learning environment conducive to effective language acquisition In practical terms, this involves designing, establishing, and overseeing the implementation of reading resource modules that cater to the diverse needs of the learners

Within this student-centered learning model, the roles of the students themselves undergo a transformative change They assume the roles of planners, motivators, plan designers, and self-evaluators, taking an active and proactive stance in their learning journey

This shift in students’ roles is integral to fostering and promoting autonomous learning Students must internalize the notion that they bear the primary responsibility for their learning, rather than relying solely on the teacher’s guidance and instruction

By embracing this mindset, students become empowered to take ownership of their educational experiences, setting personal goals, devising strategies, and continuously evaluating their progress

The evolving roles of both teachers and students within the network assistance autonomous learning framework create a symbiotic relationship, where teachers serve as facilitators and mentors, while students become the driving force behind their own learning trajectories This dynamic environment encourages learners to develop critical thinking skills, cultivate self-discipline, and acquire the resilience necessary to navigate the challenges of language acquisition independently

Ultimately, the successful implementation of this innovative learning approach hinges on the collective commitment of both teachers and students to their respective roles, fostering a culture of lifelong learning, intellectual curiosity, and personal growth within the realm of EFL education

LIMITATIONS AND SUGGESTIONS

While the study has yielded many meaningful and positive findings, certain limitations remain that warrant further investigation These limitations present opportunities for future research to build upon the current findings and deepen our understanding of the network-assisted autonomous learning approach in English as a Foreign Language (EFL) education

Firstly, the sample size of the study poses a limitation With only 35 subjects involved in the network-assisted autonomous learning of EFL experiment, the sample size is relatively small To obtain more comprehensive and robust data on the effectiveness of this teaching mode, there is an urgent need to conduct larger-scale experiments, potentially involving cumulative groups across multiple institutions By expanding the sample size and diversifying the participant pool, researchers can gain a more comprehensive understanding of the impact and scalability of this innovative teaching approach

Moreover, the current study drew its participants from a single school, which means that they shared a common learning context While this controlled environment allowed for a focused analysis, it also limits the generalizability of the findings To enhance the validity and applicability of the results, future studies should consider including students from diverse educational institutions, representing varied learning environments and cultural backgrounds By doing so, researchers can account for potential variations in learner characteristics, educational settings, and pedagogical practices, thereby strengthening the generalizability of the findings

Additionally, while this study demonstrated an improvement in learners’ reading proficiency within the experimental group, the extent to which these findings can be generalized to all academic contexts in English teaching and learning requires further investigation Language learning is a complex process influenced by a multitude of factors, including the specific subject matter, instructional methods, and learner characteristics Therefore, it is essential to conduct additional studies across various academic disciplines and educational levels to determine the broader applicability of the network-assisted autonomous learning approach

Another limitation of the current study is its duration, spanning only one semester Due to the relatively short timeframe, many relevant factors that could potentially influence the effectiveness of the network-assisted autonomous learning

Page | 73 approach may have been overlooked For instance, the study did not investigate potential differences between male and female learners in terms of their improvement in reading ability, autonomous learning capabilities, and perceptions of the new learning model To address this gap, it is suggested that future research should extend over multiple semesters or academic years, allowing for a longitudinal analysis of learner beliefs, attitudes, and performance changes over time

Furthermore, the selection process for participants in the interview phase of the study poses a limitation All interviewees were randomly chosen from the experimental group, without considering their language proficiency levels Consequently, there is no evidence to determine whether more proficient language learners can derive greater benefits from the network-assisted learning model compared to average or lower- proficiency learners Future studies should consider stratifying the participant pool based on language proficiency levels to investigate potential differences in the effectiveness of the network-assisted approach across diverse learner profiles

Despite these limitations, the present study holds significant value in suggesting that the adoption of network-assisted learning in English reading at the university level can alleviate the heavy workload on instructors and facilitate the development of learners’ autonomous learning abilities As a tentative exploration of university English Teaching Reform in Vietnam, this study provides a valuable reference point for empirical studies of Vietnamese EFL learners engaged in language learning tasks within the network-assisted learning environment

Moving forward, it is crucial to address the identified limitations through further research endeavors By expanding the sample size, diversifying participant demographics, extending the study duration, and accounting for factors such as gender, language proficiency levels, and longitudinal changes, researchers can gain a more comprehensive understanding of the network-assisted autonomous learning approach’s effectiveness, applicability, and potential for widespread implementation

Furthermore, future studies could explore additional variables and factors that may influence the success of this teaching method, such as learners’ digital literacy skills, access to technology resources, cultural attitudes towards autonomous learning, and the interplay between online and face-to-face instructional components By incorporating these variables, researchers can refine and optimize the network-assisted autonomous learning model, ensuring its adaptability to diverse educational contexts and learner needs

Ultimately, the limitations highlighted in this study underscore the need for continued research and inquiry By addressing these limitations and fostering a culture of ongoing exploration, educators and researchers can work towards developing a robust and evidence-based framework for the effective implementation of network- assisted autonomous learning in EFL education This collaborative effort will not only enhance our theoretical understanding but also inform practical pedagogical strategies, ultimately empowering learners to take charge of their language learning journey and achieve their full potential in an increasingly globalized world

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Reading comprehension in English final exam of Class One

The direction of the nearby Mississippi He liked to sit on the bank of the river for hours at a time and just gaze at the mysterious island and the passing boats He learned many things about the river during those days He learned all about its history and unusual people He later made them part of the history of America in the book Tom Sawyer and Huckleberry Finn

Mark Twain received his genius from his mother Obviously he didn’t get it from his father He once stated that he had never seen a smile on his father’s face On the other hand, his mother had the ability to say humorous things The same ability made Mark Twain an extremely humorous public speaker

1 According to the passage, Mark Twain was a _ boy

2 Because of the nature of his jokes when he was a child, Mark Twain would _

B cause his parents to quarrel with others

C get into trouble with his friends and neighbors

D like to sit on the bank of the Mississippi River

3 It can be learned form the passage that

A Mark Twain’s father was a cruel man

B Mark Twain never attended school on time

C Mark Twain often went boating in the nearby river

D Mark Twain’s mother was something of a humorist

4 In his book Tom Sawyer and Huckleberry Finn, Mark Twain wrote much about _

A the Mississippi and the people living on it

5 It is inferred that what affected Mark Twain’s character mostly was _

A his practical jokes B his father’s seriousness

C the history of the Mississippi D his mother’s genius for humor

Nowadays everybody seems to think that they know English Many people speak it but few speak it really well Practice is necessary in speaking English well

Reading is also one of the things that will help you to speak English better Read whenever you can and whatever you like! Read papers and Internet sites that you like in English every day Then, you will see that the number of known words is increasing and you are able to speak with more skills Then you will have made the foundations and a good basis of English It is not good to stop and get stuck there

Going to England or an English–speaking country is a good choice, but many people cannot afford it If you cannot go, reading and speaking with your friends will also help you to practice your English However, I think it is very good to visit some English – speaking country to see and test your knowledge in everyday life You will understand the everyday usage of the language in its natural environment There your level of English is going to improve even faster Your ability to speak English is better Nothing can match the excitement and happiness when a native speaker tells you that your English is very good!

Finally, in order to speak English well, you must be persistent and do it every day It is like playing the piano Pianists play it every day and so should you Include English in your life and you will see where it is going Practice, practice! Read, write and improve your language skills and you are on you way when you will be able to speak it with more and more confidence!

6 Which of the following would be the best title for the passage?

A How to Improve Your Language Skills

B How to Speak English Well

7 What does the writer suggest about reading?

A Trying to improve your vocabulary

B Keeping on reading when you have time

C Stopping when you have a good basis of English

D Looking up every unknown word when reading

8 In the writer’s eyes, the essential way to improve your speaking skills is _

9 The main idea of the last paragraph is that

A we should play the piano every day

B speaking English is fun and entertaining

C we should practice English every day to improve our speaking skills

D if we’ve learned to read and write, we’ll certainly be able to speak

10 According to the passage, what may make the author excited?

A Reading papers and Internet sites

B Having a good basis of English

C Going to an English–speaking country

I travel a lot, and I find out different “styles” of directions every time 1 ask “How can I get to the post office?”

Foreign tourists are often confused in Japan because most streets there don’t have names in Japaneople use landmarks in their directions instead of street names For example, the Japanese will say to travelers, “Go straight down to the corner Turn left at the big hotel and go past a fruit market The post office is across from the bus stop.”

In the countryside of the American Midwest, there are not usually many landmarks There are no mountains, so the land is very flat; in many places there are no towns or buildings within miles Instead of landmarks, people will tell you directions and distances In Kansas or Iowa, for example, people will say, “Go north two miles Turn east, and then go another mile.”

People in Los Angeles, California, have no idea of distance on the map; they measure distance in time, not miles “How far away is the post office?” you ask “Oh!” they answer, “it’s about five minutes from here.” You say, “Yes, but how many miles away is it?” They don’t know

It’s true that a person doesn’t know the answer to your question sometimes What happens in such a situation? A New Yorker might say, “Sorry, I have no idea.” But in Yucatan, Mexico, no one answers “I don’t know.” People in Yucatan believe that “I don’t know” is impolite They usually give an answer, often a wrong one A tourist can get very, very lost in Yucatan!

11 When a tourist asks the Japanese the way to a certain place they usually _

B show him a map of the place

C tell him the names of the streets

D refer to recognizable buildings and places

12 What is the place where people measure distance in time?

13 People in Yucatan may give a tourist a wrong answer

A in order to save time B as a test

C so as to be polite D for fun

14 Which sentence is true according to the text?

A There is no street names in Japan

B There is no landmarks in the countryside of American

C People in Yucatan always give wrong answers when asked the way

D People in Los Angeles measure distance in time, not miles when asked the way

15 What can we infer from the text?

A It’s important for travelers to understand cultural differences

B It’s useful for travelers to know how to ask the way properly

C People have similar understandings of politeness

D New Yorkers are generally friendly to visitors

Perhaps the most extraordinary building put up in the nineteenth century was the Crystal Palace which was built in Hyde Park for the Great Exhibition of 1851 The Crystal Palace was different from all the other buildings in the world, for it was made of iron and glass It was one of the biggest buildings of all the time and a lot of people from many countries came to see it

Plenty of goods were sent to the exhibition from all parts of the world There was also a great deal of machinery on show Though in those days, traveling was not as easy as it is today, steamboats carried thousands of visitors across the Channel from Europe On arriving in England, they were taken to the Crystal Palace by train There were six million visitors in all, and the money from the exhibition was used to build museums and colleges Later the Crystal Palace was moved to the South London It remained one of the most famous buildings in the world until it was burnt down in

16 The Crystal Palace was built up

17 People from many countries came to the Crystal Palace mainly to ?

A buy goods B visit an exhibition

C travel around D enjoy the Crystal Palace itself

18 What happened to the Crystal Palace in 1936?

C It went to the South of London

19 The Crystal Palace was famous to all because

A it is the biggest building in the world

B so many visitors had been there

C it was made of iron and glass

D it was burnt down at last

A thought the Crystal Palace very useful

B sang high praise for the Crystal Palace

C wanted the Crystal Palace to be rebuilt

D was one of the visitors to the Crystal Palace

Reading comprehension in English final exam of the first semester in Class 2

For some kids, old photos and baby pictures are embarrassing For others, they are cherished keepsakes But for thousands of children living in orphanages worldwide, these records of the past simply don’t exist Either the kids’ parents weren’t around to snap photos, or the pictures have been lost Whatever the reason is, the Memory Project is giving orphans a lasting document of their youth

Over the last two years, the Memory Project has provided hand-painted portraits to more than 4,000 children living in orphanages in poor countries Ben Schumaker,

24, got the idea when he was visiting an orphanage in Guatemala in Central America But he’s not creating the portraits alone Students in hundreds of high school art classes across the U.S paint them using photos sent from the orphanages

Schumaker believes that the artists benefit from the project as much as the orphans do “There are two purposes of the Memory Project.” he said “One is to offer a special gift to the child abroad The other is to help open the eyes of the student who is painting.” Staring into the eyes of another person, Schumaker believes, it creates a real connection This connection raises awareness in U.S schools about the needs of the world’s poor children “It’s about planting a seed.” he said

Schumaker is also working on Books of Hope, a project in which students of all ages put together homemade books for children in Uganda and India He hopes that one day children in Uganda and India He hopes that one day children in Uganda and India will send books to the U.S “It’s important to me to have it be a two-way exchange.” Schmnaker says

1 Old photos and baby pictures are clearly unavailable to

A the kids in rich families

B the kids in common families

C the kids in expanded families

2 How can the orphans in Guatemala get a continuing record of their youth?

A By hand-painted portraits that Ben Schumaker painted

B By the photos the orphanage taken for them

C By the photos taken by the U.S students in high schools

D By the Memory Project started by Ben Schumaker

3 What does the third paragraph mainly tell us?

A The special gifts that the world’s poor children received

B The benefits that the Memory Project brings

C The need of the US schools

D How to help the orphans

4 According to the passage, Schumaker helps the kids in

English is the language that is spoken in more countries than any other language

In places like India and Africa, where the native people speak many different languages, English is the language they will usually use to speak to each other

However, many people think that this is not fair As we all know, English is a difficult language to master It has a complicated grammar system and a great many, strange idioms English spelling often doesn’t make any sense at all Some people feel that this gives native speakers of English an unfair advantage They feel that there should be one true international language which everyone would have to learn as a foreign language That way everyone would be equal

One person who believed this very strongly was Dr L.L Zamenhof In 1887, he invented an international language called Esperanto Zamenhof hoped that if everyone in the world learned one language, it would help to encourage goodwill and friendship between nations

Esperanto was designed to be easy to learn Its rules of grammar and spelling are simple There are 28 letters in the alphabet and each one corresponds to only one sound Nouns end in “o”, adjectives end in “a” and adverbs end in “e” Plurals are made by adding “j” These rules have no exceptions, so there are no irregular verbs and strange endings for plurals in Esperanto (unlike English)

Esperanto is now spoken in 90 countries around the world and many newspapers and books are published in it Some schools even offer courses in the language However, until it is taught in schools everywhere, Esperanto will never become the means of international understanding Dr Zamenhot had hoped

A only in England B in England and America

C by everyone in the world D in most countries in the world

A difficult to master B easy to master

C full of simple grammar rules D a fair language

A an easy language’ B a fair language’

C one who hopes’ D.goodwill and friendship’

8 The grammar rules in Esperanto

A have many exceptions B all end in a vowel

C are the same as in English D are simple, with no exceptions

Larry was on another of his underwater expeditions but this time, it was different

He decided to take his daughter along with him She was only ten years old This would be her first trip with her father on what he had always been famous for

Larry first began diving when he was his daughter’s age Similarly, his father had taken him along on one of h is expeditions Since then, he had never looked back Larry started out by renting diving suits from the small diving shop just along the shore

He had hated them They were either too big or too small Then, there was the instructor

He gave him a short lesson before allowing him into the water with his father He had made an exception Larry would never have been able to go down without at least five hours of theory and another similar number of hours on practical lessons with a guide Children his age were not even allowed to dive

After the first expedition, Larry’s later diving adventures only got better and better There was never a dull moment In his black and blue suit and with an oxygen tank fastened on his back, Larry dived from boats into the middle of the ocean Dangerous areas did not prevent him from continuing his search Sometimes, his was limited to a cage underwater but that did not bother him At least, he was still able to take photographs of the underwater creatures

Larry’s first expedition without his father was in the Cayman Islands There were numerous diving spots in the area and Larry was determined to visit all of them Fortunately for him, a man offered to take him around the different spots for free Larry didn’t even know what the time was, how many spots he dived into or how many photographs he had taken The diving spots afforded such a wide array of fish and sea creatures that Larry saw more than thirty varieties of creatures

Larry looked at his daughter She looked as excited as he had been when he was her age He hoped she would be able to continue the family tradition Already, she

Page | 87 looked like she was much braver than had been then This was the key to a successful underwater expedition

9.In what way was this expedition different for Larry?

A His daughter had grown up

B He had become a famous diver

C His father would dive with him

D His daughter would dive with him

10.What can be inferred from Paragraph2?

B Larry liked the rented diving suits

C Divers had to buy diving equipment permitted to dive

D Ten-year-old children were

11.Why did Larry have to stay in a cage underwater sometimes?

A To dive into the deep water

B To protect himself from danger

C To admire the underwater view

D To take photo more conveniently

12.What can be learned from the underlined sentence?

D Larry was not good at math

Close your eyes for a minute and imagine what life would be like if you had a hundred dollars less Also imagine what it would be like spending the rest of your life with you eyes closed Imagine having to read this page, not with your eyes but with your finger-tips