VIETNAM NATIONAL UNIVERSITY, HANOIUNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIESFACULTY OF POST - GRADUATE STUDIES VU THU GIANG A STUDY ON READING STRATEGIES USED BY HIGH SCHOOL STUDE
INTRODUCTION 0 eccececceecescceseeeseceeeseeeeaeeeeeseeeseeeaeseeeseeeaesenesseees 1 1.1 Rationale for the 27
Aims Of the Study
In the field of language education, comprehensive comprehension of the impact assessments have on learning practices holds significant importance for educational progress With a specific focus on reading, this study was to explore strategies used by high school students in the International English Language Testing System (IELTS) The aim of this study is to offer valuable insights to educators and learners, aiding them in the development and implementation of effective reading strategies.
In accordance with the aforementioned aims, the present study examined two research questions:
1) What are the difficulties perceived by learners in reading IELTS passages? 2) What strategies are used to cope with these difficulties?
Through a thorough exploration of these research questions, a deeper understanding of the dynamic relationship between the IELTS reading test and the reading strategies utilized by high school students can be gained.
Research on reading strategies in the Vietnamese context has been conducted on the international standardized tests such as TOEIC (Do & Phan, 2021), IELTS(Dung & Ha, 2019; My et.al 2023) to national ones such as National English Exam(Phuc, 2020) Additionally, studies on reading strategies in Vietnam context have predominantly targeted university students, both English as a Foreign Language(EFL) and English as a Second Language (ESL) students, of different language proficiency levels (Thuy, 2018; Ha, 2019, Thuy, 2021; Do & Phan, 2021; My et.al
2023) Phuc (2020) conducted research on reading strategies employed by high school students in Thai Nguyen province However, it is important to highlight that the participants in Phuc's study were preparing for the National Entrance Exam rather than the IELTS test Notably, Mui and Quyen (2021) carried out research on high-scoring candidates from different age groups, who had taken the IELTS test and achieved a reading band score of 7.0 in the Academic module.
This study explored and analyzed the use of reading strategies of five high school students who have attended at least one preparation course in a language center in Hanoi and have obtained IELTS band score for reading Academic module at 6.0-6.5.
The findings of this study are expected to yield practical contributions with regards to the reading strategies used by high school students Firstly, schools and other educational institutions can gain valuable insights into the learning strategies of students who have undergone preparation courses for the IELTS test This understanding can enable them to make necessary adjustments in their syllabus and teaching methodologies, ensuring alignment with the specific reading strategies required for success in the IELTS examination Secondly, both IELTS candidates and trainers can refer to the study's findings to enhance their teaching and learning approaches, particularly in the context of reading strategies for the IELTS test The research outcomes can serve as a valuable resource from which students can acquire the essential reading skills necessary to excel in the IELTS examination.
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Reading is “the process of receiving and interpreting information encoded in language form.” (Urquhart &Weir, 1998: 22) Moreover, it is a dynamic and engaging process that involves “the reader's prior knowledge, the information conveyed by the text, and the context in which the reading occurs.” (Wixon, Peters, Weber, & Roeber, 1987) The extent to which the meaning of a text is recreated, and how it is done, depends primarily on how the reader, as a language user, understands and interprets the text (Goodman, 1967)
Reading is an essential component of learning in general, and it is particularly important for language learning It aids in the development of various skills, and is considered the most important language skill for those learning English as a second or foreign language This is due to the fact that reading is an effective means of not only gaining knowledge, but also enhancing one's language proficiency (Krashen, 1985)
Grabe (2009) expounds on the intricacies of reading processes, highlighting that they comprise a combination of bottom-up and top-down strategies Bottom up processing involves reading as a mechanical process in which the reader decoded the ongoing text letter-by-letter, word-by-word, sentence-by-sentence This mechanical processing translates information in the text piece-by-piece with little interference from the reader’s background knowledge In contrast, top-down processing depicts the reader as actively controlling the comprehension process,directed by readers’ goals, expectations, and strategic processing These models characterize the reader as someone who has a set of expectations about the information to confirm these expectations Top-down models highlight the interaction of all processes with each other under the control of some central monitoring mechanism.
LITERATURE REVIEỀW Sàn HH HH HH HH tt nh 4 2.1 Reading and reading Strategies - - - c1 TH TH vn rệt 4 QL Reading wo eee
Reading Processes Ăn HH HH nh 4 2.1.3 Language learning SfTAf€ĐICS G1111 SH 1H TH Hệ 5 2.1.4 Reading strategies 00 eeeesccceseceseceseeesseeesneceaeeceaeeesaeceseeceaeecsaeceseeceseeceaeessaeenaes 6 2.3 The TELTS 840i 1 8 2.3.1 What is [EL/TS .- 2G sọ Tu TH Hà HH Tư nh nh ng 8 2.3.2 IELTS Academic Reading - - - + 113191993119 1119 1119 1g kg 8 2.3.3 Reading skills teSt€C - - 5 5 kg TT TH TH TH Hành rệt 10 2.3.4 Review of previous Studies Gà rệt 10 2.3.5 Gaps 1n PLEVIOUS SfUI€S Ả Q11 1T HH kg krry 12 CHAPTER 3 METHODOLOGY .- 6 6222319119119 1 91 11 vn ng gưkp 13
Grabe (2009) expounds on the intricacies of reading processes, highlighting that they comprise a combination of bottom-up and top-down strategies Bottom up processing involves reading as a mechanical process in which the reader decoded the ongoing text letter-by-letter, word-by-word, sentence-by-sentence This mechanical processing translates information in the text piece-by-piece with little interference from the reader’s background knowledge In contrast, top-down processing depicts the reader as actively controlling the comprehension process,directed by readers’ goals, expectations, and strategic processing These models characterize the reader as someone who has a set of expectations about the information to confirm these expectations Top-down models highlight the interaction of all processes with each other under the control of some central monitoring mechanism.
Speaking of language learning strategies (LLS), there have been numerous definitions about this category Tarone (1983, p.67) defined them as "an attempt to develop linguistic and sociolinguistic competence in the target language - to incorporate these into one's interlanguage competence.” Later, Scarcella and Oxford (1992, p.63) put forth language learning strategies as “specific actions, behaviors, steps, or techniques - such as seeking out conversation partners, or giving oneself encouragement to tackle a difficult language task - used by students to enhance their own learning”.
Many scholars have attempted to categorize LLS, including O’ Malley et al.
1985, Oxford 1990, and Ellis 1994 Among them, Oxford's taxonomy provides a comprehensive framework for understanding and categorizing the various strategies that learners employ to enhance their language acquisition process.
Oxford (1990) classified learning strategies into six major groups: cognitive, metacognitive, memory, compensatory, affective, and social.
* Cognitive strategies enable the learner to manipulate the language material in direct ways such as reasoning, analysis, note-taking, summarizing, synthesizing, outlining, reorganizing information to develop stronger schemas (knowledge structures), practicing in naturalistic settings, and practicing structures and sounds formally. ằ Metacognitive strategies involve learners identifying their own preferred learning styles and needs, planning for an L2 task, gathering and organizing materials, arranging a study space and a schedule, monitoring mistakes, and evaluating task success, and evaluating the success of any type of learning strategy.
* Memory strategies help learners to link one L2 item or concept with another but do not necessarily involve deep understanding Various memory-related strategies enable learners to learn and retrieve information in an orderly string (e.g.,acronyms), while other techniques create learning and retrieval via sounds (e.g.,rhyming), images (e.g., a mental picture of the word itself or the meaning of the word), a combination of sounds and images (e.g., the keyword method), body movement (e.g., total physical response), mechanical means (e.g., flashcards), or location (e.g., on a page or blackboard).
* Compensatory strategies have something to do with guessing from the context in listening and reading; using synonyms and “talking around” the missing word to aid speaking and writing; and strictly for speaking, using gestures or pause to help the learner make up for missing knowledge.
* Affective strategies are associated with identifying one’s mood and anxiety level, talking about feelings, rewarding oneself for good performance, and using deep breathing or positive self-talk have been shown to be related to L2 proficiency.
* Social strategies (e.g., asking questions to get verification, asking for clarification of a confusing point, asking for help in doing a language task, talking with a native-speaking conversation partner, and exploring cultural and social norms) help the learner work with others and understand the target culture as well as the language.
Reading is a strategic process “in that a number of the skills and processes used in reading call for effort on the part of the reader to anticipate text information, select key information, organize and mentally summarize information, monitor comprehension, repair comprehension breakdowns, and match comprehension output to reader goals.” (Grabe, 2009, p.15) To be more specific, reading strategies is defined “the mental operations or comprehension processes that readers select and apply in order to make sense of what they read” (Abbott, 2006, p 637). Anderson (1991) mentioned that reading strategies are deliberate, cognitive steps that readers can take to assist in acquiring, storing and retrieving new information.
These strategies interact with and utilize both the top-down and bottom-up reading processes By incorporating lower-level decoding strategies with and high level comprehension strategies, readers can effectively navigate and comprehend the text. The strategic use of these processes helps readers develop a comprehensive understanding of the text by making connections, and extracting meaning from various levels of linguistic information The thoughtful, flexible use of reading strategies allows readers to achieve their goals and maximize comprehension.
Several researchers have proposed taxonomies for categorizing reading strategies, including Oxford (1990), O’Malley and Chamot (1990), and Mokhtari and Sheorey (2002) The study adopted the reading strategy taxonomy proposed by Sheorey and Morkhtari in 2002 This taxonomy serves as a framework for analyzing and categorizing the reading strategies employed by the participants.
Mokhtari and Sheorey (2002) group reading strategies into three sub- categories: Global reading strategies (GLOB), Problem-Solving reading strategies (PRO) and Support reading strategies (SUP). ° Global reading strategies: generalized, intentional reading strategies aimed at setting the stage for the reading act Example of this type of strategies are
“having a purpose in mind, evaluating what to read or ignore, noting text characteristics, guessing what the material is about, etc.” ° Problem solving strategles: localized, focused techniques used when problems develop in understanding textual information These strategies provide readers with action plans that allow them to navigate through the text skillfully. Example of these strategies include re-reading for better comprehension, going back when losing concentration, adjusting speed of reading when the text becomes difficult or easy, pausing and thinking about reading, etc In general, in a second- language context, it is believed that readers often have to use more problem-solving strategies to construct the meaning of a text, due to limited linguistic knowledge. ° Support reading strategies: provide the support mechanisms aimed at sustaining responses to reading Examples of these strategies are use of outside reference materials such as dictionaries, taking notes, highlighting key information to better comprehend the text, etc.
IELTS or International English Testing System is a typical example of proficiency tests, which are “designed to measure people’s ability in a language, regardless of any training they may have had in that language” (Hughes & Hughes, 2020)
IELTS is widely accepted as a proof of English language skills used for recruitment or admission purposes set by educational institutions, employers, professional registration bodies and government immigration agencies (Hallows, Lisboa and Unwin, 2000) IELTS is jointly managed by the University of Cambridge ESOL Examinations (Cambridge ESOL), British Council and IDP: IELTS Australia.
IELTS is available in two formats — Academic and General training and test takers can choose either of them Both share the same Listening and Speaking modules while there is difference in the other two The Academic one is suitable for those who may want to study and work in academic environment, whereas the General training one is suitable for those who may go to English speaking country to undertake work experience or training programmes or for immigration purposes.
In this study, the focal point is on the IELTS Academic reading Hereby, IELTS mentioned in the following parts is implied as IELTS Academic.
Ethical Considerations - 5 (5c 1E 9 TH HH nh nến 20
The researcher made every effort to adhere to ethical considerations, ensuring they were taken into account prior to commencing the data collection process Since all the participants are under 18, informed consent was obtained from their parents or legal guardians The parents were provided with detailed information about the nature of the study, its purpose, procedures, potential risks, and benefits They were given the opportunity to ask questions and clarify any concerns before grating their consent for their children to take part in the research. Following that, the researcher proceeded to inform the participants about the study. The researcher informed the participants that their reflection in their diary would be collected and their responses would be recorded solely for research purposes The researcher also ensured that their personal information, including names and details, would remain confidential To maintain anonymity, all names used in the study were coded with numbers Additionally, the researcher took precautions to ensure that the language used during the questioning did not demonstrate any bias towards the topic.
FINDINGS AND DISCUSSIƠN SH en 21 4.1 The most common difficulties - - 5 <6 + E319 E E511 srkkrkrrke 21 4.1.1 Time pressure ceecceescesscecescecsseeseeesseceseeceeessaeeesaeeeeeeceeeesaeeeeaecenaeeeneeseaes 21 4.1.2 Text difficulties - TH HH HH HH HH, 22 4.1.3 Lack of advanced knowledge of ỉTaIIMAT - 5 5 55+ svEseeeeereeree 24 4.1.4 Low reading speed nan .e
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Having been familiar with the test format and having done a great number of practice tests, participants themselves developed their own strategies to help them handle the reading component of the Academic IELTS test The data showed that they employed various strategies so as to overcome each difficulty they encountered accordingly.
The participants applied several strategies to help them make the most of time when sitting a time-bound test like the IELTS Students were quite practical when taking the test since all the questions are equal and their aim is to achieve as many correct answers in the given time (60 minutes) as possible Therefore, they prioritized some questions over others (GLOB) To be more specific, they would
25 do the tasks which they are able to find the answer and do not require much time to do first.
“Focus and spend more time on questions which are simple and easy to get the correct answer, do the more difficult ones later.”
“Do not spend much time on difficult questions, skip them and I move to the easiest ones to save time ”
“Tf there is a matching paragraph task, do the others first in order to get the general ideas and also understand part of the text, thus it is also easier for me do the matching task later ”
“Do the matching heading task after completing the other questions because this kind of time is often confusing and time-consuming By doing the others, I can somehow understand what the text or the paragraph is about.
This strategy reflects a pragmatic mindset, as students recognize that investing excessive time in challenging questions might hinder their ability to complete the test within the time constraints They prioritize questions based on their perceived ease of difficulty, maximizing their chances of gaining the highest number of correct answer.
To be more specific, the two easiest question types according to the interview are Sentence completion and True/False/Not Given The reason for the former is that the information is just within a certain part, normally one or two paragraphs Furthermore, the questions follows the order of the text, so it is easy for the test takers to locate the information In addition to that, some of the participants shared the same idea that gap filling task is considered easiest.
“Apply the knowledge about grammar into questions that require to find the missing words using the words in the text In some cases, we can use it to eliminate the wrong answer such as summary completion using the words in the box.”
They explained that they can make a guess about the missing words while reading the questions such as the part of speech, general meaning (people, jobs, objects, etc.) When they turn to the text, they have in their mind what kind of information they should look for (GLOB) Similarly, the True/False/Not Given questions share some of those features In addition, the students are made to be aware of some common traps in this type, so they would avoid them and know how to handle.
Meanwhile, the most challenging question types are Matching information and Matching heading Regarding the first one, there are some reasons: (1) some headings have the same words in the text, (2) students are required to have the ability to generalize or summarize the information, which most of them find difficult or are not good at With respect to the second one, this is because it requires candidates to read and understand the details, recognize them and match with the synonyms Most importantly, the answers do not follow the order of the questions In other words, if the test takers are not able to handle these properly, they will get lost and waste a great amount of time, which is not wise in an IELTS reading test Interestingly, one student mentioned that in Multiple choice task, there is always 25% of chance to choose the correct answer in case candidates do not have time to read This type of question is quite challenging for students at this level and it is often seen in passage 3, the most difficult one in the whole test; as a result, participants do not spend much effort on it This strategic approach demonstrates the influence of the IELTS reading test on candidates’ mindset and their recognition of the need to make strategic choices to optimize their test performance By prioritizing questions based on their perceived difficulty and time required for completion, candidates attempt to maximize their overall score by focusing on questions where they have a higher likelihood of success.
In addition, the test starts from the easiest to the most difficult one. Understanding the pressure of the time limit and its impact on the result, students intentionally allocated their time accordingly so that they can make the most of the test.
“speed up and spend less time on the first two passages, about 30-35 minutes, so that I can have more time doing passage 3 as it is the most difficult among the three.”
Student 1 stated several times that:
“ improve the reading speed so as to complete the first two passages faster, saving time for passage 3.”
“| check the answers carefully to avoid losing points in easy questions and invest more time on the hardest part — passage 3”.
“Have a look at all the question types before reading the text, then decide what should be done first so as to optimize the time ”
One student mentioned in the interview:
“We should allocate 15 minutes for the first passage, 20 minutes for the second passage, and 25 minutes for the last passage as the level of difficulty comes with the text ”
This strategic focus on time management demonstrates the impact of the IELTS reading test on candidates’ awareness of the limited time available and their efforts to allocate it judiciously The test format's time constraints influence candidates’ strategies, pushing them to develop time-management skills and prioritize their test-taking actions accordingly.
Furthermore, in order to deal with the time pressure, one prominent strategy identified in the data analysis was the increased use of underlining key words (SUP) This is because this helps them to locate the information in the text quickly, remember the content of the questions and match with the synonyms or paraphrased words, thus finding the correct answer They repeatedly mentioned this strategy in
28 their diaries and some of them found it the most effective This reveals the students’ comprehension of the fact that the IELTS tests are not for learning but for measuring performance, or task achievement.
Students 1 stated about underlining key words:
“underline key words of each questions before reading the text so that I can save time and do not need to reread many từnes ”
“IT need to read the questions carefully and underline the key words, then compare with the information in the text so as to find out the correct answer in the shortest time, especially in matching information task.”
In the same vein, student 3 wrote
CONCLUSIONS ecsesseeseesseeseessecseessecsaeeeeseesseesaessaeeaeesaeeegs 41 5.1 (¡ái ii 41 5.2 Tmplications 177 41 5.2.1 Language f€aC€TS - - + HH HH HH tre 41 5.2.2 Language ẽ€ATTITS: - -ú- 5 + TH TH HH TT Thu nh HH Hà Hà Hư 42 5.2.3 IELTS Test Takers? G5 111 HH TH TT HH ghế 43
In conclusion, while undertaking the test, the test takers faced various challenges that prompted them to employ multiple reading strategies in order to address these difficulties effectively Specifically, the study found that participants primarily utilized global reading strategies, followed by problem-solving and supporting strategies Common strategies include having a purpose in mind, guessing the meaning, deciding what to read carefully and what to ignore, underlining the key information The strategies employed by candidates in response to the challenges of the IELTS reading test demonstrate the test's impact on their test-taking behaviors and perceptions of effective test performance The emphasis on strategic question prioritization, time management, and vocabulary development reflects the reciprocal relationship between the test and candidates' strategies.
These findings have implications for test preparation and instruction, as they emphasize the importance of explicitly teaching and practicing test-taking strategies specific to the IELTS reading test.
From instructional perspective, in general, it is important for teachers to enhance students' understanding of reading strategies during reading activities by explicitly instructing them on how to employ these strategies effectively During daily teaching practices, it is essential to cover all kinds of strategies rather than focusing solely on a few test-oriented ones Second, for those who are teaching IELTS preparation course, they should have a thorough understanding of the nature, structure, and types of questions along with the specific reading strategies and skills required in the IELTS reading test This knowledge will enable them to effectively guide their students in developing the necessary strategies Third, the findings of this study will assist instructors in enhancing the utilization of reading strategies that students use less frequently since “strategy instruction can be an important
41 element in improving learners’ performance on a given section of a test and enhancing their overall scores” (Khoshsima et al., 2018, p.8) Moreover, it will aid learners in developing their ability to employ reading strategies effectively and make effective use of strategies that are suitable for their needs This will help students become proficient in these strategies and improve their performance on the test Finally, teachers can incorporate test simulation activities into their lessons, creating an environment that mirrors the conditions of the IELTS reading test This will familiarize students with the time constraints and format, allowing them to practice and refine their reading strategies accordingly.
First and foremost, it is recommend that language learners should establish a consistent reading habit by dedicating specific time slots for reading every day This regular practice will help improve reading fluency, comprehension and vocabulary. Second, it is better for learners to explore a wide range of text types and genres. This variety will expose them to different writing styles, topics and perspectives, enhancing their background knowledge and their overall reading skIls. Additionally, learners should actively engage in developing and practicing reading strategies in particular and learning strategies in general They can seek guidance from teachers, utilize online resources, or participate in different courses to enhance their proficiency in these strategies Apart from that, learners should raise awareness of appropriate strategies, which enables them to be responsible for their own learning In order to achieve high levels of English reading proficiency, students must also possess self-motivation and the ability to regulate their reading strategies effectively, which are “crucial for learners to continue their life-long learning endeavors” (Oxford & Nyikos, 1989) According to Anderson’s (1991), “strategic reading is not only a matter of knowing what strategy to use but also the reader must know how to use a strategy successfully and orchestrate its use with other strategies It is not sufficient to know about strategies; a reader must also be able to apply them strategically” (p 468-469) Lastly, after completing a reading, it is
42 crucial to take some time to reflect on the content, main ideas, etc Reflective reading helps develop critical thinking skills and promote a deeper understanding of the material.
Several implications for test takers can be drawn from the findings of this study Firstly, it is crucial for test takers to familiarize themselves with the specific reading strategies required for the IELTS reading test This entails understanding the purpose of each strategy and knowing when and how to employ these techniques effectively Test takers should actively engage in regular practice using authentic IELTS reading materials to improve their reading skills and develop confidence in applying the appropriate strategies during the test Additionally, mastering time management skills is essential Test takers should practice managing their time effectively during practice tests, setting realistic time goals for each task. What is more, learners should engage in reflective practice by assessing their performance in practice tests, identifying areas for improvement, and adjusting their reading strategies accordingly Regular self-assessment and self-reflection can contribute to refining their approach and enhancing their overall reading skills.
By considering these implications, teachers can better prepare their students for the IELTS reading test, learners can develop effective reading strategies, and IELTS test takers can optimize their performance and achieve desired results.
This study acknowledges several limitations that should be taken into consideration Firstly, there is a potential for sampling bias, as the participants were selected from a specific language center To mitigate this limitation, efforts were made to ensure diversity in the selection of participants in terms of age, gender, and academic performance Secondly, the limited generalizability is acknowledged due to the specific context in which the study was conducted This study focused solely on high school students in the local educational system The potential subjectivity of the researcher in the data analysis process is another limitation To minimize this
43 bias, clear and transparent coding guides were developed This provides explicit instructions for categorizing and analyzing the data By doing this, consistency is ensured and the potential for subjectivity is reduced.
For further studies, they could employ mixed-methods approaches, combining qualitative and quantitative data collection and analysis techniques. Also, it is recommended that future studies employ larger and more diverse samples from multiple educational contexts with participants from various age groups or language proficiency levels to enhance the generalizability of the findings This would provide a more comprehensive understanding of the reading strategies, as well as allow for the examination of potential correlations or trends By considering these limitations and recommendations, future research can contribute to the existing knowledge base and provide more robust evidence regarding the reading strategies in high-stakes language testing.
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1 Have you ever taken an IELTS test before? ° If Yes, what is your Reading band score? ° If No, are you familiar with all the Question types? What is your band score for Reading at the moment?
2 How did you prepare for the IELTS Reading test?
3 Did you find any particular question type more challenging or easier than others?
4 How does the time affect the way you approach the test: Reading the questions first -> read the text to find the answer/ Read the text the have the general idea -> reading the questions, )
5 Do you read and understand all the details in the text?
6 Do you often encounter new words while doing the test? How do you deal with them?
7 Does grammatical knowledge help you much when you do the test?
8 What do you do when the text becomes difficult? (Example: the text is too long, the topic is unfamiliar, etc.)
9 Do you find it easier to do the test if you have general knowledge about the topic/ Does general knowledge help you much when you do the test?
10 Do you need to translate the text from English to your native language?
11 Have you noticed any changes in your reading habits or strategies over time? If so, what caused the changes?
12 Do you think the IELTS reading test help you improve your overall reading skills?
CÂU HOI PHONG VAN: Translated version
1 Bạn đã từng tham gia ki thi IELTS bao giờ chưa?
+ Nếu có, điểm số bạn đạt được cho bài thi IELTS Reading là bao nhiêu?
+ Nếu chưa, bạn đã quen thuộc hết với các dạng câu hỏi của đề thi hay chưa? Điểm số cho kĩ năng này là bao nhiêu?
2 Ban đã chuẩn bị như thé nào cho bài thi IELTS Reading?
3 Bạn thấy dạng câu hỏi nào khó/dễ hon so với các dạng câu hỏi khác không?
4 Những chiến lược làm bài nào mà bản thận bạn cảm thấy hiệu quả?
5 Yếu tổ thời gian ảnh hưởng thé nào đến cách tiếp cận bài thi của bạn?
6 Tần suất gặp từ mới trong quá trình bạn làm bài? Bạn giải quyết những từ vựng mới đó như thế nào?
7 Kiến thức ngữ pháp giúp bạn thế nào khi làm bài kiểm tra đọc?
8 Ban sẽ giải quyết thé nào khi gặp những bài đọc khó (bài đọc quá dài, nội dung lạ, )
9 Kiến thức nén/kién thức chung tổng quan giúp ích cho bài thé nào trong bài thi đọc?
10 Bạn có cần dịch bài đọc từ tiếng Anh sang ngôn ngữ mẹ đẻ hay không? Nếu có thì trong tình huống nào? Diễn biến ra sao?