This study seeks to determine how extensive reading activities affect students' reading comprehension.. How does extensive reading affect students’ reading comprehension level?. How does
INTRODUCTION
Rationale
The increased popularity of English education in Vietnam is driven by the country's expanding global connections English serves as a crucial gateway to the international arena, facilitating communication and access to knowledge beyond Vietnam's borders The widespread use of English, from major metropolitan areas to remote mountainous regions, reflects its significance in various aspects of life, ranging from professional conferences to everyday interactions with foreign visitors The motivation to learn English stems from the desire to leverage its practical utility, enabling individuals to effectively engage with the broader world.
In order to acquire English proficiency, all English learners maintain contact with the four skills One of the key aims of teaching English as a second language in Vietnam is to increase students' reading comprehension, so reading is likely the most essential skill that Vietnamese English language learners will focus on Moreover, becoming an effective and fluent reader in a second language has a number of significant advantages for the learner First, reading in the target language helps students consolidate previously acquired knowledge Second, by exposing students to new vocabulary, grammatical structures, or cultural issues, it may assist them in acquiring a deeper understanding of the target language Carrell
Reading holds paramount importance in English language learning, with studies emphasizing its significance for non-native speakers Despite this recognition, challenges persist in teaching and acquiring reading skills Students often struggle with comprehension and vocabulary, while instructors face difficulties in engaging students with low motivation and interest Consequently, many reading lessons fail to foster enthusiasm and lead to disinterest among learners.
The students' low English proficiency at the outset is partially to blame, but there must be additional underlying causes for their lackluster progress The author has observed that most students lack any reading habits According to some of the students, they only peruse English language material when they are at home when they have their duty In the end, they complain about having to acquire an excessive amount of new vocabulary and misinterpreting test instructions
Another common justification for students' sloth in reading English materials is that they dislike and care little for academic reading Nevertheless, some claim to be interested in perusing materials in their native language In addition, the author makes the observation that students often only study textbooks that have been altered for educational reasons and school tests, and that these texts have probably lost some helpful qualities This may be one factor that contributes to the students' lack of interest in reading books written in English
It is important to note that there is no denying the fact that a sizeable portion of the student body has not yet read vast English textbooks They do not read anything outside of their textbooks; rather, they just read excerpts from their textbooks The important thing is that these reading passages from the textbook are abridged, simplified, and accompanied by new vocabulary, idioms, collocations, and expressions
Reading a wide variety of sources is the single most effective approach to obtain the great majority of the knowledge and information that is essential for living a successful life An observation made by the author reveals that teachers do not make considerable efforts to present their students with a wide variety of reading materials This is demonstrated by the fact that the author made this observation This is because both teachers and students have a common dread of extended reading materials, which, from the author's point of view, can be attributed to a widespread phobia of extensive reading materials The reason for this concern is that longer reading materials are intimidating In order to be more specific, the dread that is brought on by this phobia presents itself as an avoidance of lengthy reading materials due to the perception that they are too difficult to comprehend Students that have this phobia are terrified of reading, and it's possible that this is because they focus an unhealthy amount of attention on learning new vocabulary and grammatical concepts In the meantime, educators who are plagued by this worry are reticent to offer their students a large assortment of reading materials Both teachers and students are, as a direct result of this, throwing away a beneficial and unsurpassable wellspring of reading material for which they will need to draw on a broad range of reading styles and techniques
It is very evident that one issue exists in the circumstance of the chosen secondary school, and that issue is that the pupils lack reading habits and procedures; find low interest in reading original content; or discover tough reading tracks in the text books Because of this, they have a restricted vocabulary and have had little opportunity to practice reading skills and methods Therefore, they have trouble with the skills required for reading comprehension
Understanding socio-cultural norms is crucial for effective cross-cultural communication Individuals without such knowledge may face communication breakdowns This is evident in the example of a gift exchange between a native Vietnamese and an English speaker, where the recipient's response may not align with the giver's expectations due to cultural differences.
"Thank you" or "Thank you so much," the Vietnamese speaker may feel a little bit disappointed because he or she anticipates a more emotional and warm response than simply saying "Thank you." The failure of this communication process may clearly be attributed to the existence of cultural differences Because of this, having understanding about how to communicate effectively across cultural boundaries is crucial.
Aims and objectives of the research
The aim of this research is to determine the effect of various reading techniques on the reading comprehension of seventh graders in a secondary school in Hai Hau, Nam Dinh
The objectives of the study can be elaborated into the followings:
- to examine the influence of extensive reading on the reading comprehension proficiency of students
- to assess the student’s perceptions and attitudes towards English reading through the implementation of extensive reading activities.
Research questions
1 How does extensive reading affect students’ reading comprehension level?
2 How does extensive reading affect students’ attitudes towards reading in English?
Methods of the study
To achieve the aims mentioned above, an action research and quantitative method are used, and the following tasks are involved:
- Collecting data for the analysis from 60 learners of A2 level classes in 2023
- Assessing what difficulties are dominant
- Evaluating what techniques are best fit
The author chooses the interview with the teachers as the secondary method since it is more practical than the quantitative approach The interviewer also has the opportunity to gauge the respondent's character Therefore, the conclusion reached after the interview can be relied upon.
Scope of the study
Due to limited resources, this study focuses on three common post-reading activities: written reports, presentations, and tests Within the limitations of a single action research cycle, the research aims to investigate the effectiveness of these activities in enhancing English language learning, prioritizing practical implementation within the classroom setting.
Significance of the study
Understanding the relevance and impact of a research work is crucial for students to appreciate its value Peer evaluators play a role in assessing the work's significance, which influences decision-making processes This understanding fosters student interest and enhances their ability to recognize the worth of the work.
(acceptance/rejection) regarding improving the teaching of English reading comprehension.
Structure of the research
The present study consists of five chapters, in addition to the appendices and references:
Chapter 1- The introduction provides a concise summary of the research, including the rationale for selecting the research topic, the aims, objectives, scope, significance of the thesis, and the overall structure and organization of the thesis
Chapter 2- Presents a theoretical foundation by providing background information on reading comprehension and extensive reading It explores the definitions of these concepts and emphasizes their significance in language learning and the development of reading skills Additionally, this chapter delves into the various factors that influence reading comprehension
Chapter 3- The methodology section supplies a comprehensive description of the study, including the underlying theoretical frameworks, research methods, and detailed procedures employed in the research.
Chapter 4- The Findings and Discussion section commences by presenting a comprehensive summary on the collected survey data The data are then subjected to analysis and discussed Then, using the statistical software SPSS, the pre- and post-test scores are evaluated The chapter concludes with a discussion of the principal findings
Chapter 5- The Conclusion section reflects on the action research conducted and provides pedagogical recommendations for the implementation of extensive reading activities in teaching and learning reading It also acknowledges the limitations of the research and suggests avenues for further study Additionally, a succinct description of the complete research project is provided After the conclusion of the study, a list of references is presented for perusal.
LITERATURE REVIEW
Previous studies
Numerous previous studies have made considerable efforts to enhance reading comprehension through the implementation of extensive reading in the classroom Nima Rostamian (2016) conducted research focusing on the effects of extensive reading on upper-intermediate English language learners The study's findings validate that extensive reading, as a primary and frequently used form of supplementary material in language learning, has a substantial influence on reading comprehension Furthermore, the research findings also demonstrate the participants' positive attitude towards extensive reading
The purpose of the research that Budi Prasetyono (2014) carried out in an Indonesian secondary school was to evaluate the effects of including extensive reading activities into the curriculum of the classroom According to the findings of the research conducted, incorporating extensive reading activities into the teaching and learning process for reading in a research environment led to significant increases in the process's overall quality The implementation of extensive reading resulted in the formation of a novel reading environment, which prompted a favorable reaction from the pupils Especially when it came to the reading exercises, the kids showed an impressive level of attention as well as passion throughout the entire teaching and learning process They enjoyed themselves while reading the excerpts that were provided by the researcher, and they felt at ease doing so
In a more recent study conducted by Ines Kurnia Sandy (2017), the aim was to explore how extensive reading activities could enhance the reading comprehension skills of eighth-grade students at Charoen Suksa School in Hat Yai Songkhla, Thailand during the 2016/2017 academic year The author implemented two cycles of extensive reading activities to fulfill the research requirements Following the completion of the two cycles, it was concluded that the use of extensive reading activities significantly improved the reading comprehension abilities of the eighth-grade students at Charoen Suksa School in Songkhla, Thailand, during the specified academic year Pham Thị Hoang Ngan, Mai Thi Thanh Thu, Tran Van Dang (2019) conducted a research at Nam Dinh university of nursing to find out how extensive reading improves students’ readin ability The extensive reading activities aided in the development of the students' understanding of words, sentences, paragraphs, text structures, main ideas, and information retrieval from the texts The implementation of extensive reading created a new reading atmosphere where students were supported and encouraged to adopt effective approaches to enhance their reading comprehension abilities beyond their previous levels.
Theoretical background
Reading comprehension is an essential skill that must be developed in order to be successful in the learning of a foreign language, particularly in the reading domain It is the skill of being able to quickly and accurately retrieve the information that is required from various reading materials This method depends on three essential components: the text that is being read, the reader's prior knowledge, and the contextual circumstances that contribute to the interpretation of the text
Grellet (1981) stated that having good reading comprehension requires being able to successfully extract the necessary information from a given text
Richard and Thomas (1987) concluded the best way to define reading comprehension is as the understanding that both the author and the reader have of the subject matter being discussed
Comprehension involves understanding concepts and grasping their meaning (Oxford English Dictionary, 2010) Language acquisition, the process of receiving language input through listening or reading (Brown, 2007; Hill, 2011), includes the ability to process information and derive meaning from it (Lin, 2010; Hill, 2011) Reading comprehension, a dynamic and strategic process (Hill, 2011), aims to achieve reading fluency when fully developed.
Reading comprehension is a cognitive process that involves comprehending written text Reading, according to Walker (2000), is a problem-solving activity that challenges the participant to forecast and make educated judgments about the author's intended message based on expectations about the events described in the text Walker emphasizes that using personal life experiences to enhance reading comprehension is also essential to reading When fully developed, comprehension is an interactive and strategic process that leads to reading fluency
Reading involves both reading and comprehension Ur (1996, p 138) who offers a more concise definition The author asserts that literature provides readers with new information, thereby filling in knowledge gaps Without prior knowledge, it would be difficult for a reader to discern the meaning of a text Reading is a complex or somewhat complex process that is influenced by a variety of aspects, including previous experiences and education
Recent research by Alyousef (2006) defines reading comprehension as a combination of identification and interpretation abilities The researcher identified six essential reading comprehension skills and knowledge areas:
(2) Knowledge of vocabulary and structural
(3) Knowledge of formal discourse structure
(5) Skill/strategies for synthesis and evaluation
(6) Monitoring of metacognitive knowledge and abilities Hedge (2000, p.188) gave a simple definition that the act of reading is an interactive process that is distinguished by the dynamic relationship that exists between the reader and the text When attempting to derive meaning from a piece of written material, the reader partakes in what is known as a "psycholinguistic guessing game." Hedge (2000, p 189) stated that this is the point in the reading process where the reader brings their own understanding to the activity of reading by integrating information from the text with their past knowledge Hedge was also in favor ofAlyousef (2006) that there are six different categories of information that must be understood in order to fully comprehend the text
- General view of the universe
Hedge (2000) divides six sorts of information into two distinct categories Hedge (p 189) uses the term "systemic knowledge" to apply to both systematic knowledge and morphological knowledge These are the kinds of information that have a direct bearing on the passage and assist the students understand the language employed in it On the other hand, "schematic knowledge" includes everything from world knowledge to sociocultural understanding to specific topic and genre familiarity With this information, the reader is more equipped to comprehend the content and handle the language it uses
Additionally, Hedge (2000) agrees with Carrell and Esterhold (1983) in that they both recognize that the reading process involves top-down and bottom-up processing Bottom-up processing includes decoding specific letters, words, and other linguistic elements of the passage, while top-down processing involves using past knowledge to extract meaning from the text
It is clear from the examined literature that reading, the reading process, and reading comprehension can be defined in a variety of ways However, both terms are used synonymously throughout this study report This research uses Hedge's definition of reading and reading process because it is both up-to-date and widely accepted in the area
This section addresses certain relevant ideas, on which questions in the survey are developed, and analysis is carried out It also discusses elements that affect reading comprehension, a general review of extended reading, and the implementation of reading in English class
The cognitive process of drawing meaning from data, known as lexical processing, eye movement, cultural familiarity, and the effect of the native language are the four major aspects that Hill (2011) cites as influencing reading comprehension
In a separate empirical inquiry, Li and Wang (2010) compiled a list of the factors that have been shown to have an influence on reading comprehension They emphasize that reading comprehension is not a static and one-dimensional activity, but rather a dynamic and multifaceted process that is affected by the reader's language and cognitive abilities, as well as their social and cultural backgrounds, as well as their emotional and motivational states Some examples of linguistic and cognitive components include word-level issues, grammatical understanding, discourse structure, prior knowledge, reading models, reading strategies, and metacognitive awareness
The importance of being aware of meta-cognitive reading methods was investigated by Ahmadi, Ismail, and Abdullah (2013) They looked at how reading comprehension is affected by this They described meta-cognition as an individual's awareness of, and influence over, their own cognitive processes, goals, and motives When applied to the activity of reading, the term "meta-cognitive reading strategies" refers to the purposeful, goal-directed mental processes that students engage in to manage and monitor their own cognitive strategies
Notably, meta-cognitive strategies transcend specific subject areas, whereas cognitive strategies are typically more subject-specific Readers with metacognitive awareness comprehend how to address difficulties in learning and are able to employ strategies to overcome obstacles Metacognitive methods are a reflection of an individual's mental processes and can assist increased learning and performance This is particularly true for pupils who make serious attempts to absorb textual material Ahmadi, Ismail, and Abdullah (2013) found a positive correlation between meta-cognitive reading strategies awareness and reading comprehension in the conclusion of their empirical study
Reading comprehension for English as a Foreign Language (EFL) students is influenced by various factors categorized in different ways Common categories include language and cognitive elements, social and cultural factors, and affective and motivational components These factors contribute to and shape the reading comprehension abilities of EFL learners.
General Overview of Extensive Reading
2.3.1.1 Extensive Reading Researches and Krashen Theory
Krashen (2003) emphasized that free voluntary reading is the most powerful tool for language learning in the field of language education It not only enhances language skills but also significantly contributes to vocabulary development Advocates of reading, such as Nuttall (1996), assert that extensive reading programs are the most effective method for expanding vocabulary, improving reading skills, and enhancing overall language proficiency Numerous studies have demonstrated the effectiveness of extensive reading, particularly in relation to reading comprehension achievement For instance, Robb and Susser (1989) conducted a study comparing extensive reading with a skill-building approach, while Hafiz and Tudor (1989) conducted a three-month experimental research on extensive reading using graded readers or people who cultivate reading skills
Extensive reading is an approach to language teaching that involves exposing learners to a wide range of reading materials in order to develop a global understanding, even if the reading is done for pleasure (Day & Bamford, 2004) In this approach, students have the freedom to choose their own books to read independently, and there is no requirement for tasks or assignments related to the reading material If students lose interest in a chosen book or find the content challenging, they can set it aside and select a new book or text Extensive reading can benefit students of any age and proficiency level, although it is recommended that they possess basic reading skills (Day & Bamford, 2004) Krashen (2004) also considers extensive reading synonymous with free voluntary reading, sustained silent reading, and independent voluntary reading
2.3.1.3 The Benefits of Extensive Reading
Reading for long periods of time regularly has been shown by a variety of researchers to bring a variety of benefits According to Bamford (1987), prolonged reading not only improves the reader's knowledge and confidence, but it also improves the reader's speaking, listening, reading, and writing skills, and it also expands the reader's vocabulary In addition, engaging in substantial reading helps kids develop constructive attitudes regarding the language they are learning and encourages them to read more
Reading a lot helps overcome a range of challenges and closes the gap between different learners of a language, which is one of the most significant advantages of reading extensively It facilitates the development of reading fluency, comprehension, and vocabulary in a natural and engaging manner In addition, students have the freedom to engage in self-directed English reading at home and in reading class
Extensive reading caters to students with different reading ability levels, as it provides graded books tailored to their individual levels Students have the freedom to choose books according to their interests and read at their own pace and level
By maximizing students' reading abilities through extensive reading, this approach can have a lasting impact as students carry forward their improved reading skills to future generations
2.3.2 Goals and Objectives of Extensive Reading
Collie and Slater (1987, pp 3-5) acknowledge the various objectives of extensive reading, which encompass providing students with authentic materials, cultural enrichment, language enrichment, and personal development
Novels and other fictional works are not primarily created for educational purposes in schools Students may compare the language used in literature to that found in textbooks, raising concerns about authenticity, especially for second language English speakers This issue is particularly relevant when considering graded readers Graded readers, like those found in the Oxford Bookworms Library (Oxford University Press), are specifically designed as narrative texts for specific reader communities The language used in graded readers is controlled to ensure accessibility for learners at their current level of linguistic competence (Day et al., 2011, p 22) A more extensive discussion on graded readers will be included in the final thesis
Day et al (2011, p 27) describe authenticity in graded readers as a relationship between the reader and the text, rather than an inherent characteristic of the text itself Given this perspective, the first objective should be rephrased as follows: assisting children in acquiring authentic experiences and knowledge through comprehensive reading
Students are able to learn alternative realities - other cultures or times – through the experience of reading This is especially crucial for students who are unable to travel to diverse cultures for whatever reason (Collie and Slater 1987, p 4) They can also enrich their customs and traditions through reading comprehension activities
Reading empowers students by immersing them in diverse perspectives and experiences, fostering a broader understanding of cultures and historical epochs It enables them to explore different worlds without physical limitations, allowing for a deeper comprehension of customs and traditions Reading comprehension activities facilitate this enrichment, providing a valuable educational tool particularly for students facing travel constraints.
The topic at hand pertains to teaching literature's social theories As learning is a communal activity, readers actively engage in their community's social life This highlights the crucial role of teachers in assisting and guiding students through while-reading and post-reading activities, which will be further discussed The significant impact of extensive reading on personal growth does not necessarily require evidence from scientific journals As a Czech proverb goes, "Tell me what you read and I will tell you who you are." However, the deliberate use of extensive reading as a tool for shaping students' personal growth can present challenges for teachers According to Alsup et al (2010, p 7), some teachers may hesitate to assume the role of "therapists" and may not be willing to delve deep into their students' personal growth Nonetheless, a strong sense of self is crucial, and extensive reading can contribute to its development Extensive reading becomes even more essential for students who lack a sense of connection to their community or the reality around them Alsup et al (2010, p 11) discuss the concept of
"bibliotherapy," suggesting that struggling adolescent readers can relate to fictional characters facing similar challenges, which can positively impact their daily lives However, Alsup acknowledges the potential risk of seeking an idealized reality, as a
"good" reader may be influenced by a "bad" book in their life
In conclusion, the teacher's own development and the growth of students can be improved in all the previously mentioned categories This can be considered as the objective of comprehensive reading in lower secondary school English classes Active involvement from the teacher is essential, and they play a crucial role as a role model in the context of extensive reading According to Baker et al (2000, p
Involved teachers, like those who extensively promote reading, exhibit a strong desire for decision-making authority, input into school programs, and recognition of their professional expertise (314) This level of engagement fosters professional growth and directly contributes to student success.
Implementing Extensive Reading in English Class
2.4.1 Selecting the Books or the reading material
When it comes to choosing the appropriate book, there are several factors to consider In this stage, we will explore three aspects: adherence to national curriculum standards, the choice between abridged or unabridged versions, and the significance of learners autonomy in book option
Firstly, it is important to ensure that the selected book aligns with the national curriculum standards This ensures that the content of the book is relevant and supports the learning objectives outlined in the curriculum
Secondly, the decision between abridged or unabridged versions should be considered Abridged versions condense the content, making it more accessible for students with lower language proficiency, while unabridged versions provide a more comprehensive reading experience The choice depends on the students' reading abilities and the goals of the reading program
Lastly, allowing students to have a say in book selection can foster their engagement and motivation When students have the freedom to choose books based on their interests and preferences, they are more likely to be invested in the reading process and develop a love for reading
When developing units and selecting books for extensive reading, it is important to adhere to local, regional, or national standards (Beach et al., 2006, p
46) In the case of Vietnam, the government has taken various initiatives to promote a reading culture among its citizens National Book Day, established on April 21 by Prime Minister Nguyen Tan Dung, is celebrated annually with book fairs and forums held in major cities and provinces Additionally, Ho Chi Minh City and Hanoi have introduced book streets as a means to encourage reading habits In the studied school, various activities are also organized each year to foster students' reading habits such as “Friendly libraries”, “Books-your companion”, e-books or e- libraries, particularly in English reading comprehension These efforts reflect the commitment to promoting literacy and cultivating a love for reading among students
2.4.1.2 Students’ Own Choice to adapt their interest
As mentioned previously, the issue of freedom of choice is a sensitive matter
It is commonly believed that involving students in the decision-making process regarding their reading materials can enhance their interest and engagement in reading However, it is essential to recognize the teacher's function as a censor and the potential repercussions of making certain books accessible to vulnerable adolescents Delicate and potentially contentious topics such as racism, homosexuality, or rape require careful consideration (Beach et al., 2006, p 243) While students generally appreciate the opportunity to participate in the book selection process (Guthrie et al., 2008, p 35), there are contrasting views Fischer (HN Jul/20/2015) argues against this approach, recognizing that students may encounter texts they dislike However, such encounters can be valuable learning experiences, preparing students for real-life situations they may face in the future Nonetheless, for initial experiences, it may not be advisable to implement this strategy
In a reading lesson, Tomková (2008, p 15) identifies three stages: pre-reading, while-reading, and post-reading activities Collie and Slater (2003, p 51) refer to this ongoing, long-term, and progressive strategy as "snowball activities." Some activities may overlap across these stages and can be applied interchangeably
In summary, while involving students in the book selection process can enhance their engagement, teachers must exercise caution in addressing sensitive topics Activities performed before, during, and after a reading assignment are referred to as the "three stages" of a reading lesson, form a progressive and continuous approach to learning
2.4.2 Engaging effective Activities in English Class
Pre-reading exercises serve several objectives, including preparing students for the theme, vocabulary, and grammar of the text, generating interest and attention, and creating a supportive and relaxed environment to help students manage any stress or anxiety (Tomková, 2008, p 15)
For effective reading comprehension, establish a well-defined plan or agenda for activities both during and after the reading session Engaging and relevant activities that foster student interest are crucial, while irrelevant or perceivedly useless exercises can lead to disengagement.
Prior to reading, it is recommended to initiate a discussion with students about their existing knowledge of the topic, as well as their expectations and predictions Activities such as exploring the author's biography, brainstorming relevant vocabulary, and addressing questions can be valuable in this stage (Tomková, 2008, p 16)
To encourage students' reading engagement, Day et al (2011, p 39, 59) suggest providing audio versions of books and organizing visits to the library both before and during the reading process Additionally, having a well-designed classroom library managed by students can play a significant role in the classroom environment and promote extended engagement in reading (Baker et al., 2000, p 114)
While-reading activities encompass a range of strategies, including assessments, quizzes, and collaborative projects involving both the teacher and the students (Day et al., 2011, p 40) These activities serve as the same tools employed at different stages of an extensive reading project For the teacher, the objective of while-reading exercises is to monitor and guide students as they engage with the text It is crucial for the teacher to ensure that all students comprehend the reading material Additionally, troubleshooting for students who encounter difficulties in their reading is an integral part of this stage
Beach et al (2006, p 51) highlight the benefits of incorporating reading activities in the classroom They suggest three student-centered approaches: whole- class reading, group reading with divided groups, and paired reading These techniques become particularly important in the initial stages of intensive reading Considering the prevalence of modern technology among teenagers, leveraging social networking sites like Facebook can be advantageous in fostering ongoing online discussions and conversations (Beach et al., 2006, p 95) Students can form virtual friend groups, share their reading experiences, and engage in activities such as publishing, liking, and sharing within their familiar online environment This utilization of social networking platforms provides a natural and interactive setting for students to connect and interact with reading materials
In the final stage, learners engage in activities to reflect on their reading experiences (Tomková, 2008, p 16) These activities are typically more interactive and social, encouraging active participation from students They are given opportunities to express their viewpoints, engage in debates with classmates, and develop their communication skills Examples of activities in this stage include report writing, presentations, post-reading tests and quizzes, group discussions, theater, art, and more
Summary
In conclusion, Day and Bamford (1998) outline the benefits that have been realized as a result of the implementation of all-encompassing reading programs These advantages were discussed in greater detail in the sentence that came before this one These include an increase in motivation and good affect, as well as gains in the ability to read and write, as well as oral abilities and vocabulary However, the program's emphasis on the teaching of distinct reading abilities has been called into doubt by certain individuals These persons say that training pupils in reading techniques does not automatically make them better readers It is a widely held notion that people's reading abilities increase as a direct result of the amount of reading that they do on their own, and that teaching someone to read should involve putting more focus on the meaning of the text rather than on the language itself This belief is supported by a number of studies that have shown that people who read more tend to have better reading abilities.
RESEARCH METHODOLOGY
In the following section, the researcher will describe and analyze the approach taken in this study This will include a comprehensive description of the research strategy and survey administration, including but not limited to questionnaire design and sample selection I will also detail how data is disseminated, collected, and analyzed
As stated indicated, this study set out to determine how seventh-graders at a lower secondary institution were affected by exposure to lengthy reading materials This inquiry sought to address a number of questions including the following:
1 How does extensive reading affect students’ reading comprehension level?
2 How does extensive reading affect students’ attitudes towards reading in English?
In this research, the researcher adopts an action research methodology, which sets it apart from other research approaches The researcher not only acts as an observer but also actively participates in implementing the program being studied
In this case, the researcher was responsible for creating and executing the software used in the study Furthermore, the author acknowledges the challenges encountered by both instructors and students during the implementation of the curriculum This also led to the vital role of the researcher in the process of building the interest or motivation for the learners
Sixty-seventh grade students from Nam Dinh province's Class 7B and 7C participated in the study, including 30 girls and 30 boys These pupils began learning English early, many beginning in Grade 3 and continuing through primary school.
The study was carried out over a period of nine weeks in the classroom setting of grade 7 at Hai Hau Lower Secondary School in Nam Dinh province The participants were provided with a dedicated and suitable room that was well- equipped and quiet for completing questionnaires, pre- and post-tests, as well as delivering their presentations to the class Additionally, they were required to engage in extensive reading activities outside of the classroom
3.2.4 Extensive Reading Program for secondary students with new text book
The school has developed its own English program and incorporates international textbooks as part of the curriculum The syllabus closely align with the content of these textbooks, providing students with a structured learning experience While the use of authentic materials is beneficial, students often encounter difficulties in understanding a language that is not their mother tongue As a result, students typically score between 45% to 70% in reading comprehension tests Consequently, the author made the decision to implement an extensive reading program to provide students with more opportunities to engage with authentic materials
The comprehensive reading program spanned a period of nine weeks Students were obliged to read at least one portion of the reading material that was provided to them each week, on top of the regular reading tasks that were described in the lesson plans for that particular unit They were then tasked with creating a mind map or PowerPoint presentation to summarize the main content of the readings, which they would submit to the teacher the following week Furthermore, students prepared presentations on the readings they had completed during the week, with some of them being randomly selected to present to the class in the subsequent week After the 9-week period, students took a post-test, which was designed and graded by the English Department teachers To ensure the reliability of the scores, both the pre-test and post-test were administered and scored by the English Department teachers, while the author did not participate in the scoring process The author went to the school's head administrator to get authorization in order to assure that the program would be successfully implemented The author was given authorization to grade the students' presentations and determine their grades in order to ensure that the pupils conform to the curriculum The timeline for the research is outlined in greater depth in the table that can be found below
A2 test (Appendix 3) Interview questions (Appendix 2)
2 Debate to choose the books
2 Guess meaning from the context
2 Reading for details or specific information
2 Reading for topics and guess meaning
2 Reading for topics and guess meaning
Post questionnaire A2 post test (Appendix 3) Interview
It was decided what books will be used for the extended reading program based on their veracity and suitability for seventh-grade students, taking into account their language proficiency and interests Each of the two groups of 30 students was given a book to read independently at home Group A read Jeff Kinney's "Diary of a Wimpy Kid – Rodrick Rules", while Group B read "Charlotte's Web" by E.B White Throughout the program, assessment and evaluation were conducted, with a focus on post-reading activities However, evaluation also took place during the while-reading activities The students were encouraged to choose their own books, and while Group A's choice was "Diary of a Wimpy Kid," the selection for Group B was determined through class discussion During the first lesson on extensive reading, the students in Group B expressed their preference for not reading a limited text After three days of discussion, they collectively decided on two books from a list of bestsellers and popular books for their age group, ensuring their comfort and interest in the reading material The researcher finds the interest of the learners in the books they choose more than in the reading passages in the text book
The assessment and evaluation of the achievements made by readers through extensive reading can be approached in two ways: formal and informal Formal assessment involves performance-based evaluation and grading, while informal assessment focuses on alternative assessment strategies that monitor individual growth over time These approaches can be used in combination with each other (Tomková, 2008, p 18)
When it comes to informal evaluation, observing the participation and performance of students in discussion groups can be effective According to Beach et al (2006, p 218), the following aspects can be considered: frequency of participation, ability to formulate interpretations, providing support for interpretations, presenting opposing interpretations, asking questions to the group, making connections to other resources, and adopting critical lenses
Feedback is essential for learning (Beach et al., 2006) By exchanging different viewpoints with peers and teachers, students are encouraged to challenge their own interpretations This process fosters reflection, deeper understanding, and potentially reformulation or rejection of their initial perspectives.
Self-assessment is crucial for teachers to enhance their professional development and implement effective extensive reading programs (Tomková, 2008) Feedback from students, collected through questionnaires, also plays a vital role in refining and improving the program's efficacy This feedback loop ensures that future extensive reading initiatives are continuously improved based on the experiences and insights of both teachers and students.
McKay (2006, p 16) affirmed that action research is often recognized as a productive and useful strategy for educators, as it gives them the opportunity to study and address specific problems and concerns that arise within the classroom In the beginning stages of action research, educators choose a particular subject that they intend to investigate further, collect pertinent data in order to obtain insights into the problem, and then carefully examine the data that they have collected They make adjustments to the procedures they use in the classroom on the basis of their findings with the intention of correcting the issue that first arose In addition, As underlined by Cohen and Manion (1994, as cited in Burns, 2000), the goal of action research is to find problematic scenarios or problems that are worth addressing for the benefit of the individuals concerned This is done so that the participants can gain from the investigation The author of this study decided to conduct their investigation using action research because they felt that it was the most appropriate method to use given the conditions in which they were searching for a solution to a problem In action research, the process consists of four developing phases, which are as follows: planning, taking action, observing outcomes, and reflecting on the findings These phases follow the structure developed by Kemmis and McTaggart
- Planning: Typically, action research begins with the identification of a specific problem or query concerning learning difficulties Once the problem has been clearly identified, the author formulates an action plan to resolve and improve the identified issue within the research context
- Action: The planned intervention or action is implemented for a specified period of time, during which data is collected and observations are made
- Observation: The researcher carefully observes and documents any changes or effects resulting from the implemented action Data is collected and recorded to provide evidence of the outcomes
FINDINGS AND DISCUSSIONS
The results of the study and their potential consequences will be discussed in this section Part of this process is providing a detailed interpretation of the test, questionnaire, and interview data in light of relevant published works and the author's own estimations This also necessitates summarizing the author's results in light of related publications already in print
4.1 The findings of the research
4.1.1 How does extensive reading affect students’ reading comprehension level?
The primary objective of this study is to evaluate how well graded readers improve students' interest and reading comprehension Or, to put it another way, it must address the issue:
1 How does extensive reading affect students’ reading comprehension level?
In order to find an answer to the question, the author created a pre- and post- test (Appendix 3) and fed the findings into SPSS, a statistical software used for evaluation All 60 pupils in the class participated in both the pretest and posttest Appendix 4 has their test scores To begin, we offer a comparison between their highest and lowest scores
TABLE 4.1 The comparison of students’ best and worst scores BEFORE and AFTER the test Pre-test Post-test
According to the statistics, both the pupils' top and lowest exam scores have significantly increased The lowest score specifically increased from 4.9 to 7.0 and the highest score increased from 8.8 to 10
FIGURE 4.1 Score gaps between students' pre-test and post-test
The foregoing graph depicts the changes in the students' score intervals over the course of their examinations Clearly, the number of pupils whose pre-test scores ranged from 3 to 5 and 5.1 to 7 decreased dramatically on the post-test On both the pre-test and post-test, the majority of students achieve a score between 7 and 9 It is noteworthy that on the pre-test, not a single student managed to achieve the highest group score; however, thirty students managed to do so on the post-test, representing a considerable improvement After the 9-week treatment, there is no doubt that the students' test scores improved considerably
A paired samples t-test was carried out using the SPSS tool when comparing the data obtained from the pre-test to the data obtained from the post-test, as was described earlier The findings are summarized in the following table:
Students’ comparison of mean scores BEFORE and AFTER experiment
According to Table 3's findings, the post-test's mean score rose in comparison to the pre-test's The disparity in the average scores obtained on the pre-test compared to those on the post-test of 1.99 points was easily calculated To put it another way, the post-test's mean score much greater than that of the pre-test
In conclusion, there is an adequate amount of evidence to support the conclusion that with 95% certainty or better, the pupils' aggregate grade point averages improve following the therapy period Students' reading abilities were demonstrated to increase noticeably after they participated in the reading program There is a lot of proof that having students read graded readers helps them understand what they read
4.1.2 How does extensive reading affect students’ attitudes towards reading in English?
The study's final but not least task is to investigate how students' views toward reading English change as a result of reading That is to say, it needs to provide an answer to the question posed by the research:
2 - How does extensive reading affect students’ attitudes towards reading in English?
In order to provide a response to the aforementioned question, the author prepared a pre- and post-questionnaire, which he then distributed to the students and requested that they fill out After then, the responses were contrasted and investigated collectively in order to spot the differences The results of the first questionnaire as well as the results of the interview were triangulated (for more information, see Chapter 1: Introduction) This was done in order to verify the claims made by the researcher
- Students’ Judgment on English Reading
To assess the impact of reading on students' self-assessment of their English reading ability, researchers analyzed responses from the first two questionnaire items Tables summarize students' responses to the questions both before and after the implementation of the experimental reading program.
TABLE 4.3 Students’ judgment on English reading BEFORE experiment
Disagree Neutral Agree Strong agree
Reading in English is very important
I think reading will increase my English level
TABLE 4.4 Students’ judgment on English reading AFTER experiment
Disagree Neutral Agree Strong agree
Reading in English is very important
I think reading will increase my English level
For the first question, the majority of students clearly recognize the value of reading English even prior to starting the research Specifically, only 6.7% of respondents disagreed with the statement that reading is very important, while
60.0% agreed and 6.7% strongly agreed However, the number decreased as 53.4% agreed, 23.3% were neutral, and 3.3% disagreed that it is crucial to read English It's interesting to see that from 6.7% to 20.0% of students strongly agreed that reading in English appears to be very necessary
For question 2, the majority of students believed that learning to read would improve their level of English; 60.0% agreed and 40.0% strongly agreed BEFORE the survey Following the survey, the advocated position's statistics considerably changed, going from 36.7% agreed to 53.3% strongly agreed On the other hand, the percentage of disagree doesn’t change
To conclude, It appears that some students also less value the significance of reading in English
- The Enjoyment level that Students Gain from Reading comprehension
The purpose of questions 3-6 was to evaluate how much pleasure the students got out of reading in English The results of the questions Before and After the intervention are shown in the tables below
TABLE 4.5 Students’ enjoyment level in reading English BEFORE experiment
Disagree Neutral Agree Strong agree
Reading is my most favorite pastime activity
It is interesting to read in English
6 I am keen on interesting stories or books even if they are in English
TABLE 4.6 Students’ enjoyment level in reading English AFTER experiment
Disagree Neutral Agree Strong agree
Reading is my most favorite pastime activity
It is interesting to read in English
6 I am keen on interesting stories or books even if they are in English
For question 3, the percentage of disagree and strongly disagree went down significantly whereas the students strongly agree increases from 10% BEFORE the survey to 16.7% AFTER the survey
From question 4 to 6, there appeared to be a marginal rise in the number of students who read who read for enjoyment The proportion of student’s pleasure After the survey tends to increase For question 3 the rate of strongly agree went up from 10% to 16.7% and this proportion also increased for questions 4,5,6 It can be shown from the experiment that the students have intention to enjoy reading after attending some other reading activities
CONCLUSIONS AND RECOMMENDATION
The conclusion that may be drawn from the investigation of the findings will be presented in this chapter In addition to this, it provides a perspective on the action research carried out, as well as some educational implications and recommendations for additional research
Being an English teacher at a secondary school with experience teaching the language, the author observed that no matter what he did, his students made no discernible improvement in their reading performance When he was trying to figure out what was causing the issue, a few of his students were honest about how little they read in English at home and how reluctant and wary they were to learn the language on their own, in particular genuine stuff They said this when he asked them about their reading habits at home The responses of a sizeable portion of them suggested that they were more interested in listening to and participating in conversations that were conducted in English rather than reading written texts A minority of the respondents mentioned that they had sought to hone their reading skills at home, but that they did so largely using materials that were intended to be enjoyable, such as comic books, short tales, and pedagogically appropriate versions of novels written in several languages A significant number of students felt that the amount of time spent reading instructional texts in class and on exams was excessive in class and on exams The writer initially looked to other works of literature for answers after observing the lack of reading enthusiasm among children She discovered a wealth of research on authentic graded readings designed to enhance children's reading attitudes and comprehension Based on the work done up to that time, he set out to create and deploy his own version of the newspaper reading software Over the course of nine weeks, students in this program read extensively at home from a list of graded readings, prepared a presentation, and wrote a summary for each week Sixty seventh graders took part in the investigation The author used a variety of methodologies and instruments, including a questionnaire, a semi-structured interview, and a pre- and post-test, to examine the effects of reading graded readers
In order to arrive at the following inferences, the aforementioned outcomes were painstakingly compiled, recorded, scrutinized, interpreted, and transcribed:
Firstly, author's assertion that certain pupils lacked a reading habit was validated by data from pre-questionnaire records and interviews Home readers were more likely to use non-authentic sources like multilingual tales and graded readers or non-academic texts like comic books and song lyrics The results of the investigation corroborated this hypothesis Students understood the critical importance of reading, as was demonstrated by the transcription; nonetheless, the vast majority of pupils lacked motivation or confidence in the task
The findings of the pre and post surveys were compared, and it was shown that extensive reading activities enhanced the students' attitudes toward learning to read These attitudes were judged by the students' love of reading, their confidence in their reading abilities, and their desire to make reading a habit This was in direct opposition to the findings that Daly (2004) and Dycus (1996) came to There was a good chance that actual graded readers were a reading source that was difficult for the students
The pre-test and post-test scores were analyzed using SPSS, revealing significant improvement in students' reading comprehension This finding was evidenced by the substantial increase in post-test scores compared to their pre-test levels.
In conclusion, students' awareness of the significance of the topic was successfully raised as a result of their reading graded texts As a consequence of this, the vast majority of respondents agreed that graded readers should be utilized in reading education due to the numerous benefits they offer The students' reading comprehension clearly improved as a direct result of using graded readers, which lent credence to the hypothesis that this effect was intended
In their action research, Kemmis and McTaggart (1988), who were quoted by Burns (2000), included planning, action, observation, and reflection This was mentioned in the review of the relevant literature
The research cycle required nine weeks to complete and is described in the thesis This section of the paper elaborates on the author's reflection, in which the author evaluated what had been accomplished and made numerous evaluations During the trial weeks, the author observed that the additional reading materials presented students with a plethora of unfamiliar words and culturally alien concepts This indicates that there should be more activities done in the classroom, such as introducing new vocabulary and cultural context, to bridge the divide of vocabulary and culture unfamiliarity
Extended reading programs enable students to gradually acclimate to challenging texts while immersing themselves in diverse cultural perspectives By extending the duration of these programs, students develop a deeper appreciation for reading, fostering positive attitudes and enhancing their overall comprehension.
The reading attitudes of students are influenced by a range of circumstances, including the general setting of the classroom, as was previously described in Chapter 2: Literature Review In point of fact, research by Deesri (2002) and Long
(1990) has demonstrated that activities, as well as group and pair work, are excellent methods for warming up the atmosphere in the classroom This suggests that the author of the study should incorporate a variety of games and activities for groups into the reading program that will be used during the second cycle of the study
In the first place, educators should never give into the expectations of students and stop using graded readers both inside and outside of the classroom This is true despite the fact that many of the study's participants admitted to having difficulty understanding the material According to what has been discussed in the antecedent section of the research (Chapter 4: Findings and Discussion), the students' reading comprehension has improved significantly, which suggests that they are still able to read and grasp genuine lengthy reading materials In addition, this research has shown that the students' ability to read and comprehend authentic reading materials has improved It's possible that the fact that students have to work so hard to understand original materials will prevent them from reading in the short term, but in the long run, it will be to their benefit
Classroom games offer pedagogical advantages as they mitigate tension, foster motivation, and enhance student engagement and motivation for future activities Studies have demonstrated the efficacy of games in improving students' comprehension abilities (Deesri, 2002) By incorporating games into their lessons, teachers can create a more enjoyable and effective learning environment that promotes student success.
In addition, instructors should consider gender when grouping students so that they can learn from and assist each other during group projects, as boys and girls have different attitudes, particularly at the age of seventh grade
Students who are 11 to 12 years old and live in a province may find it difficult to locate authentic, extensive reading materials Therefore, teachers should introduce engaging and appropriate materials to increase students' long-term interest in reading In addition, instructors and parents can establish a reading habit in their children by establishing a bookself in the classroom
5.4 Limitations and Suggestions for Further Study
The first limitation of the study is that it only included sixty students as participants, which is a relatively small number for a research project of this nature Because the research was only conducted for a period of nine weeks, which is not a very long time, the author was only able to complete one cycle of action research Because of this, the findings would have been more trustworthy and representative if the research had been carried out over a longer period of time and with a larger number of participants in the sample