12Th graders’ perceptions and practices of reading comprehension strategies a study at a high school in binh dinh province

MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY NGUYEN THI LAN DUYEN OF READING COMPREHENSION STRATEGIES: A STUDY AT A HIGH SCHOOL IN BINH DINH PROVINCE Field: Theory and Met

INTRODUCTION

Rationale

Global English instruction has shifted from teacher-centered to student-centered approaches, prioritizing learner needs and active engagement This empowers students with greater autonomy, self-assessment, and self-directed learning, reducing reliance on teachers for constant adaptation to individual needs.

Second language acquisition research now focuses on understanding why some learners succeed while others fail, rather than solely on teaching methods Successful language learners utilize effective learning strategies to overcome challenges, unlike unsuccessful learners who may lack awareness of or employ ineffective strategies This has led to research exploring how proficient learners' techniques can be taught to improve language acquisition, particularly for struggling learners.

Vietnam's burgeoning science, technology, politics, culture, and international relations sectors are driving a nationwide surge in English language learning and teaching, fueled by increasing demand.

English is now mandatory for national and many college entrance exams in Vietnam Limited research exists on effective English learning strategies among Vietnamese students, despite the increased importance of the language Further studies are needed to identify and promote effective strategies across diverse learning contexts.

The four skills described in the English textbooks "Tieng Anh 10",

Mastering English 11 and 12 is crucial for Vietnamese high school students facing challenging GCSEs and university entrance exams Effective learning strategies are essential for success, yet many students lack awareness of these strategies Reading comprehension, particularly for 12th graders, presents significant challenges due to factors ranging from insufficient vocabulary and background knowledge to ineffective teaching methods and systemic issues Improved outcomes require adaptation from both teachers and students.

However, it is important for students to have effective reading strategies This has generated my motivation to conduct a study entitled “12th Graders’

This study investigated reading comprehension strategy perceptions and practices among Nguyen Truong High School students in Binh Dinh Province, Vietnam The research determined student perceptions and their actual application of various reading strategies.

Aim and Objectives

The study aims to investigate 12th-grade students’ perceptions and practices of reading comprehension strategies

The following objectives are aimed:

- To investigate the 12th-grade students’ perceptions of reading strategies

- To investigate the reading difficulties they experience

- To explore the strategies they use to deal with reading comprehension tasks.

Research Questions

Based on the aims of the research, the following questions are expected to be answered:

1 What are the 12th-grade students’ perceptions of reading comprehension strategies?

2 What reading difficulties do they experience?

3 What strategies do they deploy to deal with reading comprehension tasks?

Scope of the Study

Nguyen Truong To High School students in classes 12A1, 12A4, and 12A6 participated in a study investigating their perceptions and practices of reading comprehension strategies.

Specifically, the study aimed to:

Examine the reading comprehension strategies that the students in classes 12A1, 12A4, and 12A6 report using when reading academic texts

Explore the students' perceptions of the effectiveness and usefulness of different reading comprehension strategies

Provide insights and recommendations to teachers and school administrators on how to better support the development of effective reading comprehension skills among high school students

This study, limited to specific classes at Nguyen Truong To High School, offers insights applicable to improving teaching practices and curriculum development within the school Further research is needed to determine the generalizability of these findings to other educational settings.

Significance of the Study

Improving high school students' reading strategies enhances English language instruction and acquisition, significantly impacting academic success and future career prospects This study focuses on improving students' perception of effective reading techniques.

This study significantly contributes to language teaching methodology, offering insights to improve English instruction, especially for Vietnamese students struggling with reading.

Organization of the Study

The thesis includes five chapters: Introduction, Literature Review, Methodology, Findings and Discussion, and Conclusion and Implication

Chapter 1 presents the rationale, aims, and objectives of the research, as well as the research questions, scope, significance, and organization of the research

Chapter 2 covers the literature on language learning strategies and reading strategies, defining, characterizing, and classifying language learning strategies This literature review provides a comprehensive overview of O'Malley and Chamot's (1990) classification system for language reading strategies In addition, this chapter also discusses the importance of reading strategies and reviews some of the research on reading strategies that have been conducted in different contexts

Chapter 3 presents research methods and provides questions Next, it describes the study design and participants Then, it mentions the research tools and materials used to analyze the data Finally, this chapter discusses the study's data collection and analysis process

Chapter 4 details and analyzes the collected data to answer research questions related to the types of reading comprehension strategies used by 12th-grade students at Nguyen Truong To High School

Chapter 5 includes a summary of the main findings underlying the conclusions, implications, limitations of the study, and suggestions for further research.

LITERATURE REVIEW

Language Learning Strategies

2.1.1 The Importance of Strategies in the Learning Process

Effective language learning strategies foster learner independence, autonomy, and lifelong learning Employing these strategies empowers students to make independent decisions and acquire knowledge continuously Successful language learners understand and utilize various acquisition strategies purposefully (O'Malley & Chamot, 1990).

Oxford's framework for assessing language learning strategies emphasizes their crucial role in developing communicative competence and boosting learner self-confidence, leading to more efficient knowledge acquisition (Oxford, 1990) Effective strategies foster active, self-directed learning.

According to her viewpoint, language learning strategies:

- contribute to the primary objective of developing effective communication skills;

- enable learners to develop greater autonomy;

- enhance the responsibilities and scope of teachers;

- focus on solving specific problems or issues;

- integrate a variety of acts done by the learners;

- facilitate learning through both direct and indirect methods;

- can be instructed or educated;

- are influenced by a range of factors (Oxford 1990: 9)

2.1.2 Definitions of Language Learning Strategies

The field of learning strategies has seen a significant surge in research over the past three decades, driven by key contributions from scholars such as Tarone, Rubin, O'Malley & Chamot, Oxford, and Cohen.

(1998) These researches have contributed to a more comprehensive understanding of learning strategies

Research on learning strategies, while increasingly popular, lacks a universally agreed-upon definition Tarone (1981) defined them as attempts to develop target language competence, while Weinstein and Mayer (1986) described them as intentional learner actions aimed at facilitating learning by influencing motivation, affect, and the processing of new knowledge However, these broad definitions fail to fully capture the complexity of learning strategies.

Oxford's (1990) definition of learning strategies as specific learner actions enhancing learning's ease, speed, enjoyment, self-direction, effectiveness, and transferability is comprehensive, encompassing cognitive and affective aspects However, limiting the definition to "specific actions" overlooks the often unobservable cognitive processes involved in effective learning strategies.

Learning strategies are the behaviors and thoughts learners use to influence information encoding (Weinstein & Mayer, cited in Ellis, 1994) O'Malley and Chamot (1990) concisely define them as "special thoughts or behaviors" aiding comprehension, learning, and retention These strategies are both observable and unobservable, and vary individually This definition guided the current study due to its comprehensive nature.

2.1.2 Definitions of Language Learning Strategies

The field of learning strategies has seen explosive growth (Ellis, 1994) over the past three decades, significantly shaped by influential researchers such as Tarone (1981), Rubin (1987), O’Malley and Chamot (1990), Oxford (1990), and Cohen.

(1998) These researches have contributed to a more comprehensive understanding of learning strategies

Research on learning strategies, while increasingly popular, lacks a universally agreed-upon definition Tarone (1981) defined them as attempts to develop target language competence, while Weinstein and Mayer (1986) described them as intentional learner actions aimed at facilitating learning by impacting motivation, affect, and knowledge acquisition, organization, and integration However, these broad definitions fail to capture the complexity of learning strategies.

Oxford's (1990) definition of learning strategies as specific learner actions promoting efficient, enjoyable, and transferable learning is comprehensive, encompassing both cognitive and affective aspects However, its limitation lies in characterizing strategies solely as observable behaviors, neglecting their often-unobservable cognitive components.

Learning strategies are the behaviors and thoughts learners use to influence information encoding (Weinstein & Mayer, in Ellis, 1994) O'Malley and Chamot (1990) similarly define them as specific thoughts or behaviors used for comprehension, learning, and retention This definition, encompassing both observable and unobservable aspects and acknowledging individual differences in strategy use, guided this study.

2.1.3 Classification of Language Learning Strategies

Early research by Reiss et al (1982), Rubin (1987), Stern (1975), and Naiman et al (1978) focused on cataloging learner strategies Rubin (1987) categorized these strategies into two main groups: one impacting knowledge acquisition (including clarification, monitoring, memorization, and reasoning strategies) and another (implicitly).

Research categorizes language learning strategies into direct and indirect approaches, the latter encompassing practice opportunities and communication strategies Naiman et al (1978) proposed a five-category model including active participation, emotional management, and performance measurement Subsequent research (Wenden, 1983; Oxford, 1990; O'Malley et al., 1985a, 1985b; O'Malley & Chamot) further refined these classifications, grouping numerous specific strategies under broader categories.

(1990) have significantly advanced our understanding of learning processes

Wenden's (1983) research identified three key self-directed language learning strategies: awareness of language, strategic planning, and self-evaluation Oxford (1990) built upon this framework, creating a more comprehensive taxonomy encompassing nearly all documented approaches Both studies inform learner training.

Oxford (1990) categorized learning strategies into direct (memory, cognitive, and compensation) and indirect (metacognitive, affective, and social) tactics However, her classification is complex, blurring the lines between categories like compensation and cognitive strategies O'Malley and Chamot's (continue with O'Malley and Chamot's contribution).

O'Malley and Chamot's (1990) influential framework categorizes learning strategies into three groups based on information processing: metacognitive (planning, monitoring, evaluating), cognitive (actively changing information for better learning), and socio-affective (social and emotional aspects) This model, detailed in their research, provides a valuable and widely used approach to understanding second language acquisition.

2.1.4 O’Malley and Chamot’s (1990) Language Learning Strategies

Definitions of Reading and Reading Comprehension

Reading is crucial for language acquisition, providing access to the target language and culture (Day & Anderson, 1999) It's an interactive process where readers construct meaning from text using prior knowledge and strategies While definitions vary, reading's importance as a fundamental language skill remains undisputed.

Goodman (1971) defines reading as a psycholinguistic process where readers reconstruct a writer's encoded message This process facilitates understanding of grammatical structures, reading skills, and the conveyed ideas.

Reading is a personal activity encompassing diverse materials, from newspapers to prescription labels While reading comprehension is often natural, three main approaches exist: bottom-up, top-down, and interactive.

Reading comprehension involves using appropriate skills and strategies for different texts to achieve reading goals Proficient comprehension means accurately and efficiently extracting maximum information with minimal effort (Swan, 1981) Demonstrations of comprehension include summarizing, answering questions, and identifying true/false statements.

Effective reading comprehension is crucial for understanding text; it's a vital component of reading instruction Students need to master and apply appropriate reading skills and strategies for efficient comprehension.

Reading Strategies

Effective reading strategies are cognitive processes enabling meaning extraction from text, significantly aiding non-native speakers in overcoming language barriers and improving reading proficiency for academic success and language exams (Zhang, 1992) These strategies, including comprehension, inference, prediction, and contextual guessing (Anderson, 1999), can be taught by leveraging prior knowledge, vocabulary building, comprehension enhancement techniques, speed improvement strategies, targeted strategy instruction, and progress assessment (Anderson, 1999).

Effective reading strategies, encompassing skimming, scanning, and predicting, leverage prior knowledge and cognitive processes to enhance comprehension (Anderson, 1999; Brantmeier, 2002; Brown, 2001; Barnet, 1988) These strategies, crucial for second language learners, include determining reading goals, applying graphemic rules, using efficient silent reading, and employing semantic mapping or clustering to decipher meaning (Brown, 2001) Furthermore, guessing, analyzing vocabulary, distinguishing literal and implied meanings, and utilizing discourse markers are also vital techniques readily adaptable to classroom instruction (Brown, 2001).

O'Malley and Chamot (1990) define reading strategies as cognitive processes used to understand and remember information from text These strategies, categorized as metacognitive, cognitive, and social/affective, are detailed in section 2.1 and are either observable or unobservable.

Cognitive strategies, as defined by O'Malley and Chamot (1990), are specific mental techniques for effective reading comprehension These strategies enhance active engagement with text, comprehension monitoring, and overcoming challenges by directly manipulating textual information Learners use them to improve understanding, memory, and critical thinking, for example, by selecting key concepts.

Metacognitive strategies, as defined by O'Malley and Chamot (1990), are higher-order thinking skills enhancing reading comprehension by fostering self-awareness of thought processes These strategies—including planning and goal-setting—enable readers to actively monitor and assess comprehension, promoting autonomous learning and improved reading achievement.

Socio-affective Strategies, as described by O'Malley and Chamot

Socio-affective strategies in reading comprehension (1990) involve social and emotional approaches to enhance understanding, including interaction and emotional regulation These strategies extend reading comprehension beyond individual efforts by emphasizing interpersonal interaction, emotional awareness, and supportive environments Examples include conversing with native speakers to practice language skills.

The classification by O'Malley and Chamot emphasizes the variety of learning strategies that students might use to improve their learning process

Effective reading comprehension relies on a synergistic approach using cognitive, metacognitive, and socio-affective strategies Metacognitive strategies enhance self-awareness of comprehension strengths and weaknesses, enabling targeted improvements This integrated approach boosts overall learning and language acquisition success.

The Previous Studies on Reading Strategies

Research on second language reading comprehension employs diverse methodologies (think-aloud protocols, interviews, questionnaires, observations, written recalls) to analyze the strategies used by readers across various proficiency levels (elementary, secondary, university, remedial), ages, and backgrounds.

Hosenfield's 1977 study compared successful and unsuccessful ninth-grade French learners' reading strategies using think-aloud protocols during oral interviews Successful readers employed specific cognitive processes, identified in her research (1977: 233-4), to comprehend texts This early research categorized learners by L2 reading proficiency before the think-aloud task.

* Maintain the intended meaning of the passage;

* Guess the meaning of vocabulary from context;

* Have a positive self-perception as a reader;

* Figure out the grammatical segment of words;

* Show awareness of different word orders;

* Make inferences from the title;

* Utilise orthographic information, such as capitalization ;

* Use the glossary as a last resort;

* Keep going in decoding a word or phrase if unsuccessful;

* Recognise cognates (words with similar origins and meanings);

* Apply their knowledge of the world ;

* Keep up with a proposed solution to a problem ;

Poor readers struggle with comprehension, misinterpret phrases, avoid using resources like glossaries, and have limited reading skills overall While the study detailed students' text processing techniques, it failed to link these strategies to paragraph or overall text comprehension, focusing solely on sentence-level understanding Therefore, the study did not assess overall text comprehension.

Block's 1986 study compared reading comprehension strategies of native and ESL university students in a remedial reading course.

A 1986 study examined reading comprehension strategies in non-proficient ESL readers using an introductory psychology textbook Participants verbalized their thoughts while reading, then answered comprehension questions Block's categorization distinguished between general strategies (e.g., predicting, connecting information, identifying main ideas) and local strategies (e.g., paraphrasing, rereading) High-performing readers utilized broad strategies, integrating new information with prior knowledge and focusing on main ideas, while low-performing readers struggled with differentiation, background knowledge application, and overall text comprehension.

Sarig's (1987) study of 10 Hebrew-speaking English learners revealed that L1 reading strategies significantly influence L2 reading, with similar strategies contributing to both successful and unsuccessful comprehension in both languages Four key reading behaviours were identified: technical help, clarification/simplification, coherence detection, and monitoring While top-down strategies impacted comprehension outcomes, language-dependent clarification and simplification hindered reading in both L1 and L2 Individual readers employed unique strategy combinations, contrasting with Block's (1986) findings which linked global methods solely to successful comprehension.

Carel's (1988) study investigated the correlation between metacognitive awareness, reading strategies, and comprehension in ESL and foreign language learners University-level students, proficient in Spanish and English, read texts in their L1 and L2, followed by comprehension questions and a strategy-use questionnaire Results showed higher-proficiency ESL readers favored top-down strategies, while lower-proficiency Spanish learners relied more on bottom-up strategies, highlighting the relationship between reading proficiency and strategic reading.

Block's 1992 study investigated comprehension monitoring in native and non-native English speakers Twenty-five college freshmen, categorized by reading proficiency, used think-aloud protocols while reading expository text to reveal their comprehension processes.

Skilled ESL readers strategically use prior knowledge, contextual clues, and syntactic cues to overcome vocabulary challenges, focusing on overall text comprehension Unskilled ESL readers, however, primarily concentrate on individual word recognition, neglecting broader meaning.

Dinh's 2014 study, replicating Bachore's 2014 research, investigated reading strategies among 180 Vietnamese grade 10 students and their teachers at Le Viet Tao High School using questionnaires and teacher interviews Students effectively used monitoring and problem-solving strategies but lacked proficiency in planning and evaluation Teacher limitations, including time constraints and students' language proficiency, restricted comprehensive strategy instruction The study concluded with recommendations to improve reading comprehension.

Nguyen's 2023 study examined metacognitive reading strategies among Vietnamese 11th-grade EFL students, revealing a positive attitude toward these strategies despite limitations in declarative, procedural, and conditional understanding hindering effective application This research, unique in its focus on the Vietnamese high school context, involved training 124 students in metacognitive practices and surveying their perceptions of benefits and challenges.

Nguyen's 2023 study revealed a preference for problem-solving reading strategies over global or supportive approaches The research highlights the importance of teaching metacognitive strategy knowledge to improve reading comprehension Practical implications for reading instruction are emphasized.

This study uses O'Malley and Chamot's (1990) framework to categorize 12th graders' reading strategies, encompassing top-down (elaboration, transfer, inferencing, summarizing) and bottom-up (grouping, deduction, recombination, keyword methods, translation) approaches, along with metacognitive strategies (pre-reading planning, comprehension monitoring, self-assessment) This comprehensive framework allows for a thorough analysis of reading patterns.

METHODOLOGY

Research Methods

This study investigates students' reading strategy perceptions and practices using a mixed-methods approach Quantitative analysis explored student perceptions and strategy frequency.

This study investigated grade 12 students' reading strategies using a mixed-methods approach Quantitative analysis examined the frequency and distribution of these strategies, while qualitative analysis explored students' perceptions and practices This combined approach enabled a comprehensive description, analysis, and comparison of reading strategy use in English language learning, providing insightful conclusions.

Research Participants

116 students from classes 12A1, 12A4, and 12A6, both male and female, aged 17, participated in the study at Nguyen Truong To High School.

Research Instruments

A survey questionnaire and an interview were used as the two tools to collect the data for the study

Questionnaires efficiently collect statistical data on behaviors, preferences, and facts, offering a cost-effective method for gathering data from numerous participants without individual interviews (Kabir, 2016; Pandey and Pandey, 2015) They comprise questions assessing frequency, importance, or allowing detailed responses, serving as a primary descriptive research tool (Dürnyei, 2003) Their efficiency in terms of researcher time, effort, and cost makes questionnaires a predominant approach in research, particularly in learning strategy studies (Chamot, [Year Missing]).

Questionnaires offer significant advantages for data collection: they are time-efficient, ensure data uniformity and accuracy through standardized administration, and readily facilitate quantification using multiple-choice questions Therefore, this study employed questionnaires as its primary data collection method.

This study employed a three-part questionnaire: participant demographics (name, class); perceptions of reading proficiency importance, influencing factors, and reading strategy understanding; and finally, self-reported reading strategy usage.

This study investigated students' reading comprehension strategies using a three-part survey and a grade 12 textbook passage ("Notes on lifelong learning," page 62) The survey included 17 questions on reading strategies and comprehension views, followed by activities requiring students to identify main titles, vocabulary, and answer comprehension questions Analyzing student responses revealed a limited number of frequently used strategies, highlighting a discrepancy between taught strategies and actual practice.

Interviews are valuable for researching second language acquisition strategies, offering rich data collection (Pandey & Pandey, 2015; Kabir, 2016) This study used interviews—face-to-face or otherwise—with ten randomly selected students to explore their reading challenges and use of metacognitive, cognitive, and social/affective strategies.

This study employed diverse data collection methods—survey questionnaires and structured one-on-one interviews in Vietnamese—to ensure a comprehensive understanding of respondents' reading strategies, mitigating potential biases from single methodologies.

To achieve this study's objectives, a series of 2 questions was formulated These questions are directly relevant to the researcher's area of interest and are

Procedure for Data Collection

Ten students were randomly selected to investigate reading difficulties and the use of metacognitive, cognitive, and social/affective strategies in reading comprehension Interviews focused on specific comprehension activities and the strategies employed, validating common student practices.

The set of two questions pertaining to reading strategies is displayed below

1 When reading a text, we often apply reading strategies Can you name a few strategies you often use to solve those reading comprehension tasks?

2 What do you find to be the biggest problem of understanding English tests?

Nguyen Truong To High School's 12A1, 12A4, and 12A6 classes provided questionnaire data for this research Prior to data collection, the researcher obtained the principal's approval.

After obtaining school principal approval, the researcher administered an anonymous online questionnaire to students immediately following class, providing a brief explanation and data link via Zalo All 116 valid responses, completed within approximately 20 minutes, were analyzed using SPSS to identify trends in students' reading comprehension strategies and perceptions.

Part II's 17-item questionnaire assessed reading strategies, categorized as metacognitive, cognitive, and social/affective, using a specific coding table.

Questionnaire: Reading Strategy Coding Categories Adapted from O'Malley and

Strategy Definition Items included in the questionnaire

Previewing the main ideas and concepts of the material to be learnt, often by skimming the text for the organizing principle

Item 1: I preview the headings and illustrations to get the main idea of the text before reading

Item 2: I skim through the text to understand main ideas of the texts before focusing on details

Deciding in advance to attend in general to a learning task and

Item 3: Before reading, I read the comprehension questions to decide

Strategy Definition Items included in the questionnaire ignore irrelevant distracters important information that should be noted

Item 4: I skip the words that are not essential for comprehending the texts while reading

Deciding in advance to attend to specific aspects of input, often by scanning for key word, concepts and/or linguistic markers

Item 5: I choose reading strategies according to my reading purposes

Item 6: I scan for key words or concepts that are closely related to the questions in order to answer them

Checking the outcomes of one's own language against a standard after it has been completed

Item 7: I check if my answers to the questions are correct or wrong after reading

Resourcing Using target language reference materials such as dictionaries, encyclopedias, or textbooks

Item 8: I use a dictionary to look up words when encountering a new word while reading

Grouping Classifying words, terminology or concepts according to their attributes or meaning

Item 9: I can determine the function of a word in a sentence while reading

Transfer Using previous linguistic knowledge or prior skills to assist comprehension or production

Item 10: I use my knowledge of grammar or vocabulary to help understand difficult parts in reading texts

Elaboration Relating new information to prior knowledge, relating different parts of new information to each other, or making meaningful

Item 11: I relate my prior knowledge to the information of the text I am reading

Strategy Definition Items included in the questionnaire personal associations with the new information

Inferencing Using available information to guess meanings of new items, predict outcomes or fill in missing information

Item 12: I guess meanings of new words using available information

Note taking Writing down key words or concepts in abbreviated verbal, graphic or numerical form while listening or reading

Item 13: I write down key words while reading

Translation Using the first language as a base for understanding and/or producing the second language

Item 14: I translate the reading text into Vietnamese to understand it more clearly

Summarizing Making a mental, oral or written summary of new information gained through listening or reading

Item 15: I mentally summarize the main ideas of the text after reading

Eliciting from a teacher or peer additional explanation, rephrasing, examples or verification

Item 16: I ask my teacher or my friends to explain difficult parts in reading texts

Cooperation Working together with one or more peers to solve a problem, pool information, check a learning task, model a language activity, or get feedback on oral or written performance

Item 17: I work together with my classmate or friend to solve a problem in a reading text

Qualitative data was collected via voluntary interviews with ten students (from classes 12A1, 12A4, and 12A6 of Nguyen Truong To High School) after obtaining necessary approvals Employing a conversational approach, the researcher actively listened, using verbal and nonverbal cues (confirmation gestures and motivating comments) to encourage detailed responses while maintaining objectivity This ensured rich data collection for the oral and written project description, informed by Wengarf's (2001) feedback methods.

Individual interviews, lasting approximately 10 minutes, were conducted privately with each participant in a location of their choosing, free from distractions The researcher and participant were the only individuals present, allowing for open conversation and the free articulation of personal viewpoints.

Researchers introduced themselves, explained the interview's purpose and format, and obtained informed consent before recording participants' verbal responses Any participant concerns were addressed prior to commencing the interview.

Procedure for Data Analysis

Questionnaire data was numerically coded and entered into SPSS for quantitative analysis Descriptive analysis, using a 1-5 scale (e.g., assessing reading comprehension's significance), summarized the data, revealing its distribution and dispersion (Robson, 1997) This provided insights into each variable.

A questionnaire employed a 1-5 coding system, with higher numbers indicating greater importance (A=1, B=2, C=3, D=4, E=5) This system was consistently applied throughout The first two questions were scored using this scale.

- From 1 to 1.4 Not important at all,

The same meanings were adapted to the remaining questions on reading strategies

Qualitative content analysis of semi-structured interview transcripts involved iterative review for familiarization and categorization, followed by coding into broader clusters and finally, identifying correlations between emerging themes.

FINDINGS AND DISCUSSION

Reliability Test

Reliability, as defined by Allen & Yen (2002), assesses the consistent measurement of item scores Reliability analysis determines the internal consistency and uniformity of questionnaire responses, evaluating item coherence, intercorrelation, and precision to ensure they accurately reflect an overarching theme.

The Strategy Inventory for Language Learning (SILL) reliability was assessed using Cronbach's alpha, a measure of internal consistency (Dửrnyei & Taguchi, 2010) All SILL strategy types exhibited robust internal consistency (α > 0.7).

SILL subscales exhibit high Cronbach alpha values ( >0.7), demonstrating excellent reliability and internal consistency in measuring their respective constructs (Nunnally & Bernstein, 1994) This indicates the items within each subscale consistently measure a unified concept.

Reliability Measure Number of items Cronbach-alpha

Socio/Affective strategies From 16 to 17 (2) 829

Perceptions of Reading Strategies Used by 12th-grade Students at

Question 1 In your opinion, in learning English, how important is reading comprehension?

In Section I, Question 1 asks the 12th-grade students how important reading comprehension is to their purpose for English learning by circling the most suitable option

Analysis of the perception of the importance of reading comprehension

Options Numbers of participants Percent

Reading comprehension was highly valued by most participants (70.7%) as a key motivator for English language learning, with minimal variation in responses; 82 students rated it "very important" and 34 rated it "important."

Question 2 In your opinion, to read and understand English well, how important are the following things to you? (1= not important at all ; 5= very important)

B have good knowledge of English grammar 1 2 3 4 5

C have good knowledge of the reading topic 1 2 3 4 5

Analysis of factors to reading comprehension

Question 2 asks 12th-grade students to circle the most suitable option indicating the importance of the following factors to reading comprehension

A survey of 116 students revealed that 71.6% (83 students) considered a large English vocabulary highly important for reading comprehension, while 27.6% found it important The overwhelming majority recognized the crucial role of vocabulary in reading skills.

Good English grammar knowledge is crucial for reading comprehension, as 77.5% of 90 students surveyed deemed it very important A minority (22.5%) considered it unimportant or only slightly important.

Student responses to question 2C showed strong agreement on the importance of reading theme knowledge for comprehension: 89% rated it as very or important, while only 21.6% deemed it unimportant or not at all important.

Overwhelmingly, 96.6% (112 out of 116) of participants deemed effective reading strategies crucial for reading comprehension A small minority (3.4%) considered them less important or unimportant.

Effective reading comprehension relies on a strong vocabulary and proper reading strategies A survey (Question 3, with 14 sub-items) assessed students' understanding of these strategies.

Question 3: What are the following strategies used for? Choose the correct answer

The meanings of reading strategies

Questions Correct answer Incorrect answers

Student perceptions of reading strategy efficacy were assessed via a survey Most students, even those newly introduced to the strategies, demonstrated understanding The survey results, detailing student comprehension and strategy selection, are presented sequentially.

Over 90% of students (109 out of 113) correctly applied the "Advanced Organiser" strategy in question 3.1, demonstrating understanding of its role in predicting and comprehending text through skimming and identifying organizational principles A small percentage (6.4%) misunderstood the strategy's purpose.

Ninety-four percent of students (109 out of 116) correctly identified the "Directed Attention" reading strategy as focusing readers on key elements like keywords and sentence structure to improve comprehension Incorrect responses indicated confusion between this strategy and improving reading speed or maintaining an uninterrupted reading flow.

Most students (93.1%) understood "Selective Attention" as a reading strategy for focusing on key information and ignoring irrelevant details Confusion remained for 25% of students, while only a small percentage reported focusing on insignificant components (4.3%) or continuous, unfocused reading (2.6%).

Question 3.4 asked about the meaning of the "Self-evaluation" technique The students surveyed were confused about the strategy's significance 66.4% of students understood the purpose of this method, which is to assist readers in self-assessing their level of comprehension and correctness of answers after reading the material 21.6% of respondents incorrectly replied that the purpose of the self-assessment technique is to assist students read quickly and effectively by reviewing their responses after reading And 12.1% realised that the strategy's purpose is to assist readers in eliminating self-evaluation strategies that make it difficult to understand the meaning Among the students surveyed, it may be observed that there is less frequent use of the "Self-evaluation" strategy among the students participating in the survey

Question 3.5 inquired regarding the meaning of the "resourcing" strategy Overall, this strategy made it simple for students to grasp its meaning in using a variety of tools, including dictionaries, the internet, and reference books, to improve their knowledge of the reading text Only

1 student (0.9%) chose the incorrect major answer, which is to enable readers interact with the material by creating questions

Question 3.6 asked concerning the meaning of the "Grouping" strategy Similarly, 98.3% of students recognised this method when assisting readers in classifying each word into different functional groups in a phrase to better understand the role and meaning of words

Question 3.7 asked regarding the definition of the "Transfer" approach 89.7% of readers selected the correct answer The strategy's purpose is to assist readers in applying their existing grammar or vocabulary expertise to solve linguistic issues in the reading material

Question 3.8 assessed understanding of the "Elaboration" reading strategy The high comprehension rate (94.8%) indicates that readers effectively integrated text information with prior knowledge, improving comprehension.

Practices of Reading Strategies Used by 12th-grade Students at Nguyen

Nguyen Truong To High School

This study analyzed reading strategies of 12th-grade students at Nguyen Truong To High School using O'Malley and Chamot's (1990) framework, categorizing strategies as metacognitive, cognitive, and social/affective Section II's 17 questions assessed these strategies.

This study analyzes 12th-grade students' metacognitive reading strategies at Nguyen Truong High School, categorizing them into advance organizers, directed attention, and selective attention, each assessed via two questions.

Table 4.5 presents the responses given by 12th-grade students at Nguyen Truong To High School for metacognitive reading strategies

1 I preview the headings and illustrations to get the main idea of the text before reading

2 I skim through the text to understand main ideas of the texts before focusing on details

3 Before reading, I read the comprehension questions to decide important information that should be noted

4 I skip the words that are not essential for comprehending the texts while reading

5 I choose reading strategies according to my reading purposes

6 I scan for key words or concepts that are closely related to the questions in order to answer them

7 I check if my answers to the questions are correct or wrong after reading

Effective reading comprehension hinges on metacognitive strategies Top-performing strategies include previewing comprehension questions to identify key information (average score 4.10) and scanning for keywords related to those questions (average score 4.11).

The least used approach, with an average score of 3.22, is "I choose reading strategies according to my reading purposes" Other strategies include

To efficiently comprehend text, I preview headings and illustrations to grasp the main idea, skim for key concepts, skip non-essential words, and scan for keywords relevant to specific questions.

"I check if my answers to the questions are correct or wrong after reading" typically employed

High school students demonstrate consistent use of reading comprehension strategies, with standard deviations ranging from 0.739 to 0.873, indicating high regularity However, some strategies, like purpose-driven strategy selection, were underutilized.

Student interviews corroborated research findings on reading comprehension strategies, revealing that over half utilized metacognitive approaches These strategies, such as selective attention and identifying key concepts, proved helpful in improving English comprehension, with students emphasizing the importance of grasping the main idea before details and pre-reading questions to identify key information.

This study investigates the cognitive reading strategies of 12th-grade students at Nguyen Truong To High School, analyzing eight subtypes within O'Malley and Chamot's (1990) framework: resourcing, grouping, transfer, elaboration, inferencing, note-taking, translation, and summarizing Table 4.6 presents the students' self-reported use of these strategies.

8 I use a dictionary to look up words when encountering a new word while reading

9 I can determine the function of a word in a sentence while reading

10 I use my knowledge of grammar or vocabulary to help understand difficult parts of reading texts

11 I relate my prior knowledge to the information in the text I am reading

12 I guess meanings of new words using available information 3.50 928

13 I write down keywords while reading 3.06 827

14 I translate the reading text into Vietnamese to understand it more clearly

15 I mentally summarize the main ideas of the text after reading 3.09 910

Students predominantly utilize translation (average score 3.79, SD 0.91), indicating consistent application of this reading comprehension strategy This ranges from 2.88 to 4.70 across students.

Students frequently predict word meanings from context (score: 3.50), though usage varies widely (2.49-4.51) This strategy's application differs significantly among learners.

Students effectively used linking prior knowledge and keyword highlighting for reading comprehension (scores 3.26 and 3.29, respectively), while summarizing main ideas proved less effective (3.12) Conversely, weaker performance was seen in identifying word functions (2.91) and applying grammar/vocabulary (2.83), highlighting areas needing improvement and significant skill variation among students.

Eighty percent of students surveyed utilized dictionaries (physical or digital) to define unfamiliar vocabulary during reading, citing improved comprehension and subject-relevant vocabulary acquisition as key benefits This directly supports the "Resourcing" strategy findings in Part II.

A survey revealed that half of the students frequently employ context clues to infer the meaning of unfamiliar vocabulary Students reported regularly using this strategy to enhance reading comprehension, often prompted by instructors to improve understanding of textbook content.

Effective reading involves social/affective strategies, including clarification questions and cooperation Table 4.7 details responses illustrating these strategies.

16 I ask my teacher or my friends to explain difficult parts in reading texts

17 I work together with my classmate or friend to solve a problem in a reading text

Students facing reading difficulties frequently utilize socio-affective strategies, such as seeking clarification from teachers and peers (M = 3.74, SD = 866) and collaborating with classmates to overcome challenges (M = 3.98, SD = 802).

Students actively seek help from peers and teachers when struggling with reading comprehension, highlighting the importance of collaborative learning and social support in secondary education to improve understanding This socio-affective approach reflects the need for interaction and assistance in optimizing the learning process.

Practices of Reading Strategies in Specific Activities in Textbooks by 12th-grade Students at Nguyen Truong To High School

Part III of the questionnaire was undertaken to strengthen the authenticity of analyzing the practice of reading comprehension strategies, including metacognitive strategies, cognitive strategies, and social/affective strategies, among 12th-grade students at Nguyen Truong High School The teacher encouraged students to outline methods or strategies for completing specific reading comprehension assignments in the English 12 textbook, on page 62, unit 10, under the theme "notes on lifelong learning." This survey contains three activities: Activity 1 asks students to recognize the suitable title of each paragraph; Activity 2 asks students to search for words in the reading that match the specified description; and Activity 3 asks students to answer questions about the reading comprehension text's content Students are required to summarise the strategies/steps used to complete each reading comprehension task, resulting in determining the frequency of employing the strategies in comparison to the questionnaire in Part II

4.4.1 Reading Strategies Used for Selecting Appropriate Headings

Table 4.8 shows the strategies students mentioned to solve Activity 1 in order of the number mentioned from highest to lowest

The Strategies Used for Selecting Appropriate Headings

Before reading, I read the comprehension questions to decide important information that should be noted

I scan for keywords or concepts that are closely related to the questions in order to answer them

I skim through the text to understand main ideas of the texts before focusing on details

Cooperation I work together with my classmate or friend to solve a problem in a reading text

I skip the words that are not essential for comprehending the texts while reading

I check if my answers to the questions are correct or wrong after reading

I ask my teacher or my friends to explain difficult parts in reading texts

Resourcing I use a dictionary to look up words when encountering a new word while reading

Translation I translate the reading text into Vietnamese to understand it more clearly

Inferencing I guess meanings of new words using available information

Note taking I write down keywords while reading 116 2 1.7%

Students used a number of strategies to complete reading comprehension Activity 1, which included selecting a suitable title for each paragraph in the textbook These included cognitive, metacognitive, and social/affective strategies

Students employed multiple strategies to complete the task, with the most common being carefully examining questions and titles (79.3%), followed by keyword/concept searching (69%) and text skimming (45.7%) Other methods included collaborating with peers (19.8%), skipping irrelevant words (18.1%), answer checking (15.5%), seeking teacher assistance (11.2%), defining new vocabulary (6.0%), and noting keywords (1.7%).

Students used diverse reading comprehension strategies, highlighting their understanding of these skills' importance in text processing.

4.4.2 Reading Strategies Used for Finding the Meaning of Words/Phrases

The Strategies Used for Finding the Meaning of Words/Phrases

Inferencing I guess meanings of new words using available information 116 73 62.9%

Resourcing I use a dictionary to look up words when encountering a new word while reading 116 67 57.8%

I skim through the text to understand main ideas of the texts before focusing on details 116 23 19.8%

Cooperation I work together with my classmate or friend to solve a problem in a reading text 116 22 19.0% Translation I translate the reading text into Vietnamese to understand it more clearly 116 13 11.2%

I check if my answers to the questions are correct or wrong after reading 116 11 9.5%

I skip the words that are not essential for comprehending the texts while reading 116 7 6.0% Note taking I write down keywords while reading 116 5 4.3%

I ask my teacher or my friends to explain difficult parts in reading texts 116 5 4.3%

Students completing Activity 2, which required identifying words/phrases matching given definitions, predominantly used two strategies 62.9% guessed word meanings from context, while others consulted dictionaries.

Students primarily used definition analysis (57.8%) and identifying key phrases (23.3%) to solve challenges Collaboration (19%) and translating to Vietnamese (11.2%) were also common strategies Less frequent methods included checking answers, skipping irrelevant words, and seeking teacher/peer assistance.

Students primarily used vocabulary-focused strategies—guessing, dictionaries, and definition analysis—to complete Activity 2, which focused on key reading vocabulary.

4.4.3 Reading Strategies Used for Answering Questions Related to the Content

The Strategies Used for Answering Questions Related to the Content

Translation I translate the reading text into Vietnamese to understand it more clearly

I skip the words that are not essential for comprehending the texts while reading

I ask my teacher or my friends to explain difficult parts in reading texts

Cooperation I work together with my classmate or friend to solve a problem in a reading text

I check if my answers to the questions are correct or wrong after reading

Note taking I write down keywords while reading 116 17 14.7%

I skim through the text to understand main ideas of the texts before focusing on details

Inferencing I guess meanings of new words using available information

Resourcing I use a dictionary to look up words when encountering a new word while reading

English 12 students predominantly use question-focused strategies (83.6%) for reading comprehension activities like Activity 3, often involving identifying relevant information Translation to Vietnamese (61.2%) and eliminating irrelevant information (43.1%) were also common Social strategies, such as seeking teacher/peer help (30.2%/27.6%) and self-checking (24.1%), were significant Less frequent strategies included keyword writing, skimming, contextual guessing, and dictionary use These findings reveal a diverse range of cognitive, metacognitive, and social/affective approaches to answering reading comprehension questions.

Student interviews revealed common challenges encountered while using reading comprehension strategies Responses highlighted specific problems during the reading process.

Limited vocabulary hinders comprehension for 80% of students, impacting their understanding and motivation Student struggles with unfamiliar words lead to disengagement and incomplete topic mastery, as exemplified by S1's statement: "I don't have enough vocabulary so I easily get bored and lose motivation."

Three students reported difficulty concentrating while reading, citing distractions and lack of motivation as contributing factors This impacts comprehension and retention Students explicitly stated challenges maintaining focus, highlighting a need for teacher intervention to address this learning obstacle.

Ineffective reading comprehension strategies, including questioning, summarizing, and connecting to prior knowledge, hinder active engagement with texts and meaning-making Students reported difficulties knowing where to begin reading or what steps to take, leading to frustration, a lack of skill development, and feelings of depression.

To assist students acquire broad reading comprehension abilities, teachers, families and students must work together to address these challenges.

CONCLUSIONS AND IMPLICATIONS

Conclusions

The current study provided a comprehensive summary of reading comprehension strategies This study adhered to O'Malley and Chamot's

(1990) concept of reading techniques O'Malley and Chamot (1990) categorised these strategies into three main types: Metacognitive, Cognitive, Affective, and Social strategies

Nguyen Truong To High School students in classes 12A1, 12A4, and 12A6 exhibit advanced reading comprehension, utilizing metacognitive strategies most frequently, followed by social/affective strategies Students understand the importance of English proficiency and actively seek improvement, valuing the reading comprehension strategies outlined in the survey's Section I Highly effective metacognitive strategies, such as selectively reading for key information related to comprehension questions, achieved significantly high mean ratings (M>3.8).

Readers variably employed cognitive reading strategies like grouping and summarizing, frequently using dictionaries but neglecting grammar application and connecting prior knowledge Many translated texts into Vietnamese to improve comprehension and condense key concepts through rereading.

Students actively sought teacher and peer support to understand challenging reading materials, highlighting the social dependence in their learning approach Collaborative problem-solving among peers was also prevalent (M=3.98).

Students rarely utilize effective reading strategies like highlighting key words, summarizing main ideas, or reviewing comprehension While many readers use dictionaries for unfamiliar words, over-reliance on this strategy can hinder reading speed and comprehension.

Implications

The study has made some contributions to the learning and teaching of

Nguyen Truong To High School's English reading program was analyzed using O'Malley and Chamot's (1990) framework to categorize student reading strategies The study identified effective metacognitive strategies (main idea identification, keyword focus, skimming, scanning) among 12th graders, highlighting successful reading comprehension instruction However, infrequent use of purpose-driven strategy selection necessitates continued teacher focus on this skill and motivating students to utilize effective reading strategies This categorization scheme is applicable to other reading strategy research.

Ongoing guidance and supportive learning environments are crucial for developing students' cognitive skills and improving learning efficacy Teachers should also consistently promote social-affective strategies to enhance learning and foster essential interpersonal skills.

Effective reading instruction requires teachers to assess students' reading motivation, habits, and comprehension strategies Pre-tests can identify students' strengths and weaknesses, allowing for differentiated instruction By assessing reading methods, teachers can target specific shortcomings and implement metacognitive and cognitive strategies, such as previewing text, focused attention, self-evaluation, and summarizing, to improve reading comprehension.

Teachers can enhance students' English reading skills using strategy-based teaching models like the Cognitive Academic Language Learning Approach (CALLA) O'Malley and Chamot's (1990) CALLA framework provides a successful model for improving the four language skills of low-proficiency English learners Consulting relevant academic studies on reading strategies further supports effective teaching.

Limitations and Suggestions for Further Research

This study successfully achieved its objectives, providing a foundation for future research While limitations exist, none compromise the study's reliability; however, these should be addressed in future investigations.

This study, while insightful for researchers and educators, has limitations stemming from its small sample size (116 grade 12 students from three specific classes) and reliance solely on questionnaires This methodology may compromise the validity of findings, particularly given the restricted reading materials and consequently limited range of reading strategies assessed.

Future research should investigate reading strategies among 10th and 11th graders following the 2018 General Education Programme to compare them with 12th-grade students' strategies at Nguyen Truong To High School, identifying potential disparities.

Further research on strategy-based reading instruction for English learners is needed to clarify its impact on reading proficiency Metacognitive and cognitive reading strategy instruction should be investigated to determine the effectiveness of explicit teaching.

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Learning strategy definition and classification

Previewing the main ideas and concepts of the material to be learned, often by skimming the text for the organization principle

Deciding in advance to attend in general to a learning task and to ignore irrelevant distracters

Planning for and rehearsing linguistic components necessary to carry out an outcoming task

Deciding in advance to attend to specific aspects of input, often by scanning for key words, concepts and/or linguistic markers

Self-management Understanding the conditions that help one learn and arranging for the presence of those conditions

Self-monitoring Checking one's comprehension during listening or reading or checking the accuracy and/or appropriateness of one's oral or written production while it is taking place

Self-evaluation Checking the outcomes of one's own language against a standard after it has been completed

Resourcing Using target language reference materials such as dictionaries, encyclopedias, or textbooks

Repetition Imitating the language model, including overt practice and silent rehearsal

Grouping Classifying words, terminology or concepts according to their attributes or meanings

Deduction Applying rules to understand or produce the second language or making up rules based on language analysis

Imagery Using visual images (either mental or actual) to understand or remember new information

Planning back in one's mind the sound of a word, phrase or longer language sequence

Learn new words in a second language by connecting them to familiar words in your first language through sound or visual resemblance, then create memorable images linking both words.

Elaboration relating new information to prior knowledge, relating different parts or new information to each other, or making meaningful personal

Transfer Using previous linguistic knowledge or prior skills to assist comprehension or production

Differencing Using available information to guess the meanings of new items, predict outcomes or fill in missing information

Note taking Writing down key words or concepts in abbreviated verbal, graphic or numerical form while listening or reading

Recombination Constructing a meaningful sentence or larger language sequence by combining known elements in a new way

Translation Using the first language as a base for understanding and/or producing the second language

Eliciting from a teacher or peer additional explanation, rephrasing, examples or verification

Cooperation Working together with one or more peers to solve a problem, pool information, check a learning task, model a language activity, or get feedback on oral or written performance

Self-talk Reducing anxiety by using mental techniques that make one feel competent to do the learning task

INVESTIGATION FORM ON PERCEPTION AND PRACTICES OF READING COMPREHENSION STRATEGIES OF GRADE 12 STUDENTS AT NGUYEN TRUONG TO HIGH SCHOOL

Question 1 In your opinion, in learning English, how important is reading comprehension?

Question 2 In your opinion, to read and understand English well, how important are the following things to you?

B have a good knowledge of English grammar 1 2 3 4 5

C have a good knowledge of the reading topic 1 2 3 4 5

D have effective reading strategies 1 2 3 4 5 answer

A To help readers predict and think about what will be mentioned in the reading content, grasp the organizing principle by skimming to get main ideas and concepts

B To help readers gain a deeper understanding of the context and meaning of concepts and ideas in the text

C To help readers expand their understanding of the topic they are reading

A To help readers read more quickly and effectively

B To help readers focus on important elements in the text such as keywords, sentence structure, etc to better understand the content and author's goals

C To help readers continuously read without having to focus on any element in the text

A To help readers focus on selecting and emphasizing unimportant elements in the text

B To help readers focus on continuous reading without paying attention to the choice of elements in the text

C To help readers focus on selecting and focusing on important elements in the text, ignoring irrelevant or unimportant information to better understand the content and author's goals

A To help readers self-assess their level of understanding and the accuracy of their answers after reading the text

B To help readers eliminate incorrect answers to increase their ability to

C To help readers read more quickly and effectively by checking their answers to the questions after reading

A To help readers find and use different resources such as dictionaries, internet, reference books, etc to increase understanding of the content they are reading, grasp information more comprehensively, and thereby Improve reading comprehension and better understand text

B To help readers focus on quickly browsing through sources to grasp key information

C To help readers create interaction with the text by creating questions and commenting on the content

A To help readers separate unimportant words in a sentence

B To help readers determine the function of a word in a sentence

C To help readers classify each word into different functional groups in the sentence to better understand the role and meaning of that word in the reading

A To help readers separate complex grammatical or vocabulary elements

B To help readers apply known grammar or vocabulary knowledge to solve language difficulties in reading passages

C To help readers create interaction with the text by creating questions and commenting on the content

A To help readers connect information in the text with existing knowledge to build connections and better understand the content

B To help readers eliminate irrelevant information existing knowledge

A To help readers focus on analyzing grammar and sentence structure in the text

B To help readers read quickly and without having to think or interact with the content

C To help readers predict and make inferences about the content and meaning of new words or text details based on information available in the article

A To help readers focus on recording the entire text content

B To help readers record important information, main ideas and necessary details in the text to enhance effective memory and understanding

C To help readers read quickly and skip taking notes to focus on understanding the content

A To help readers determine the function of a word in a sentence

B To help readers convert text into another language to get familiar with the new context and language

C To help readers convert text into another language to better understand the context and meaning of concepts and ideas in the original text, and to expand their knowledge of language and content

A To help readers summarize the main ideas and important information in the text to deeply understand the content

B To help readers separate unimportant details to increase their ability to remember and reproduce the main idea of the text text

A To help readers ask questions of teachers or peers to clarify and explain confusing words in the text, thereby building a more comprehensive understanding of the content and improving reading comprehension

B To help readers clarify and explain confusing words in the text, thereby building a more comprehensive understanding of the content and improving reading comprehension

C To help readers synthesize information and create connections between the main ideas in the text

A To help readers easily find information from many different sources

B To help readers focus on building new knowledge through connections with existing knowledge

C To help readers create opportunities to discuss and exchange opinions with others about the content of the text, helping to consolidate and expand their understanding of the text and topic being read

The purpose of this survey is to collect information about the different strategies you use when reading school-related academic materials in

ENGLISH (e.g., reading textbooks to do homework or check; read articles, etc.)

Please tick which option is correct for the way you use it when reading a text

*Note that there are no right or wrong answers to any of the items in this survey

Never Rarely Sometimes Often Very often

Item 1: I preview the headings and illustrations to get the main idea of the text before reading

Item 2: I skim through the text to understand main ideas of the texts before focusing on details

Item 3: Before reading, I read the comprehension questions to decide important information that should be noted