The effectiveness of extensive reading on reading comprehension and reading motivation of tenth graders at trieu thai hight school

HANOI PEDAGOGICAL UNIVERSITY N0.2 FOREIGN LANGUAGE FACULTY LUU THI THUY VAN THE EFFECTIVENESS OF EXTENSIVE READING ON READING COMPREHENSION AND READING MOTIVATION OF TENTH GRADERS AT TRIEU THAI HIGH SCHOOL A MINOR THESIS FOR GRADUATION Supervisors: Ms. Emily Parenteau Mrs. Nguyen Thi Ha Anh, M.A. HANOI, 2015 ACKNOWLEDGEMENTS I would like to take this opportunity to express my gratitude to the people made it possible for me complete this thesis for graduation. First and foremost, I want to send the deepest appreciation to my supervisors: Ms. Emily Parenteau and Mrs. Nguyen Thi Ha Anh M.A at Hanoi Pedagogical University N0.2 for their insightful advice and suggestions and warm encouragement. Without their help and guidance, I would not have been able to complete my research work. Without them, I could not have come this far. My sincere gratitude is also extended to the committee members for their advice and invaluable feedback and comments so that my thesis could be completed in full. I would like to thank teachers and students at Trieu Thai High School, Lap Thach District, Vinh Phuc Province, who were very kind to me and helped me to conduct my experiment. In addition, I also wish to thank my friends at Hanoi Pedagogical University N0.2 for their kind assistance and encouragement during my studies. Luu Thi Thuy Van i STATEMENT OF AUTHORSHIP Title: “THE EFFECTIVENESS OF EXTENSIVE READING ON READING COMPREHENSION AND READING MOTIVATION OF TENTH GRADERS AT TRIEU THAI HIGH SCHOOL” (A minor thesis for graduation) Date submitted: May 2015 Supervisor 1: Supervisor 2: Student: Emily Parenteau Nguyen Thi Ha Anh, M.A Luu Thi Thuy Van ii ABSTRACT Extensive reading is an interesting approach using reading as an outside activity. Many researchers have studied extensive reading and many educators have applied this approach to classroom instruction and language learning (Byun, 2010, Day and Bamford, 1998, Day and Bamford, 2000, to name a few). Second language researchers have found this method can affect students‟ reading motivation and reading comprehension. This research focused on the effects of extensive reading on students‟ reading motivation and reading comprehension when most students are at the Pre-A2 level according to Common European Framework for Reference. Sixty tenth grade students who are learning English as a foreign language at Trieu Thai High School took part in this study. They were divided into the experimental group and the control group. Students in both groups completed motivation questionnaires and English reading comprehension tests prior to the study. Then, the experimental group completed extensive reading activities for four weeks. During this experimental period, the control group followed their regular curriculum. Data was again collected from respondents through a motivation questionnaire and a reading comprehension test after the experimental period. When this experimental method was completed, the results of the experiment were analyzed and the findings explained. The findings suggest that reading extensively can bring about positive changes in students‟ attitudes toward acquiring reading skills. After the four weeks of the experiment, students in the experimental group reported that they enjoyed reading in English. They read materials in English more than they did before the experiment and, most significantly, these students‟ reading tests scores became higher. iii LIST OF ABBREVIATIONS 1. CG: Control Group. 2. ESOL: English for speakers of other languages. 3. EG: Experimental Group 4. EFL: English as Foreign Language 5. ESL: English as Second Language 6. GR: Graded Reader 7. L2: Second Language 8. TEFL: Teaching English as Foreign Language 9. TESL: Teaching English as Second Language 10. TTHS: Trieu Thai High School iv LIST OF TABLES AND FIGURES Figure 1: The vicious circle of weak readers. Source: Nuttall (2000, p.127) Figure 2: The circle of good readers. Source: Nuttall (2000, p.127) . Figure 3.Organization of the study . Figure 4: Model of the major variable motivating the decision to read in a second language (Day and Bamford, 1998, p.28) 18 Figure 5: Scale conversion between international English certificates (2014) 23 Table 1: Background information about the participants of the study 24 Table 2: Results of the control group in the pre-motivation questionnaire . 33 Table 3: Results of the experimental group in the pre-motivation questionnaire 35 Figure 6: Comparison of students‟ opinion toward reading English in the control group and the experimental group on the pre-motivation questionnaire . 36 Table 4: The amount of time that the control group and the experimental group reported spending on reading English before the experiment . 37 Table 5: Results of the control group in the post-motivation questionnaire 38 Table 6: Results of the experimental group in the post-motivation questionnaire 39 Table 7: The amount of time that the control group and the experimental group report spending on reading English after the experiment 40 Table 8: Results of the experimental group in the second post-motivation questionnaire on extensive reading 41 Figure 7: The EG students‟ opinions toward reading in the pre-motivation and post-motivation questionnaires 42 Figure 8: Students of the control group and the experimental group divided into sub-groups based on pre-test scores . 44 Figure 9: Students of the control group and the experimental group divided into sub-groups based on post-test scores . 45 Figure 10: Mean scores of the control group and the experimental group in the pre-test and post-test . 45 v Figure 11: Students of the control group and the experimental group divided into sub-groups based on pre-test and post-test scores . 46 vi TABLE OF CONTENTS ACKNOWLEDGEMENTS . i STATEMENT OF AUTHORSHIP ii ABSTRACT . iii LIST OF ABBREVIATIONS iv LIST OF TABLES AND FIGURES . v TABLE OF CONTENTS vii CHAPTER ONE: INTRODUCTION 1.1. Rationale . 1.2. Statement of the Problem . 1.3. Methodology of the Study 1.4. Questions of the Study . 1.5. Significance of the Study . 1.6. Scope of the Study . 1.7. Research Objectives . 1.8. Research Tasks . 1.9. Organization of the Study CHAPTER TWO: LITERATURE REVIEW 2.1. Reading Comprehension 11 2.2. Extensive Reading 11 2.2.1. Definition of Extensive Reading . 11 2.2.2. Principles of Extensive Reading . 12 2.2.3. Extensive Reading versus Intensive Reading . 13 2.2.3.1. Intensive Reading . 13 2.2.3.2. Extensive Reading versus Intensive Reading 14 2.2.4. Benefits of Extensive Reading 15 2.2.4.1. Extensive Reading in Developing Vocabulary Knowledge 16 2.2.4.2. Extensive Reading in Developing Speed . 16 2.2.4.3. Extensive Reading in Fostering Reading Motivation 16 vii 2.2.4.4. Extensive Reading in Developing General World Knowledge . 17 2.3. Reading Motivation 17 2.3.1. Intrinsic Motivation . 19 2.3.2. Extrinsic Motivation 19 2.3.3. The Differences between Intrinsic Motivation versus Extrinsic Motivation . 19 2.4. Previous Studies on the Effects of Extensive Reading 20 CHAPTER THREE: METHODOLOGY 3.1. Participants . 23 3.2. Experimental Method . 24 3.3. Instruments . 25 3.3.1. Motivation Questionnaire . 25 3.3.2. Graded readers 27 3.3.2.1 Reasons for Using Graded Readers 28 3.3.2.2 Reasons for Using Graded Readers 28 3.3.3. English Reading Comprehension Tests 29 3.4. Design . 29 3.5. Procedures of Data Collection . 30 CHAPTER FOUR: FINDINGS AND DISCUSSION 4.1. Motivation Questionnaires . 32 4.1.1 Pre-motivation Questionnaires . 32 4.1.2. Post-motivation Questionnaire 37 4.2. English Reading Comprehension Tests . 43 4.2.1. Reading Comprehension Pre-Test 43 4.2.2. Reading Comprehension Post-Test . 44 CHAPTER FIVE: CONCLUSIONS 5.1. Recommendations 48 5.2. Conclusions 48 5.3. Limitations of the Study and Suggestions for Further Studies. . 49 viii REFERENCES . I APPENDICES . III APPENDIX III APPENDIX 2: PRE-MOTIVATION QUESTIONNAIRE VI APPENDIX 3: POST-MOTIVATION QUESTIONNAIRE . VIII APPENDIX 4: X APPENDIX 5: SUGGESTED WEDSITES FOR GRADED READERS AND SAMPLE STORIES XV APPENDIX 6: THE SCORES OF THE CONTROL GROUP AND THE EXPERIMENTAL GROUP IN THE PRE-ENGLISH READING TEST XVI APPENDIX 7: THE SCORES OF THE CONTROL GROUP AND THE EXPERIMENTAL GROUP IN THE POST-ENGLISH READING TEST XVII ix Moore, D. and McCabe, D. (1993). Introduction to the Practice of Statistics’. New York: Freeman. Nelly (2007). Extensive Reading Students’ Performance. Retrieved from: http://extensivereading.net/. Nuttall, C. (1989). Understanding Language Classroom. A Guide for teacher Initiated action. London: Prince Hall. Nuttall, C. (2000). Teaching Reading skill in a Foreign language. Oxford: Macmillan Heinemann. Simpson, A. (2007). Vietnam. Language and National I density in Asia. Oxford: Oxford UP. Pham M. H., (2006). Đọc rộng với việc tạo động lực học phát triển kỹ đọc hiểu cho sinh viên năm thứ 3- khoa Anh [Extensive Reading in Creating Motivation and Developing Reading Comprehension Skill for third- year English major Students]. Unpublished MA thesis: Hanoi University of foreign Studies. Vietnam. Tran T. T. T., and Richard, B. Baldauf. Jr. (2007). Demotivation: Understanding Resistance to English Language learning- the case of Vietnamese Students. The Journal of Asia TEFL 4.1. Tran V. T., (2008). Developing grade 10 students’ English vocabulary through the guided extensive reading program: a quasi- experimental program. ULIS. Vietnam news. (2013). Nation's English proficiency ranking raises three positions. Retrieved from http://vietnamnews.vn/society/248066/nations-englishproficiency-ranking-rises-three-positions.html. Yuthana U., (2011). Developing secondary school students’ reading ability and motivation using an extensive reading program. Unpublished MA thesis: Srinakharinwirot University. Thailand. Wu J., (2012). The influence of Extensive Reading on Junior High School students’ Reading Motivation and Reading Performance in Taiwan. Colorado State University. II APPENDICES APPENDIX Full name: . PRE-TEST (Time located: 30’) A. Read the following passage and complete the tasks that follow Butterflies are some of the most interesting insects on planet Earth. There are more than seventeen thousand different kinds of butterflies! Butterflies come in all shapes and sizes. Butterflies go through four main stages of life. The first stage is the egg stage followed by the larva stage. As a larva, or caterpillar, the future butterfly eats as much as possible. As it grows, it sheds its outer skin, or exoskeleton. This may happen four or five times. After a few weeks, the caterpillar enters the next stage of its life, the chrysalis stage. In the chrysalis, the caterpillar will liquefy into a soup of living cells. Then, it will reorganize into a butterfly and the metamorphosis is complete. In later parts of the chrysalis stage, you can see the forming butterfly through the chrysalis. When the butterfly emerges from the chrysalis, it pumps its wings to send blood through them so that it can fly. Most butterflies only live a couple of weeks, just enough time to drink flower nectar and to mate. Some, like the Monarch Butterfly, however, may live many months. Task 1: Circle the best answer for each question 1. How many kinds of butterflies can be found on Earth? A. 700 B. 7000 C. 70 000 D. 170 2. Why does the caterpillar shed its skin? A. It is hungry B. It is growing C. To defend itself against predators D. The butterfly is coming 3. In what stage does the metamorphosis happen? A. Egg B. Butterfly C. Caterpillar D. Chrysalis 4. What is the second stage of life for a butterfly? III A. Egg B. Larva C. Cell D. Chrysalis 5. What is the third stage of life for a butterfly? A. Egg B. Butterfly C. Larva D. Chrysalis Task 2: Write T next to true statements and F next to false statements 6. Butterflies must wait until blood drains into their wings before flying 7. The butterfly may shed its skin or times 8. Most butterflies live a short time 9. Caterpillars turn into liquid in the Chrysalis 10. There are more than a thousand different kinds of butterflies in the word 11. There is only one kind of butterfly in the word Task 3: Write your answer to the following questions on the lines below. 12. How many stages of life does a butterfly go through? . 13. What kind of butterfly can live for many months? . 14. How can butterflies fly? . 15. Circle the sentence which contains the main idea of the text A. Protecting butterflies B. The life circle of butterflies C. People are killing butterflies D. The period of time when butterflies are happy B. Read the following passage and complete the tasks that follow: GREEN Green is a beautiful color! In nature, the grass that you walk on is green and the leaves that you see on trees are usually green. Most of the plants that you see are green too! IV Frogs are green and many grasshoppers are green. Turtles are different shades of green. Did you know that you can make green by mixing blue and yellow? Because you can make green by two primary colors, it is called a secondary color. Green is also the name used to describe the movement to make products that not harm the Earth. Green products are often those made from recycled materials. 16. What is a green product? A. One that is safe for the Earth B. One that is fun C. One that is mixed together D. One that is made from grass 17. Which of the following might be an example of a green product? A. A plastic bottle that cannot be recycled B. A big truck C. A plastic bottle can be recycled D. A frog 18. Turtles are … A. Not found in nature B. Different shades of green C. Not green D. Green products 19. Green is… A. A type of kites B. A primary color C. A kind of plant D. A secondary color 20. According to the reading, which is green? A. A primary color B. A bat C. A frog D. A mushroom V APPENDIX 2: PRE-MOTIVATION QUESTIONNAIRE A. Attitudes toward English and reading English 1. I think that reading English is easy  Strongly agree  Agree  Strongly disagree  Disagree 2. I am a good reader in English  Strongly agree  Agree  Strongly disagree  Disagree 3. The time that I usually spend on reading English weekly is  < 100 minutes  100- 130 minutes  > 130 minutes 4. Reading in English can widen my knowledge about life  Strongly agree  Agree  Strongly disagree  Disagree B. Students’ desire to learn English 5. I hope to get better scores on English reading tests  Strongly agree  Agree  Strongly disagree  Disagree 6. I would like to become the first person who finishes reading tasks in class  Strongly agree  Agree  Strongly disagree  Disagree 7. I am willing to study harder to read better in English  Strongly agree  Agree  Strongly disagree  Disagree C. Students’ attitudes about extensive reading. 8. After reading time in class, I like reading things in English outside class.  Strongly agree  Agree  Strongly disagree  Disagree 9. I have access to a variety of reading materials outside class VI  Strongly agree  Agree  Strongly disagree  Disagree 10. I can choose reading materials suitable to my English ability  Strongly agree  Agree  Strongly disagree  Disagree 11. I like reading novels in English  Strongly agree  Agree  Strongly disagree  Disagree 12. I spend much time reading newspapers and magazines in English  Strongly agree  Agree  Strongly disagree  Disagree 13. I have heard of extensive reading  Strongly agree  Agree  Strongly disagree  Disagree VII APPENDIX 3: POST-MOTIVATION QUESTIONNAIRE 1. I like extensive reading  Strongly agree  Agree  Disagree  Strongly disagree 2. Extensive reading can help to improve my vocabulary.  Strongly agree  Agree  Disagree  Strongly disagree 3. Extensive reading can help to widen my knowledge about life.  Strongly agree  Agree  Disagree  Strongly disagree 4. Extensive reading helps improve my speed in reading English.  Strongly agree  Agree  Disagree  Strongly disagree 5. I feel very free and comfortable when reading extensively.  Strongly agree  Agree  Disagree  Strongly disagree 6. I think that extensive reading is very interesting.  Strongly agree  Agree  Disagree  Strongly disagree 7. My English ability is not improved by reading extensively.  Strongly agree  Agree  Disagree  Strongly disagree 8. The materials in extensive reading are difficult to understand.  Strongly agree  Agree  Disagree  Strongly disagree 9. It is very difficult to read in English without a teacher‟s guidance.  Strongly agree  Agree  Disagree  Strongly disagree 10. I think extensive reading is very boring.  Strongly agree  Agree  Disagree  Strongly disagree VIII IX APPENDIX 4: Full name: POST-TEST: (Time located: 30’) A. Read the following paragraphs and answer the questions below. All over the world people listen to classical music. Classical music is difficult to describe. It means different things to different people. Some famous classical composers were Bach, Vivaldi, Haydn and Mozart. In their music, they did not tell a story or show strong emotion. They wanted to make a beautiful, interesting design. They wanted to write lovely sounds. Then composers started to interpret ideas. They told stories about wars, armies and soldiers. They wrote about religion. Sometimes they composed music for holidays. They told love stories and showed strong emotion. Some of these composers were Beethoven, Schumann Chopin, Mendelssohn, Wagner, and Tchaikovsky. Classical music stays with people a long time. Bach wrote about 300 years ago, Beethoven wrote about 200 years ago, and Tchaikovsky wrote over 100 years ago. Sometimes people close their eyes to listen to classical music. When they close their eyes, they can see the design. They can listen to the same classical music many times and enjoy it. Sometimes it is difficult to understand. The listener has to think about it. However, we can all learn to enjoy classical music. It is very important to people. 1. Classical music is famous ______. A. in the West B. in Europe C. in the United States D. all over the world 2. The first classical composers wanted to ______. A. tell stories about religion B. write lovely sounds C. show strong emotion X D. Both B and C 3. What kind of stories did some composers tell in their music? A. love B. wars C. religion D. A, B and C 4. Beethoven ________. A. composed his music a long time ago. B. just wanted to make an interesting design. C. did not tell a story. D. wrote sonic music that was difficult to understand. 5. People sometimes close their eyes when they listen to classical music in order to ________. A. understand it clearly. B. think about the design. C. form the picture of the design in their mind. D. hear the same classical music many times. 6. Classical music ________. A. is different for different people. B. is difficult to understand so the listener always has to think about it. C. was composed by famous musicians a very long time ago. D. is necessary for people because it makes life more colorful. B. Read the following paragraphs and answer the questions below Up to about 1915, movies were filmed using and programs were made up of several works. Then, D.W. Griffith and others began to make longer films that provided the same powerful emotional appeal as did melodrama and presented spectacles far beyond what the theater could offer. Consequently, after World War I increasing numbers of American spectators deserted the theater for the movies. This trend was accelerated in the late 1920s as a result of two new elements. In 1927, sound was added to the previously silent film, and thus one of the theater's principal claims to XI superiority vanished. In 1929, a serious economic depression began. Since audiences could go to the movies for a fraction of what it cost to see a play, theater going became a luxury that few could afford, especially as the depression deepened. By the end of World War II, the American theater had been reduced to about thirty theaters in New York City and a small number of touring companies originating there. 7. One thing that movies could better than the theater was to ______ A. provide longer programs. B. provide emotional appeal. C. provide more melodrama. D. provide greater spectacles. 8. Up to the 1920s one objection to films was that ______ A. they were too short B. they were silent. C. they were too expensive. D. they did not tell a complete story 9. One thing that made people choose the movies over the theater was ______ A. World War I. B. the fact that films were less expensive. C. the fact that films were silent. D. the fact that films were shorter. 10. By the end of the World War II, ________. A. theater had become entertainment for the masses. B. the theater was no longer considered a luxury. C. professional theatrical performances were confined mainly to New York City. D. There were no theatrical performances outside of New York City. 11. When the author of this paragraph says "this trend was accelerated in the late 1920s" he means that ________ A. many more people went to the theater than to the movies. B. the shift away from the movies to the theater was slowed down. C. the popularity of the theater was gradually increasing. D. the shift away from the theater to the movies was speeder up. XII Write T next to statements that are true and F next to statements that are false. 12. After World War I, the American theater had been reduced to about thirty theaters in New York City. 13. Up to about 1915, movies were filmed using and programs were made up of only one work. 14. In 1928 sound was added to previously silent film. C. Read the following paragraphs and answer these questions below. The great herds of buffalo that roamed the plains were essential for all parts of Sioux life and society. For most Sioux villages, "home" was wherever the herds of buffalo roamed. Before the introduction of the horse, Sioux warriors would hunt buffalo by dressing up as wolves as tricking them into running off of cliffs and ledges. They would also dress up in buffalo skins and make crying sounds like a baby buffalo. When an adult buffalo went to investigate, the warriors would kill it with spears and arrows. The Sioux Indians used the entire buffalo following a kill. The buffalo hide was used for making tepees, clothes, moccasins, and robes. The hair was used to make rope and the horns were used as cups and dishes. Children fashioned sleds out of buffalo ribs, and buffalo fat was used as glue. Most importantly, buffalo meat provided food for the entire village. Much of the buffalo meat that was collected was cooked, dried, and pounded into pemmican (sort of like modern-day beef jerky). 15. Buffalo hair was used to make . 16. Buffalo ribs were used to make . 17. Buffalo meat was not…… A. pounded B. cooked C. fried D. dried 18. Buffalo hides were not used for… XIII A. mocassins B. robes C. Cups D. Tepees 19. Which of the following best describes the hunting techniques of the Sioux before the introduction of the horse? A. Ravenous B. Selfish C. Strange D. Resourceful 20. In which of the following places would you be likely to find a buffalo herd? A. A beach B. A forest C. An open field D. A swamp XIV APPENDIX 5: SUGGESTED WEDSITES FOR GRADED READERS AND SAMPLE STORIES 1. Teaching English Blog- Free Graded readers for Extensive Reading http://aj3000.com/wp/free-graded-readers/ 2. Graded reading- Children Stories http://www.gradedreading.com/books.php?bname=2&childrens=2 3. Oxford Bookworm Stories http://minhphuoc.me/bo-truyen-oxford-bookworms-library.html 4. Sample of some stories XV APPENDIX 6: THE SCORES OF THE CONTROL GROUP AND THE EXPERIMENTAL GROUP IN THE PRE-ENGLISH READING TEST Group Control Experimental Group Control Experimental Case Group Group Case Group Group 12 (6) 12 (6) 16 12 (6) 10 (5) 16 (8) 14 (7) 17 (4.5) 16 (8) 14 (7) 16 (8) 18 13 (6.5) 13 (6.5) (4) 10 (5) 19 10 (5) 10 (5) 12 (6) (4.5) 20 14 (7) (4.5) 15 (7.5) 15 (7.5) 21 12 (6) 16 (8) 18 (9) 13 (6.5) 22 15 (7.5) 13 (6.5) 19 (9.5) 16 (8) 23 16 (8) (4) 10 (5) 10 (5) 24 16 (8) 12 (6) 10 12 (6) (4) 25 16 (8) 15 (7.5) 11 15 (7.5) 19 (9.5) 26 16 (8) 18 (9) 12 20 (10) 16 (8) 27 13 (6.5) 19 (9.5) 13 (4.5) 16 (8) 28 12 (6) 13 (6.5) 14 12 (6) 13 (6.5) 29 16 (8) 10 (5) 15 (4) 13 (6.5) 30 16 (8) (4) Mean 6.77 6.5 XVI APPENDIX 7: THE SCORES OF THE CONTROL GROUP AND THE EXPERIMENTAL GROUP IN THE POST-ENGLISH READING TEST Group Case Control Experimental Group Case Control Experimental Group Group Group Group 10 (5) 16 (8) 16 16 (8) 10 (5) 16 (8) 15 (7.5) 17 (4.5) 16 (8) 15 (7.5) 16 (8) 18 13 (6.5) 15 (7.5) (4) 20 (10) 19 10 (5) 10 (5) 20 (10) 19 (9.5) 20 14 (7) 20 (10) 16 (8) 16 (8) 21 15 (7.5) 20 (10) 19 (9.5) 15 (7.5) 22 15 (7.5) 19 (9.5) 16 (8) 16 (8) 23 16 (8) 15 (7.5) 10 (5) 20 (10) 24 20 (10) 20 (10) 10 10 (5) 16 (8) 25 20 (10) 20 (10) 11 16 (8) 16 (8) 26 16 (8) 16 (8) 12 20 (10) 16 (8) 27 15 (7.5) 15 (7.5) 13 (4.5) 20 (10) 28 12 (6) 20 (10) 14 10 (5) 16 (8) 29 16 (8) 16 (8) 15 (4) 19 (9.5) 30 16 (8) 16 (8) Mean 7.1 8.4 XVII [...]... Comprehension and Reading Motivation of tenth Graders at Trieu Thai High School Design Motivation Questionnaire Application Questionnaire Comparisons between Data from Pre-test and Post-test Rationale Find suitable English Reading test Analysis collected Data Analysis on Effectiveness of Extensive Reading on Reading Comprehension 1, Analysis Data in Groups Analysis on Effectiveness of Extensive Reading on Reading. .. effects of extensive reading on reading comprehension and reading motivation 5 - Discussing and analyzing effects of extensive reading as identified through the above mentioned experimental methods 1.9 Organization of the Study This study discusses the relationship between extensive reading, reading motivation, and reading comprehension By applying the above mentioned methodology and an analysis of the data... from the motivation questionnaires and comprehension tests, this thesis will reveal some ways to appreciate the effects of extensive reading on reading comprehension and reading motivation This thesis consists of five chapters The first part is the introduction, which explains the rationale for choosing the topic and methodology, as well as the tasks and objectives In Chapter Two: Development, there... overview of extensive reading, reading comprehension, and reading motivation The beginning of the chapter discusses some related international and domestic studies on the benefits of extensive reading In the third chapter, Methodology, the experimental methods are explained, namely that a questionnaire, graded readers, and a comprehension test will be used as instruments to gather the data In the chapter on. .. educators have studied ER and proved it to be effective In order to contribute to this existing body of knowledge, and to examine its relevance on a local level in secondary education, the researcher will conduct the study The Effectiveness of Extensive Reading on Reading Comprehension and Reading Motivation of 10th Grade Students at Trieu Thai High School to examine the benefits of reading extensively... reflects the fact that children do much of their reading when their reading performance is evaluated and compared to others' performance (Richard and Edward; 2000) 2.3.3 The Differences between Intrinsic Motivation versus Extrinsic Motivation Both Intrinsic motivation and extrinsic motivation consist of different subcomponents (Jiaying Wu, 2012): Intrinsic Motivation consists of:  Reading curiosity  Reading. .. changing reading comprehension and reading motivation 1.8 Research Tasks This research will focus on the main tasks listed below: - Giving some persuasive reasons for choosing extensive reading as the tool for improvement - Giving an overview of reading comprehension; the definition of extensive reading (in contrast with intensive reading) and to create an understanding of reading motivation - Testing the. .. reading extensively on students‟ reading comprehension and motivation 1.2 Statement of the Problem The rationale presented in the Introduction chapter shows that extensive reading, has a lot to offer EFL learners It can be considered the essential skill most relevant to learners‟ reading comprehension ability and motivation to read Especially for students at the Grade 10 level, extensive reading could help... terms of skills, reading comprehension, motivation, and fluency Researchers in Thailand are also concerned with extensive reading Yuthana (2011) at Srinakharinwirot University conducted a study on 21 participants in the ninth grade The study used a lot of instruments: reading tests, respondents‟ background questionnaires, reading motivation questionnaires, extensive evaluations, observations, and recordings... present study There were three main parts in the Chapter two: the first section was reading comprehension, the second was extensive reading and the third section was reading motivation In each section, the researcher gave definitions and pointed out some related information The differences between extensive reading and intensive reading also were clearly made Besides, some benefits of extensive reading were . THUY VAN THE EFFECTIVENESS OF EXTENSIVE READING ON READING COMPREHENSION AND READING MOTIVATION OF TENTH GRADERS AT TRIEU THAI HIGH SCHOOL A MINOR THESIS FOR GRADUATION Supervisors:. THE EFFECTIVENESS OF EXTENSIVE READING ON READING COMPREHENSION AND READING MOTIVATION OF TENTH GRADERS AT TRIEU THAI HIGH SCHOOL (A minor thesis for graduation) Date submitted: May 2015. Students at Trieu Thai High School to examine the benefits of reading extensively on students‟ reading comprehension and motivation. 1.2. Statement of the Problem The rationale presented in the