DEVELOPING PREREADING TASKS WITH FIRSTYEAR STUDENTS OF ENGLISHMAFOR DIVISION, DEPARTMENT OF SOCIAL SCIENCE, VINH PHUC COLLEGE AN ACTION RESEARCH DEVELOPING PREREADING TASKS WITH FIRSTYEAR STUDENTS OF ENGLISHMAFOR DIVISION, DEPARTMENT OF SOCIAL SCIENCE, VINH PHUC COLLEGE AN ACTION RESEARCH DEVELOPING PREREADING TASKS WITH FIRSTYEAR STUDENTS OF ENGLISHMAFOR DIVISION, DEPARTMENT OF SOCIAL SCIENCE, VINH PHUC COLLEGE AN ACTION RESEARCH DEVELOPING PREREADING TASKS WITH FIRSTYEAR STUDENTS OF ENGLISHMAFOR DIVISION, DEPARTMENT OF SOCIAL SCIENCE, VINH PHUC COLLEGE AN ACTION RESEARCH DEVELOPING PREREADING TASKS WITH FIRSTYEAR STUDENTS OF ENGLISHMAFOR DIVISION, DEPARTMENT OF SOCIAL SCIENCE, VINH PHUC COLLEGE AN ACTION RESEARCH
VIETNAM NATIONAL UNIVERSITY OF HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES DEPARTMENT OF POSTGRADUATE STUDIES ***************** VŨ QUỲNH HOA DEVELOPING PREREADING TASKS WITH FIRSTYEAR STUDENTS OF ENGLISHMAFOR DIVISION, DEPARTMENT OF SOCIAL SCIENCE, VINH PHUC COLLEGE: AN ACTION RESEARCH (NGHIÊN CỨU HÀNH ĐỘNG VỀ VIỆC PHÁT TRIỂN HOẠT ĐỘNG GIAI ĐOẠN TRƯỚC KHI ĐỌC VỚI SINH VIÊN NĂM THỨ NHẤT CỦA TỔ NGOẠI NGỮ, KHOA XÃ HỘI, TRƯỜNG CAO ĐẲNG VĨNH PHÚC) M.A MINOR THESIS Field: English Teaching Methodology Code: 60140111 HANOI – 2016 VIETNAM NATIONAL UNIVERSITY OF HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES DEPARTMENT OF POSTGRADUATE STUDIES ***************** VŨ QUỲNH HOA DEVELOPING PREREADING TASKS WITH FIRSTYEAR STUDENTS OF ENGLISHMAJOR DIVISION, DEPARTMENT OF SOCIAL SCIENCE, VINH PHUC COLLEGE: AN ACTION RESEARCH (NGHIÊN CỨU HÀNH ĐỘNG VỀ VIỆC PHÁT TRIỂN HOẠT ĐỘNG GIAI ĐOẠN TRƯỚC KHI ĐỌC VỚI SINH VIÊN NĂM THỨ NHẤT CỦA TỔ NGOẠI NGỮ, KHOA XÃ HỘI, TRƯỜNG CAO ĐẲNG VĨNH PHÚC) M.A MINOR THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Vũ Thị Thanh Nhã, Dr HANOI – 2016 TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF ABBREVIATIONS iv LIST OF FIGURES AND TABLES v CHAPTER 1: INTRODUCTION 1.1 Rationale of the study 1.2 Aims of the study 1.3 Research questions 1.4 Significance of the study 1.5 Scope of the study 1.6 Method of the study 1.7 Design of the study CHAPTER 2: THEORETICAL BACKGROUND 2.1 Introduction 5 2.2 Theoretical background of reading………………………………………….5 2.2.1 Definitions of reading 2.2.2 Types of reading 2.3 Teaching and learning reading skills 2.3.1 The importance of reading in foreign language learning 2.3.2 Stages of a reading lesson 9 10 2.4 Theoretical background of prereading task……………………………….11 2.4.1 Overview of prereading tasks……………………………………… 11 2.4.2 Prereading tasks……………………………………………………….12 2.5 Summary………………………………………………………………… 16 CHAPTER 3: THE METHODOLOGY 17 3.1 Introduction…………………………………………………………………17 3.2 Situation analysis 17 3.2.1 The setting of the study 17 3.2.2 Reading materials 17 3.2.3 Schedule of the course 20 3.3 Participants…………………………………………………………………21 3.4 Data collection instruments 21 3.4.1 Questionnaire 21 3.4.2 Class observation 22 3.5 Methods of data analysis………………………………………………… 23 3.6 Research method……………………………………………………………23 3.6.1 Definitons of action research 23 3.6.2 Action research model 24 3.7 Summary……………………………………………………………………26 CHAPTER 4: FINDINGS 27 4.1 Introduction…………………………………………………………………27 4.2 Findings 27 4.2.1 Cycle 27 4.2.2 Cycle 36 4.2.3 Cycle 3…………………………………………………………………37 4.3 Summary 37 CHAPTER 5: CONCLUSION 39 5.1 Introduction…………………………………………………………………39 5.2 Discussion 39 5.3 Implications 40 5.4 Limitations and suggestions for further studies 41 REFERENCES 42 APPENDIXES 46 APPENDIX A: THE SECHDULE OF COURSE…………………………… 46 APPENDIX B: SAMPLED COPY OF UNIT & FIELD NOTE & LESSON PLAN………………………………………………………………………………48 APPENDIX C: SAMPLED COPY OF UNIT & FIELD NOTE & LESSON PLAN………………………………………………………………………………60 APPENDIX D: SAMPLED COPY OF UNIT & FIELD NOTE & LESSON PLAN………………………………………………………………………………70 APPENDIX E: SAMPLED COPY OF UNIT & FIELD NOTE & LESSON PLAN………………………………………………………………………………83 APPENDIX F: SURVEY QUESTIONNAIRE I……………………………… 94 APPENDIX G: SURVEY QUESTIONNAIRE II……………………………… 96 DECLARATION I certify that the work contained in this thesis is the result of my own research, and this thesis has not been submitted for any degree at any other university or institution Hanoi, January 2016 Signature Vũ Quỳnh Hoa ACKNOWLEDGEMENTS I am indeed thankful to my supervisor, Dr Vũ Thị Thanh Nhã, whose sympathetic guidance has been the source of inspiration and knowledge for my research I am also grateful to other teachers of the Department of PostGraduate Studies for their encouragement and valuable advice I have profound regards for all the teachers of Englishmajor Division of Vinh Phuc College and for all of the Englishmajor freshmen of the class 18 who spent their precious time on completing my survey questionnaire Without their enthusiastic cooperation, my thesis would not have been completed My great thanks are also given to my family and my friends who have constantly supported, inspirited and encouraged me during the process of my study ABSTRACT This action research focused on finding out the primary problem related to using prereading tasks; hence, the major purpose of the study aimed to develop pre reading tasks for improving students’ reading performance The research was conducted with firstyear students of Englishmajor Division, Department of Social Science, Vinh Phuc College Data were collected through observed lessons and two sets of survey questionnaire delivered to 32 freshmen of the class 18 English after the lessons The research findings revealed the problem of ineffective use of prereading tasks in reading lessons as well as its causes and effects on students’ reading performance Finally, I also presented suggestions for developing pre reading tasks that the teachers have used in their reading lessons for improving students’ reading performance LIST OF ABBREVIATIONS AR: Action Research No: Number of students Ss: Students LISTS OF FIGURES AND TABLES Figure 1: Action research procedure Figure 2: Simple action research model (Kemmis & McTaggart, 2008, p.278) Figure 3: Detailed Action Research Model (Susman, 1983) Table 1: Students’ assessment on the first lesson Table 2: Students’ assessment on prereading tasks used in the first lesson Table 3: Reasons for effectiveness and ineffectiveness of prereading tasks provided by the students Table 4: Students’ assessment on exercises and tasks at the while and post reading stages in the first lesson Table 5: Students’ comments on techniques for more efficient prereading tasks in the next lesson Table 6: Students’ assessment on the first tryout lesson Table 7: Students’ assessment on prereading tasks used in the first tryout lesson Table 8: Reasons for effectiveness of prereading tasks provided by the students Table 9: Students’ assessment on exercises and tasks at the while and post reading stages in the first tryout lesson 10 ... out the action research to develop prereading tasks for firstyear students of Englishmajor Division, Department of SocialScience, Vinh Phuc College Based on the findings of this action research, ... reading tasks for improving students? ?? reading performance The research was conducted with firstyear students of Englishmajor Division, Department of Social Science, Vinh Phuc College Data were collected... assistants They were two teachers of Englishmajor Division, Department of SocialScience, Vinh Phuc College They assisted me to conduct some parts of my research And, they were also the observers of