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VIETNAM NATIONAL UNIVERSITY- HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES HUỲNH NGỌC TUYỀN A STUDY ON STUDENTS’ PERCEPTION AND PRACTICES OF CRITICAL THINKING IN ENGLISH READING COMPREHENSION AT THE UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES, VIETNAM NATIONAL UNIVERSITY, HANOI (NGHIÊN CỨU VỀ NHẬN THỨC VÀ THỰC TẾ TƯ DUY PHÊ PHÁN TRONG ĐỌC HIỂU TIẾNG ANH CỦA SINH VIÊN TRƯỜNG ĐẠI HỌC NGOẠI NGỮ, ĐẠI HỌC QUỐC GIA HÀ NỘI ) M.A COMBINED PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 HANOI – 2017 VIETNAM NATIONAL UNIVERSITY- HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES HUỲNH NGỌC TUYỀN A STUDY ON STUDENTS’ PERCEPTION AND PRACTICES OF CRITICAL THINKING IN ENGLISH READING COMPREHENSION AT THE UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES, VIETNAM NATIONAL UNIVERSITY, HANOI (NGHIÊN CỨU VỀ NHẬN THỨC VÀ THỰC TẾ TƯ DUY PHÊ PHÁN TRONG ĐỌC HIỂU TIẾNG ANH CỦA SINH VIÊN TRƯỜNG ĐẠI HỌC NGOẠI NGỮ, ĐẠI HỌC QUỐC GIA HÀ NỘI) M.A COMBINED PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Assoc.Prof.Dr Nguyễn Xuân Thơm HANOI - 2017 DECLARATION I certify that this minor thesis entitled “A study on students’ perceptions and practices of critical thinking in English reading comprehension at the University of Languages and International studies” is the study of my own research and the substance of this research has not been submitted for a degree to any other university or institution Ha Noi, March , 2017 Signature Huỳnh Ngọc Tuyền i ACKNOWLEDGEMENTS I would like to express my gratitude to all those who have given me great assistance in the completion of my research work In the first place, I would like to express my deepest gratitude to my supervisor Assoc.Prof.Dr Nguyen Xuan Thom, who has provided me with insightful discussion, helpful comments, valuable support in the preparation and completion of this thesis Without his guidance and help, this work would not have been accomplished Secondly, my sincere thanks also go to all lecturers and staff of the department of Post- Graduate studies for their valuable lessons and precious helps Thanks to their lessons as well as needed helps, I could overcome enormous obstacles when doing the study I also wish to acknowledge the cooperation of lecturers and the third year students at the University of Languages and International Studies in contributing to the data collection presented in this study Last but not least, I would like to express my deepest thanks to my dear family and friends for their encouragement and great support during my time of fulfilling this thesis ii ABSTRACT The purpose of the present study was to explore the perceptions of the third year students about critical thinking and their practices of critical thinking skills in English reading comprehension The intent was to discover if undergraduate students realize the importance and significance of critical thinking This study advances our understanding of critical thinking through a thorough review of literature and from perspectives of learmers The study was conducted with an deductive approach with the participation of 40 students from the faculty FELTVNU of the ULIS university They were both male and female students of Business Administration and Economic classes Data was collected through interviewing and questionnaire papers The findings of the study revealed that there were cognitive skills, reflection and criteria that students perceived to relate to critical thinking Most of the surveyed students realize and believe in the value of critical thinking as an academic competency that is crucial for their future success and progress Most students practice these skills of critical thinking to their English reading comprehension The results also shed light on students‘ perceptions on the developing of critical thinking in the process of enhancing their own critical reading This study also provides some suggestions for for teaching and learning about the strategies, techniques and practices of effectively reading comprehension to undergraduate students iii TABLES OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLES OF CONTENTS iv LIST OF ABBREVIATION .vii PART A INTRODUCTION 1 Rationale Statement of the problem 3 Aims of the research 4 Objectives of the study 5 Research questions Scope of the research Significance of the research Structural organization of the thesis PART B: DEVELOPMENT CHAPTER REVIEW OF LITERATURE 1.1 Review of models of Critical Thinking in academic research 1.2 Reading comprehension in a foreign language 26 1.2.1 Definition 26 1.2.2 Importance of Reading Comprehension 27 1.2.3 Types of reading 27 1.3 Review of relevant studies on the field 31 CHAPTER METHODOLOGY 34 2.1 Context of the study 34 2.2 Methods of the study 37 2.3 Research approach 37 2.4 Participants 39 iv 2.5 Recruitment of participants and ethical consideration 40 2.6 Data collection instrument and Analysis 41 2.6.1 The questionnaires 41 2.6.2 Interviews 42 2.6.3 Methods of Data analysis 44 CHAPTER RESULTS AND DISCUSSION 45 3.1 Students‘ perceptions of Critical Thinking 45 3.1.1 Critical thinking in relation to the ability to boost up a deeper understanding level 47 3.1.2 Perception of critical thinking with regard to provide an outcome 50 3.2 Students‘ practices of Critical Thinking skills in English Reading 51 3.2.1 The frequency of students‘practices focusing on sub skills of Analysis in English reading comprehension 51 3.2.2 The frequency of students‘ practices focusing on sub skills of Interpretation in English reading comprehension 52 3.2.3 The frequency of students‘ practices focusing on sub skills of Evaluation in English reading comprehension 53 3.2.4 The frequency of students‘ practices focusing on sub skills of Inference in English reading comprehension 54 3.2.5 The frequency of students‘ practices focusing on sub skills of Explanation in English reading comprehension 55 3.2.6 The frequency of students‘ practices focusing on sub skills of Self-regulation in English reading comprehension 56 Participant interviews 57 3.3 Perceptions regarding to developing critical thinking skills 62 3.4 Main findings and Discussions 63 CHAPTER4:SUGGESTIONS TO TEACHING OF READING COMPREHENSION 69 4.1 Balanced instruction comprehension 69 v 4.2 Introducing students critical thinking skills applied for reading comprehension72 4.3 Enhancing students‘ application of critical reading at home 73 4.4 Making students want to read 73 4.5 Guiding students to choose and share good materials 73 4.6 Using reading reflection to enhance undergraduate students‘ critical reading ability 74 4.7 Building a Comprehension Curriculum to encourage critical thinking 75 PART C:CONCLUSION 79 REFERENCES 83 APPENDIX : I vi LIST OF ABBREVIATION CT: Critical Thinking FELTE: Faculty of Language Teaching Education ULIS: University of Languages and International Studies VNU: Vietnam National University vii PART A INTRODUCTION Rationale The world operates at a swift pace No longer is one country isolated from another With the internet and information being attainable in a split second, the need for thinkers who can think about their thinking and synthesize information is imperative for the world to grow into a cohesive community of thinkers In a smaller context of an academic world at universities where information is abundant, it is important for students to be able to critically evaluate information and understand their own thoughts and biase Hence, one of the significant aims of every education is to produce learners who are well informed, that is to say, learners should understand ideas that are important, useful, beautiful and powerful Another is to create learners who have the appetite to think analytically and critically, to use what they know to enhance their own lives and also to contribute to their society, culture and civilization On the other hand, the study of assessing the use of these skills is essential in a world where information and decisionmaking is key to the future success of people around the world Just as it is in other areas of education that are necessary for creating engaged learners, so is learning to think critically The continued need for critical thinking to be taught, interpreted and studied remains evident Critical thinking skills can solve world - wide problems, bond cultures, traditions, and generations by opening meaningful conversations This shows that critical thinking has an important role in education The notions of critical thinking are constantly refered in documentation incorporating desired learning outcomes, benchmark statements and quality indicator at almost all university education Therefore, it is imperative that citizens of the 20th and 21st centuries think critically and the need for critical thinking skills has been identified as a national and international priority Critical thinking has been mentioned From Socrates to contemporary scholars There have been continuous requirement of educated citizens and qualified REFERENCES Afflerbach, P (1990) The influence of prior knowledge and text genre on readers‘prediction strategies Journal of Reading Behaviour, Vol 22, pp.131-148 Alazzi, K., & Khawaldeh, A A (2008) Do They Really Teach Critical Thinking in the Social Studies Classroom? 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To me critical thinking …………………………………………………………………………………………… …………………………………………………………………………………………… II II Practices of Critical Thinking skills in English reading comprehension Please put a tich in the box which is likely to be true to you Please all of them In your Reading comprehension, how Never often you the following activities 1 Analysis Pick out the main claim made in a reading and trace back the various reasons the author offers in support of that claim Construct a way to represent a main conclusion and the various reasons given to support or criticise it Sketch the relationship of sentences or paragraphs to each other and to the main purpose of the passage Find the assumptions the author is making in his or her reasoning 5 Interpretation Try to understand the author‘s point of view from different persectives as much as possible Paraphrase people‘s ideas in a reading using your own words Identify the author‘s purpose, theme or point of view III Rarely Sometimes Often Always Distinguish a main idea from subordinate ideas in a text constructing a tentative categorization or way of organizing something you are reading 9 Evaluation Judge if the evidence at hand supports the conclusion being drawn Judge the accuracy of the statements 10 claimed by the author of the reading Evaluate 11 if the argument logically consistent and convincing (looking at the evidence and assertions that the author makes) Evaluate the intellectual or practical value 12 of a reading 13 Inference Make some predictions about a reading from the title Confirm the predictions after having 14 almost finished a reading Draw out or construct meaning from the 15 elements in a reading Draw on background knowledge to 16 understand a reading 17 Explanation Cite the evidence that led you to accept or IV reject an author‘s position on an issue in a reading Represents 18 superordinate relationship among concepts or ideas Use evidential consideration to justify the 19 reasoning in a reading Restate the information in different ways 20 21 Self-regulation Separate your personal opinions and assumptions from those of the author of a passage or text Monitor and correct an interpretation you 22 have offered Vary your reading speed and method 23 according to the type of material and your purpose for reading Change your conclusion in view of the 24 realization that you had misjudged the importance of certain factors when coming to my earlier decision Please add your own reading activites (if 25 any) and evaluate how often you it ……………………………… V III Students’ views toward developing critical thinking Please put a tich in the box which is likely to be true to you Please all of them Strongly Agree Aspects I want to develop further agree disadisagree I want to understand the benefits of critical thinking I want to develop underlying thinking skills I want to know what is meant by a line of reasoning I want to identify the components parts of an argument for critical thinking I want to distinguish argument from disagreement from I want to distinguish argument summaries, descriptions and explanations I want to pick out the key points from background information I want to be able to analyse the structure of an argument I want to evaluate whether arguments are internally consistent Neutral Disagree Strongly I want to be better at reading VI between the lines 1 assumptions in a reading I want to recognise flawed reasoning I want to recognise when an argument is based on false premises I want to recognise underlying I want to be able to evaluate source materials THANK YOU FOR YOUR COOPERATION!!!! VII APPENDIX II: Semi-structured interview guide Question 1: What role, in your opinion, does critical thinking skills play in your English reading comprehension? Question 2: What are some comprehension strategies you often employ in your reading?‖ Question 3: How much successful you think is your application critical thinking in your reading comprehension, after you finish the critical thinking module? Question 4: Could you please states some instructional strategies your teachers used to guide your reading comprehension? VIII APPENDIX III: Consent letter of the participants I am presently in the process of writing a thesis which is the final requirement of a Masters of Education in Teaching and Learning for the University of Languages and International Studies The thesis is being supervised by Assocc Prof Dr Nguyen Xuan Thom I am doing a study on students' perceptions and practice of critical thinking kills in English reading comprehension The study involves applying questionnaires and interviews with the third years English Teacher students I will tape the interviews with around to students, which should take 20 to 40 minutes each, and transcribe them Transcripts and research results will be available to subjects upon request Transcripts will be destroyed upon completion of the study, to ensure confidentiality Participation of students is strictly on a volunteer basis Participants have the right to withdraw from the study without prejudice at any time and/or refrain from answering whatever questions he or she prefers to omit Confidentiality of all participants in the study will be strictly kept and at no time will individuals, or universities be identified Arrangements will be made to have the students' tapes erased upon the completion of the study IX ... VIETNAM NATIONAL UNIVERSITY, HANOI (NGHIÊN CỨU VỀ NHẬN THỨC VÀ THỰC TẾ TƯ DUY PHÊ PHÁN TRONG ĐỌC HIỂU TIẾNG ANH CỦA SINH VIÊN TRƯỜNG ĐẠI HỌC NGOẠI NGỮ, ĐẠI HỌC QUỐC GIA HÀ NỘI) M.A COMBINED PROGRAMME... model is distinct in that it defines critical thinking with a strong sense and a weak sense of critical thinking To explain these strong and weak senses of critical thinking, it is necessary to... general This first section was created with ten Likert-type statements using a scale of (Strongly Disagree) to (Strongly Agree) Mean score within the range of (1 to 2.4) indicated disagreement opinion