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MINISTRY OF EDUCATION AND TRAINING THE VIETNAM INSTITUTE OF EDUCATIONAL SCIENCES NGUYEN THI NGOC THUY NARRATIVE TEXT READING COMPREHENSION QUESTIONS FOR HIGH SCHOOL STUDENTS IN THE COMPETENCY DEVELOPMENT ORIENTATION Major: Theory and Method of teaching Literature – Vietnamese Code: 914 01 11 SUMMARY OF DOCTORAL THESIS IN EDUCATIONAL SCIENCES Ha Noi, 2020 This research is completed at: The Vietnam National Institute of Educational Sciences Supervisors: ASSOC PROF DR Hoang Hoa Binh ASSOC PROF DR Bui Manh Hung Reviewer 1: Reviewer 1: Reviewer 1: This thesis shall be defended at the Thesis Examination Committee at Institute level, The Vietnam National Institute of Educational Sciences, 101 Tran Hung Dao street, Ha Noi at ……… ……… dated ……… year ……… This thesis is available at: - National Library of Vietnam Library of the Vietnam National Institute of Educational Sciences INTRODUCTION Reason for choosing the study 1.1 Reading comprehension is one of the important contents in Literature curriculum of many developed countries because this is an important factor determining the ability of each person to synthesize and process information, helping them solving personal and social problems Reading comprehension is also one of the necessary conditions to establish a personal relationship with the community 1.2 In Vietnam, reading comprehension issue is addressed formally and directly in Literature Curriculum (2006) It is a change in the goal and method of teaching when changing from teaching texts to reading comprehension, aiming to develop active reading comprehension for students Although the orientation of curriculum is correct and reasonable, in fact, the method of teaching reading comprehension in general and narrative texts in particular is still a teacher mainly transmitting to students the values of text instead of guiding them to decode text, so students can not form their reading comprehension competencies according to the goal of curriculum 1.3 In the context of renovating the general educational curriculum from focusing on equipping knowledge to orienting the development of quality and competency, Literature in general and teaching reading comprehension in particular also need to change in that spirit Because the current Literature curriculum is still knowledge based, so the question in Literature teaching is mainly used for teaching and explaining about texts, that is designed and used for the purpose of teachers Therefore, reading comprehension question is mentioned in the context of renovating curriculum and textbooks according to the competency-based approach which is a reasonable, necessary and inevitable because it aims to promote the independence and activeness of students instead of being directed by teachers Therefore, if well designed, this will be an important system of tools supporting students to decode texts, form and develop their reading comprehension competencies 1.4 One of the ways to activate the learners' role is to use questions The reading comprehension questions, therefore, is also considered as a system of tools to guide students to gradually explore and decode texts, thereby forming their reading comprehension competencies 1.5 In the context that the current researching of Literature teaching in our country is mainly derived from the practice, the understanding of theoretical issues, including reading comprehension questions in teaching reading narrative texts, is becoming increasingly necessary For the above-mentioned reasons, the following study was chosen: “Narrative text reading comprehension questions for high school students in the competency development orientation” Literature review 2.1 Research on reading comprehension competency 2.1.1 In foreign countries Foreign researches often show that reading comprehension competency is presented in the ability to use knowledge of vocabulary, grammar, characteristics, structure of texts and languages to understand texts, reading skills and strategies to decode texts; respond to texts; apply what you read to achieve personal goals and develop your potential, participate in larger community activities 2.1.2 In Vietnam The Vietnamese authors often approach this concept in two ways: approaching reading comprehension competency according to the inputs; approaching reading comprehension competency according to its units Most researchers, when making the definition of reading comprehension competency, have tried to clarify the cognitive activities that occur in the reader during reading such as decoding physical symbols of text; defining the meaning of text; contacting, comparing, applying content / issues outside the scope of text 2.2 Research on reading comprehension narrative texts and teaching reading comprehension narrative texts 2.2.1 Research on reading comprehension narrative texts 2.2.1.1 Research on reading comprehension a) In foreign countries Foreign documents often mention issues such as: characteristics of reading activities; reading comprehension process with stages of the process b) In Vietnam Since 2000, there have been many research on this issue, in particular in the following directions: summarizing and introducing achievements and research tendencies of a number of foreign and domestic scientists; researching cognitive activities that occur during reading; describing portrait of a positive reader; exploring about strategies, models, and levels of reading comprehension, etc In general, the basics of reading comprehension have been initially explored, but more in-depth studies need be conducted to aim the general educational curriculum 2018 2.2.1.2 Research on reading comprehension narrative texts a) In foreign countries The study of how to read narrative texts from a narrative characteristic perspective is a familiar research tendency of most narrative theorists In general, the development of narrative theory is increasingly moving to describe the structure of a narrative text in a clear, systematic and more accurate way through establishing a basic conceptual system that reflects the characteristics of narrative texts such as events; plot; characters; time includes sequential order, frequency; focus; tone, In the process of narrative text reading comprehension, these concepts are the necessary tool system to access and decode texts in a scientific and effective way b) In Vietnam Narrative text reading comprehension from the perspective of domestic literary theorists also has many same points with foreign studies and has provided guidance tools for the process of approaching and decoding narrative texts 2.2.2 Research on teaching reading comprehension narrative texts 2.2.2.1 In foreign countries Most documents often discuss methods of decoding text according to narrative characteristics, such as: presenting some ways to guide teachers to teach specific elements of narrative texts; presenting some positive teaching methods and techniques in teaching narrative text reading comprehension; presenting a number of collaborative learning activities that clearly reflect the spirit of approaching the narrative texts according to narrative characteristics and cognitive levels on the Bloom scale In general, the materials aim to form the narrative text reading comprehension competency according to genre characteristics for students 2.2.3.2 In Vietnam When discussing teaching narrative texts in high schools, most domestic researchers often refer directly or indirectly to issues involved to teaching narrative texts according to genre characteristics without any studies guiding students to formulate and develop their narrative text reading comprehension competencies 2.3 Research on questions in teaching reading comprehension and teaching reading comprehension narrative texts 2.3.1 Research on questions in teaching reading comprehension 2.3.1.1 In foreign countries Researchers often refer to the followings: confirming the important role and significance of reading comprehension questions; classifying those questions in different ways; methods and strategies to use them 2.3.1.2 In Vietnam The domestic documents on reading comprehension questions relatively keep up the research tendencies of foreign documents However, the documents so far mainly focus on researching the question system designed from the position of the teacher without giving enough attention to the question system designed from the position of the students to support them in forming and developing competencies 2.3.2 Research on questions in teaching reading comprehension narrative texts The foreign documents often discuss the following issues: using narrative text reading comprehension questions to guide students to explore the specific elements of narrative text structure; examining and evaluating the use of those questions according to genre characteristics When referring to the formation and development of reading comprehension competency in general and narrative text reading comprehension competency in particular, most of the documents often orient using questions according to three stages of the reading process (pre-reading / whilereading / after-reading) and focus on forming and training skills in each stage for students However, this issue is often researched in a system of other methods or investigated in the direction of introducing or proposing some specific question samples to explore the narrative text characteristics such as character, setting, plot, … 2.3.2.2 In Vietnam The studies on narrative text reading comprehension questions have paid many attentions to the genre characteristics when designing questions However, the research content up to now only exists as aspects of other larger studies; so that it has not been fully considered yet In addition to genre characteristics, other bases for designing questions such as the level of awareness of the student, the reading process, the factors related to the reading process, have not been examined and integrated in total designed model Therefore, the existing research results on narrative text reading comprehension questions still exist separately and not fully reflect the process of reading comprehension narrative texts 2.4 The issues have not been researched yet In general, researchers have investigated and given some guidelines for using reading comprehension questions in general and narrative text reading comprehension questions in particular However, there are still some issues that have not been clarified such as: theoretical basis of narrative text reading comprehension questions; examining and designing of the question system in teaching reading comprehension in general and narrative text reading comprehension in particular aiming to form reading comprehension competency for students; assessing the reality of using the question system in teaching reading comprehension toward the forming and developing reading comprehension competency for students All of the above are not included in a systematic research topic Research purpose: To propose a system of narrative text reading comprehension questions for high school students in the competency development orientation Research objects and tasks 4.1 Research objects: Narrative text reading comprehension questions designed by textbook authors for high school students in the competency development orientation 4.2 Research tasks: To identify theoretical and practical basis of designing narrative text reading comprehension questions in the competency development orientation; to propose a system of narrative text reading comprehension questions for high school students in the competency development orientation; to experiment this system Research scope: The study focuses on narrative text reading comprehension questions in high school Literature curriculum, especially literary texts Because of being conducted when Literature curriculum 2006 has still being implemented at high schools, the survey and experiment must still be conducted on some basis of the current curriculum, combined with the competency development orientation in Literature curriculum 2018 In which: – Survey scope: question system of the narrative text lessons in textbooks: mainly in grades 11 and 12, focusing on short stories, a specific genre of narrative – Experimental scope: mainly the modern Vietnamese short stories in the first semester of grade 11 – The scope of competency to form and develop for high school students through the question system is the narrative text reading comprehension competency Research methods: Theoretical research methods (analysis, summary, comparison, etc.); practical research methods (observation, investigation, survey, interviewing, comparison, pedagogical experiment) Scientific hypothesis: If designing a system of narrative text reading comprehension question for high school students according to the competency develpment orientation, it will contribute to innovate reading comprehension activities, improve literature competency for students New contributions of the thesis – Contributing to clarify the educational foundations applied in the teaching Literature; the nature of reading comprehension activities and the process of teaching narrative text reading comprehension aiming at developing competencies; to establish the theoretical foundations of narrative text reading comprehension questions in the competency development orientation; to identify the structural system of narrative text reading comprehension competency On that basis, types of narrative text reading comprehension questions in the competency development orientation are designed – Contributing to prepare for the compilation of Literature textbooks after 2018, to write training documents for teachers serving the implementation of Literature curriculum and textbooks after 2018 Structure of the thesis In addition to the Introduction and Conclusion, the thesis is divided into three chapters: Chapter 1: Presenting scientific basis of designing the system of narrative text reading comprehension questions in the competency development orientation for high school students Chapter 2: Designing the types of narrative text reading comprehension questions in the competency development orientation Chapter 3: Describing the experimental process and evaluating the effectiveness and feasibility of the question system proposed by the study CHAPTER 1: SCIENTIFIC BASIS OF PROPOSING NARRATIVE TEXT READING COMPREHENSION QUESTIONS IN THE COMPETENCY DEVELOPMENT ORIENTATION FOR HIGH SCHOOL STUDENTS 1.1 Theoretical basis 1.1.1 The basic issues in reading comprehension 1.1.1.1 Characteristics of reading comprehension activities According to the theory of reading comprehension, characteristics of reading comprehension activities are the followings: reading comprehension is a continuous interactive process among many elements such as readers, texts and other readers; that process always takes place in a social and cultural context and in the process, readers actively use their base knowledge and reading skills to decode and create meaning for text; readers are considered co-creators with the author; the readers’ engagement with texts certainly influence on reading comprehension activities; the result of reading comprehension is not only the decoding and constructing meaning for texts but also the response to texts in different ways 1.1.1.2 Reading process According to many studies, the reading comprehension process is usually divided into stages: pre-reading, while-reading and after-reading This division is based on the time the students contact directly with texts since the first time However, the linearity of the process is approximately because reading comprehension is a continuous restructuring process, so there are times readers can return to the previous stages to re-experience the text 1.1.2 Narrative text reading comprehension competency 1.1.2.1 Reading comprehension competency Derived from researching the characteristics of reading comprehension activities and competency, reading comprehension competency is defined as the ability to apply totally base knowledge related to texts and appropriate reading comprehension skills to actively interact with texts to decode, create meaning, respond to and effectively use texts in specific contexts Regarding to the basic structure of reading comprehension competency, we choose how to separate competency according to surface structure (output structure) and depth structure (input structure) introduced by Doan Thi Thanh Huyen (2016) According to that resolution, the surface structure of the competency is the output of the reading process including: Recognizing information from texts; Analyzing, connecting information about texts; Responding to and evaluating about texts; Applying knowledge and skills gained from texts to practice And the depth structure of competency includes main elements: System of base knowledge related to texts, System of reading comprehension skills; Sentiment - attitude towards text and reading comprehension activities 1.1.2.2 Narrative text reading comprehension competency: Concept and structure Similar to reading comprehension competency, narrative text reading comprehension competency is defined as the ability to apply totally base knowledge related to the text and appropriate reading skills to interact positively with the text to decode, create meaning, respond to and effectively use the text in a specific context The structure of this competency is determined based on the structure of reading comprehension competency 1.1.2.3 The development of narrative text reading comprehension competency of high school students The development of narrative text reading comprehension competency of high school students is demonstrated by following specific characteristics: – Purposely identify and logically organize important information in the text; – Flexibly use cognitive actions to analyze and establish relationships among information; infer the implicit information of the text; – Respond to and evaluate the text in the spirit of critical thinking, apply the text in a way "assimilating and accommodating" the text into their own cognitive system – Activate flexibly base knowledge to connect with the information in the text; – Use reasonably the reading comprehension skills to decode the text; – Maintain their attention, excitement and passion for the reading process; identify the purpose and meaning of reading activities; independently and actively resolve difficulties in the reading process 1.1.3 Teaching reading comprehension narrative texts in the competency development orientation 1.1.3.1 Concept of narrative text a) Narrative text The concept of narrative text in current Literature curriculum and textbooks of our country and some other countries is used to refer to both literary texts and nonfiction texts using narrative as the main way of expression b) Narrative text in literature According to the narrative theory, most of researchers assume that the concept of “narrative” is used to refer to a spoken or written discourse, expressing one or a series of related real or fictional events From that, we can realize that the definition of narrative texts is not only limited to fiction texts, but can also be extended to nonfiction texts created with the main purpose recounting an incident/ a content according to the reading process and affecting the formation of the components of reading comprehension structure for students; the questions have paid attention to the genre characteristics of texts but have not instructed readers to decode these elements 1.2.1.2 Reality of using narrative text reading comprehension questions in some high schools in Ho Chi Minh City Assessing the reality of using reading comprehension questions in text learning classes in high school is also assessing the reality of using Learning Guiding Questions in textbooks Because the questions in textbooks not only guide students to access text, but also orient teachers to design their question system in teaching Therefore, the understanding of the reality of using questions of textbooks in teaching reading comprehension will include understanding how the questions are used directly and indirectly through the question system of teachers in class The survey was conducted at 08 high schools in Ho Chi Minh City including: Le Hong Phong High School for the Gifted; Practical High School, Ho Chi Minh City University of Education; Nguyen Cong Tru; Tran Khai Nguyen; Luong The Vinh; Nguyen Trung Truc; Le Thanh Ton; Nguyen An Ninh Survey results show that: – Both teachers and students have not often used Learning Guiding Questions in teaching reading comprehension narrative texts and the using effectiveness is not high – Questions in narrative text reading comprehension classes at some high schools in Ho Chi Minh City are mainly used regularly at the after reading stage Questions at pre-reading stage also used but in poor format and quantity Only a few teachers use questions at during reading stage, but the types of ones are not diverse The questions in each stage have not yet provided the students a clear image of the specific characteristics of a reader with narrative text reading comprehension competency, so that they have not supported the students in forming the structure of reading comprehension competency 1.2.2 Narrative text reading comprehension questions in foreign Literature textbooks 1.2.2.1 Survey objects and reasons for selecting survey objects Survey objects: Literature & Language Arts books compiled and published by Holt, Rinehart & Winston, California (USA) Reason for selecting survey objects: The United States is one of the countries with the most advanced education in the world; California is one of the most influential states in the US in the field of curriculum construction and textbook compilation; Holt, 11 Rinehart & Winston is a prestigious and experienced publisher in compiling textbooks of the US and the world, have many useful experiences for us to learn for the compilation of Literature textbooks aiming to the new curriculum standards after 2018 1.2.2.2 Ways of forming and developing the narrative text reading comprehension competency in the textbooks surveyed The system of questions in California textbooks aims to formulate and develop competency for students This goal is achieved through the following solutions: questions are designed according to the reading process and affects the formation in students of the components of structure of reading comprehension competency; questions are designed according to cognitive sequence Conclusion of chapter As a scientific basis for the thesis, in this chapter, we synthesize and define theoretical issues such as: the concept and characteristics of narrative texts, the requirements of teaching narrative text reading comprehension in high schools; the concept and structure of narrative text reading comprehension competency; the concept, classification, characteristics, role of reading comprehension questions In order to propose the system of narrative text reading comprehension questions for high school students according to the competency development orientation, we also explored a practical basis including issues such as: surveying the system of narrative text reading comprehension questions in current Literature textbooks of Vietnam and the State of California (USA); surveying the reality of using reading comprehension questions in teaching narrative texts at some high schools in Ho Chi Minh City CHAPTER 2: DESIGNING THE TYPES OF NARRATIVE TEXT READING COMPREHENSION QUESTIONS IN THE COMPETENCY DEVELOPMENT ORIENTATION 2.1 Objective of designing The objective of designing narrative text reading comprehension questions in the competency development orientation is forming, developing reading comprehension competency for students with specific performances according to both surface and depth structure of competency 2.2 Principles of designing The principles of designing narrative text reading comprehension questions in the competency development orientation are the followings: suitable to the orientations of the 12 general educational curriculum 2018; suitable to characteristics of reading comprehension activities; paying attention to guide students to exploit the genre characteristics of texts; systematic through the logical relationship of questions (the logic of the reading process, the logic of cognitive activities at three stages of the reading process, the hierarchical logic of questions); revealing the characteristics, objectives and pedagogical intent of each specific lesson targeting to the standards of the Literature curriculum 2.3 Types of narrative text reading comprehension question in competency development orientation 2.3.1 Types of questions at the pre-reading stage Questions at this stage is believed that helps students: determine the purpose of reading texts; activate readers' base knowledge and experience related to texts; create a link between readers' base knowledge/ experience and the texts; make the first predictions about texts, basing on which readers are oriented to comprehend texts Some types of questions at the pre-reading stage: questions determining the purpose of reading; questions linking between narrative text and students’ base knowledge; questions supplementing background knowledge related to the text; question predicting about the text; questions asking students to ask questions about the text 2.3.2 Types of questions at the while-reading stage While-reading stage is the phase in which readers are decoding texts and monitoring their own comprehension At this stage, readers will use a combination of some reading skills to decode typical elements of narrative texts such as summarizing and synthesizing information of the text; predicting the plot of the text and determining the accuracy of the prediction; inferring the content of elements such as characters, settings, points of view, ; connecting between the content of the text and the students' background knowledge, ; monitoring and adjusting their comprehensions Some types of questions at the while-reading stage: questions predicting about the text (development of the plot; actions, motivations of characters; intentions of the author); questions inferring about the text (the meaning of words, the typical elements of the text); questions connecting between the text and student’s background knowledge; questions visualizing the text (characters, settings); questions monitoring the process of comprehending the text When designing this system, teachers should note: 13 – Avoid putting too much questions at this stage because it can interrupt the thinking process and emotions of readers while reading the text – It is not necessary that this system must be present in all reading comprehension lessons; because of depending on the characteristics, purposes and pedagogical ideas of each lesson, a specific type of questions can be flexibly selected for students to practice – Design this system to form and develop student s' reading comprehension skills often used in the reading process in combination with the decoding of genre characteristics of the text – This CH system should be presented in parallel with the content of the text to assist students to gradually comprehend contents and messages of the text 2.2.3 Types of questions at the after-reading stage The system of after-reading questions is used to support students carry out the following actions: identifying information of the text; analysing, connecting information to visualize, explaining more deeply about the whole text; generalising, evaluating and criticizing the values and messages of the text; applying the text to real life; evaluating results of reading comprehension from detailed reading level to general reading and responding to the text Some types of questions at the after-reading stage: questions identifying information about the content and genre-specific elements (details, events, plot, settings, characters, points of view, tone, ) and the language of the text; questions analysing/ connecting information to perceive and explain details, images, events, plot, settings, characters, points of view, tone, author’s ways of using language, themes, ideas, message, of the text; questions responding to, evaluating details, images, events, plot, settings, characters, points of view, tone, author’s ways of using language, themes, ideas, message, of the text; applying the text; questions asking to create texts 2.4 Orientation to use the system of reading comprehension questions in the reality of teaching in high schools 2.4.1 Paying attention to the key questions in the system Teachers need to pay their attention to the key questions presented in all lessons to support students to comprehend the text, especially the following questions: – Pre-reading stage: Questions connecting between the texts and students' base knowledge, questions supplementing background knowledge related to the texts 14 – While-reading stage: Depending on the pedagogical objectives of each specific lesson, the teacher select a specific type of questions to guide students to use important reading skills and strategies to decode each part of the text, specifically the followings: questions inferring to the texts, questions visualising about the texts, questions connecting between the texts and students' base knowledge, questions monitoring the comprehension process of students – After-reading stage: All types of questions in this phase are important because they guide readers to carry out their major cognitive activities 2.4.2 Using the system of reading comprehension questions in organizing the process of teaching reading comprehension narrative texts 2.4.2.1 Using the system in combination with organizing reading rounds – The first reading round (the round in which students read the texts independently at home before class): Teachers ask students to read the texts and answer pre-reading and while-reading questions in the form of comprehension exercises/ worksheets at home For the group of after-reading questions, teachers can ask students to complete questions identifying information from the texts because it is suitable for all students, and helps students read the texts in detail, preparing for comprehending the texts in the later reading rounds – The second reading round (the round in which students read the texts in class with the participation of the community interpreted by teachers, other students and the guidance from teachers): Teachers can create new pre-reading and while-reading stages (in class), different from the pre-reading and while-reading stages that students have done in the first round (at home) At each stage, teachers guide students to handle the question system in the following directions: For the pre-reading questions: Students mainly share their answers in the interpretation community of their class through speaking – listening activities For the while-reading questions: Teachers create an the atmosphere of literary communication for decoding the texts, checking students' at-home-learning results and instructing students to practice reading skills with some specific forms such as: modelling reading one/ some paragraphs of the texts and modelling the implementation of reading skills for students to observe through answering some while-reading questions corresponding to that piece of the texts if any; organizing students to exchange their answers with each other so that they can assess 15 themselves and adjust their own comprehension For the after-reading questions: In the second reading round, for the afterreading questions, teachers need to focus on guiding students to exchange, discuss about types of questions such as: questions analysing/ connecting information to visualize, interpret the texts; questions responding to, evaluating, applying about the texts Regarding to questions in the system, especially questions used in class, teachers can reuse those questions, or can re-express/ split questions to suit the students At the same time, teachers can use them combined with the instructing questions of their own to guide students to decode and create meaning for the texts – The third reading round (the round in which students continue to think more deeply about the texts, or "assimilate" and "adapt" what is collected from text into their self-awareness): This round should be is conducted outside the classes because the class session is not enough time After class, teachers can ask students to continue to read and think thoroughly about the texts to solve questions asking to create texts or some questions responding to, evaluating and applying about the texts 2.4.2.2 Using the system according to groups of issues to explore about narrative texts The system of after-reading questions has many questions belonging to the same issue but they are designed according to each level of awareness to facilitate students Therefore, depending on student level, teachers have two ways of using this system – Firstly, teachers can guide students in turn solving issues in each group of questions separately with awareness levels from low to high This method takes a long time but better support for weak and average students – Secondly, teachers can group questions together on the same issue and put questions with the highest level of awareness (evaluating, criticising, applying) as the main questions for students to solve At that time, questions low level of awareness can be used to elicit and guide students to solve the main questions 2.4.2.3 Using the system with a variety of forms of expression To create many interests for students to answer questions, teachers can design a variety of forms of expression such as questions or worksheets for students to solve 2.4.2.4 Using the system combining other teaching methods, techniques and organizational forms of teaching The questions need to be used with other methods, techniques and organizational forms of teaching to both support students to decode texts and limit the disadvantages 16 of the method of using questions, making lessons more vivid They are methods and techniques such as visual teaching methods combined with modern teaching facilities; games; using learning stations; collaborative teaching methods, 2.4.3 Using the system of reading comprehension questions in assessing narrative text reading comprehension competency of students The question system proposed by the thesis is considered not only as a teaching medium but also as a tool for evaluating teaching results Therefore, teachers can use the system in combination with evaluation techniques to carry out formative and summative assessments of the development of reading comprehension competencies of high school students 2.4.4 Using the system of reading comprehension questions with the corresponding narrative text reading lesson model The model of narrative text reading comprehension lesson is proposed as follows: Objectives to be achieved; Building background knowledge (Provide students with necessary knowledge and reading skills to prepare for decoding and creating meaning for the texts); Pre-reading activities (Including pre-reading questions); While-reading activities (Presenting the content of narrative texts with while-reading questions, these questions are "installed" in special places of the text such as the end of each paragraph, or at important words, images, details, events to help students decode the texts at the partial level); After-reading activities (Including after-reading questions) In addition, the lesson will have more annotations related to the texts to help students have more bases to comprehend better the texts Conclusion of chapter In the scope of chapter 2, we have conducted to identify objective and principles of designing narrative text reading comprehension questions according to the competency development orientation for high school students On that basis, a system of narrative reading comprehension questions is proposed in the competency development orientation and some ways of using this system is oriented CHAPTER 3: PEDAGOGICAL EXPERIMENT 3.1 Experimental purpose and task 3.1.1 Experimental purpose: verifying the feasibility and effectiveness of the question system with the formation and development of narrative text reading comprehension competency for students 17 3.1.2 Experimental task: select experimental objects; organize teaching based on the question system proposed by the thesis; check and evaluate the experimental results 3.2 Method of selecting experimental objects, areas and time 3.2.1 Experimental objects and areas - For teachers: graduated with a bachelor's degree in education for years or more, ready to receive new achievements in theories and methods of teaching Literature - For students: grade -11 students because grade-11 Literature curriculum has a system of narrative text lessons, distributed continuously to teach, so it is convenient for training competency for students Moreover, grade-11 students often not suffer from the pressure of graduating exams, so it is more comfortable for them to participate in the experiment Experimental areas are selected according to the following criteria: schools are eligible for teaching and learning; management staff, teachers ensure expertise required and are willing to experiment; experimental schools must be in two groups of high schools with HIGH and LOW input quality in Ho Chi Minh City1 On that basis, we have selected the specific experimental objects as follows: Table 3.1 Total students and teachers in experimental and control classes at the two experimental schools Name of school Practical High School, HCM City University of Education (PHS) (HIGH input quality) Nguyen An Ninh (NAN) (LOW input quality) Experimental class (Ecl) Class Total of Teacher student 11.4 Control class (Ccl) Class Total of Teacher student 38 11.5 39 11A4 11A1 39 40 Tran Le Duy 11.1 42 Ho Thi Kieu Trinh Duong Thi Tham 11A6 40 Nguyen Dinh Khoa 3.2.2 Experimental time: 01 month (from 23.10.2017 to 25.11.2017) 3.3 Experimental process: Step 1: Identifying experimental objects and areas; Step 2: Meeting, exchanging and training teachers about the content of experiment; Step 3: Organizing input testing for experimental and control classes; Step 4: Conducting the experiment, This classification ismainly basedon the2016-2017 schoolyearenrollmentscoresofschoolsin Ho ChiMinh City 18 observing the classes, adjusting the teaching activities of teachers in the experimental classes (if any); Step 5: Organizing the assessment of output competency for both experimental and control classes; Step 6: Analysing the data; Step 7: Evaluating the experimental results and concluding about the feasibility of the question system 3.4 Designing experimental lessons 3.4.1 Method of selecting experimental texts Because most high schools in Ho Chi Minh City now use the Basic textbooks, we use the question system as proposed to design experimental lessons for 03 narrative texts in grade-11 Literature curriculum (the Basic textbooks) are Hai dua tre (Thach Lam), Chu nguoi tu tu (Nguyen Tuan) and Chi Pheo (Nam Cao) 3.4.2 Content of experimental lessons The experimental lessons are designed according to the following criteria: - The question system aims at forming and developing component skills: reading the plot, reading the characters, predicting and inferring - The content of the experimental lesson is designed in parts: the one for students and the other for teachers with specific suggestions so that the teachers can base on those to design activities to guide students to approach and decode the texts 3.4.3 Experimental lesson plan Based on experimental lessons, an experimental lesson plan is designed to illustrate, that is the lesson plan for the lesson Chu nguoi tu tu (Nguyen Tuan) 3.5 Evaluating experimental results 3.5.1 Evaluation criteria Experimental results are assessed by qualitative and quantitative data according to the following criteria: assessing narrative text reading comprehension competency of high school students through assessing the development of some specific skills participating in forming the competency; assessing the level of excitement and feedback of students to the question system through each lesson; assessing the feedback of teachers about the reality of usage of the system proposed by the thesis 3.5.2 Designing pre-test and post-test – Number of the tests: 02 (pre-test and post-test) – Test purpose: Assessing students' narrative text reading comprehension competency, demonstrated by using specific reading skills such as reading the plot, reading characters, predicting and inferring to decode some contents of the texts 19 The questions in the test are similar to the system in the experimental lessons – Criteria for selecting texts in the tests: texts that students have never learned before; the texts in the post-test have the same or more difficult level than the ones in the pre-test 3.5.3 Quantitative assessing of experimental result 3.5.3.1 Result of the pre-test – The average score (MEAN) of the experimental group of PHS is higher than the one of NAN school – There is no difference in MEAN between experimental and control groups at PHS; but there is a completely reverse result at NAN; before experiments, the control groups have a higher level of competency development than the experimental groups 3.5.3.2 Result of the post-test – The MEAN of the experiment groups in both schools is higher than the one of the control groups – The pre-test MEAN of the control groups in two schools is not higher than their post-test MEAN, even lower for PHS students Regarding to experimental groups, both schools have MEAN of the post-test higher than the pre-test The results show that, after the experiment, the experimental classes have clearly developed of the competency compared to the control classes However, the competency of NAN students has more progress than that of PHS students – Standard deviations between experimental classes are unequal It proves that despite receiving the same impact, the results of developing competency in each group are different 3.5.3.3 Result of analysing the development of each skill in the experimental groups of two schools – The experimental groups of both schools have marked improvement in all reading skills after the experiment – In the experimental skills, the students of both schools have remarkable progress in predicting However, for inference skill, the level of development is not high, probably in the experimental process, predicting is a completely new skill for students In addition, experimental students also have little progress in reading plot skill, because students still have many difficulties in identifying the structural elements of the plot 3.5.3.4 Result of evaluation of the experimental students about the system of narrative text reading comprehension questions Experimental students of both schools commented that the experimental system 20 has supported them a lot in developing competency compared with traditional questions Students initially felt interested in the system but still wondered at some points That will be explained by qualitative data (direct interview with some students) In addition, students are also more proactive in solving problems raised by the experimental questions but are still reserved When asked about the desire to continue learning by the experimental system, students of both schools showed hesitation in answering The MEAN of both schools is greater than 3.0 (the level of Difficulty to assess), showing that their desire is not strong enough for them to choose a 4.0 score (the level of Wanting) It is worth noting that the MEAN of NAN students is higher than that of PHS students and is closer to the level of Wanting That reveals that NAN students really have more interest in these questions than the PHS students 3.5.4 Qualitative assessing of experimental result 3.5.4.1 Result of qualitative assessment of experimental students When being interviewed about the quality of the experimental system, most of the students have positive comments on the difficulty of the system; characteristics of the experimental questions in comparison with the traditional ones; characteristics of each type of questions in the system, the atmosphere of the experimental class compared with the traditional class and the effect of the experimental questions with the change of students’ reading comprehension competency However, when asked about the desire to continue learning by the experimental system, 42% of interviewed students want to continue; 35.5% of them expressed their "hesitation" This shows that students not really want to stop learning by the system but they themselves feel hesitant despite having the intention to choose the level of Wanting The reason is as follows: the objective of current assessment is according to the content-oriented approach instead of according to the competency-oriented approach as the experimental system; the students have a habit of learning texts passively, and the experimental system forces students to act and think more independently; the class time is too short, so it is difficult for teachers to guide students to access the text by using that system 3.5.4.2 Result of qualitative assessment of experimental teachers According to the evaluation of experimental teachers, the number of experimental questions is higher than that of the questions in current textbooks 21 because of the difference between the objectives of the experimental system and that of the current textbooks; the quality of the experimental system in each lesson is very good; the atmosphere of the experimental classroom is more exciting, but for lessons that only use the experimental system, the atmosphere of classroom is quieter and more passive than classroom with a combination of the question system with other modern teaching methods and techniques Regarding to difficulties when using the experimental system, the experimental teachers acknowledged the following situations: the majority of students were still dependent on teachers, not willing to work with texts; there is a certain difference between the competency developing curriculum and the current curriculum; teachers not have much experience working with the system, From there, it can be seen that the biggest difficulty is that students are familiar with how to learn according to content approach so they are quite weak in competency 3.5.4.3 Comments based on observation of experimental and control classes The observation of the experimental and control classes shows that the experimental classes are more vivid than the control ones because students actively participate in reading comprehension activities and evidently develop reading comprehension competency through each lesson With the experimental system, experimental students must really read carefully and understand texts to answer; most of them can participate in answering questions, not just focusing on some good students like the control classes Class sessions of experimental classes also have more activities linking texts to personal issues and social reality 3.5.5 General assessment of experimental results With the above results, it can be seen that the quantitative and qualitative data converge in the way that the information obtained from qualitative data helps to consolidate and explain the results obtained by quantitative data more deeply and specifically 3.6 Some conclusions through the experiment From these results, it can be concluded that the pedagogical experiment process has completed the set goals Teachers and students participating in the experiment have obtained positive results: - For teachers: The use of the questions and other modern teaching methods has helped teachers have changed from the role of the person who supplies knowledge to the instructor and organizer for students to approach, decode and 22 create meaning for texts - For students: After the experiment process, students' reading comprehension competency can improve significantly, especially students with low input level The attitude of the students in the experimental class also has some positive changes Conclusion for chapter In order to examine the validity of the hypothesis and evaluate the feasibility and effectiveness of the proposed question system, in this chapter, we have conducted the following contents: design the pedagogical experiment; collect and analyze, evaluate quantitative and qualitative data The results obtained after the experiment confirmed the feasibility and effectiveness of the question system proposed by the thesis CONCLUSION To get the goals of Literature curriculum 2018, teaching narrative text reading comprehension in schools should be conducted in the spirit of teachers designing and organizing learning activities, while students actively achieve knowledge and competency With that orientation, the use of questions is considered an active and effective teaching method to promote the role of students Therefore, the necessary issue now is to have a system of narrative text reading comprehension questions in curriculum according to the competency developing orientation to support students From such practical requirements, the selection of our research topic is completely suitable for the trend of educational innovation after 2018 in our country and innovating the method of teaching Literature now In order to propose narrative text reading comprehension questions in the competency developing orientation for high school students, we have built theoretical and practical basis: 2.1 Exploring the characteristics and process of reading comprehension activities, teaching narrative text reading comprehension according to the competency developing orientation; on that basis, defining the concept of reading comprehension narrative texts and the structure of narrative text reading comprehension competency 2.2 Surveying the reality of using questions in teaching narrative text reading comprehension in some high schools in Ho Chi Minh City and commenting on the characteristics of the question system of teaching narrative text reading comprehension in current Vietnamese textbooks on the basis of comparing with question system in Literatire Textbooks of the State of California (USA) 23 The survey results show that the question system of teaching narrative text reading comprehension at high schools now, especially the question system in our textbooks have not reached the goal of developing competency for learners There are many reasons leading to that reality such as that question system has not yet directed to the development of each component that constitutes narrative text reading comprehension competency; question system has not been designed according to the process of reading comprehension, so it causes many difficulties for learners to use questions to decode text, etc These reasons are mainly due to the design of narrative text reading comprehension question system in high schools has not been researched appropriately Based on the theoretical and practical basic, we propose narrative text reading comprehension question system for high school students according to the competency developing orientation This is a set of questions designed in the form of question in Literature textbooks, so questions will be presented in a way in combination with the content of texts to form a lesson about narrative texts in textbooks The question system is proposed with question types corresponding to three stages of the reading process: pre-reading questions, while-reading questions and after-reading questions The goal of each group is to form and train the learners of specific components used at each stage of the reading comprehension process, to develop the narrative text reading comprehension competency for students In order to examine the feasibility and effectiveness of the question system proposed by the thesis, we conducted pedagogical experiment by designing some reading comprehension lessons on textbooks using that system The experiment process is conducted in classes 11 of high schools over 05 weeks Experimental results are evaluated on the basis of analysis of quantitative and qualitative data showing that the system has really promoted an effective and positive role in developing reading comprehension competency for learners through the expression of some component skills such as reading the plot, reading the characters, predicting and inferring With the above research results, we expect that the question system will be used by the authors of the textbooks after 2018 in designing the question system to guide students learning narrative texts We also hope that literary teachers use it in design a question system to instruct students to read narrrative texts in class, meeting the requirements of developing competencies in learners 24 THE AUTHOR’S RESEARCH WORKS RELATED TO THE THESIS Nguyen Thi Ngoc Thuy (Project Manager) (2017), The reality and solutions of using reading comprehension questions in narrative text periods in some high schools in Ho Chi Minh City, Code number: CS.2015.19.34, Tested in April 2017 Nguyen Thi Ngoc Thuy (2016), “A suggestion on the structure of narrative text reading comprehension competency in a competency-based language arts and Literature curriculum”, Journal of Science (Ho Chi Minh City University of Education), No 10(88) - 10/2016, pp.88-98 Nguyen Thi Ngoc Thuy (2016), “The system of reading comprehension questions in some California (America) literature and language arts textbooks”, Journal of Literature Studies, No 9/2016, pp.139-150 Nguyen Thi Ngoc Thuy (2017), “The reality and solutions of using reading comprehension questions in narrative text periods in some high schools in Ho Chi Minh City according to the competency developing orientation”, The summary record of International Conference Training and Professional Development for Teachers, Principal Advisors and Education Lectures, Ho Chi Minh City University of Education Publishing House, pp.486-496 Nguyen Thi Ngoc Thuy (2018), “Designing questions in instructing narrative text reading comprehension for high school students targeting at competency approach”, Vietnam Journal of Educational Sciences, The Vietnam National Institute of Educational Sciences, No.10/2018, pp.56-61 25 ... ORIENTATION FOR HIGH SCHOOL STUDENTS 1.1 Theoretical basis 1.1.1 The basic issues in reading comprehension 1.1.1.1 Characteristics of reading comprehension activities According to the theory of reading... teachers in class The survey was conducted at 08 high schools in Ho Chi Minh City including: Le Hong Phong High School for the Gifted; Practical High School, Ho Chi Minh City University of Education;... comprehension questions in the reality of teaching in high schools 2.4.1 Paying attention to the key questions in the system Teachers need to pay their attention to the key questions presented in all lessons