UET it sophomores'''''''' English learning strategies for reading skills: an exploratory research

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES DEPARTMENT OF POST-GRADUATE STUDIES ĐỖ HÀ LAN UET IT SOPHOMORES’ENGLISH LEARNING STRATEGIES FOR READING SKILLS: AN EXPLORATORY RESEARCH NGHIÊN CỨU CHIẾN LƯỢC HỌC TIẾNG ANH DÀNH CHO KỸ NĂNG ĐỌC CỦA SINH VIÊN NĂM THỨ HAI TRƯỜNG ĐẠI HỌC CÔNG NGHỆ, ĐẠI HỌC QUỐC GIA HÀ NỘI M.A THESIS MINOR THESIS FIELD: METHODOLOGY CODE: 601410 HANOI - 2010 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES DEPARTMENT OF POST-GRADUATE STUDIES ĐỖ HÀ LAN UET IT SOPHOMORES’ENGLISH LEARNING STRATEGIES FOR READING SKILLS: AN EXPLORATORY RESEARCH NGHIÊN CỨU CHIẾN LƯỢC HỌC TIẾNG ANH DÀNH CHO KỸ NĂNG ĐỌC CỦA SINH VIÊN NĂM THỨ HAI TRƯỜNG ĐẠI HỌC CÔNG NGHỆ, ĐẠI HỌC QUỐC GIA HÀ NỘI M.A THESIS MINOR THESIS FIELD: METHODOLOGY CODE: 601410 SUPERVISOR: DƯƠNG THỊ NỤ, Ph D HANOI - 2010 iii TABLE OF CONTENT Acknowledgements i Abstract ii PART ONE – INTRODUCTION 1 Rationale Purpose of the study Research questions Methods of the study Scope of the study Significance of the study Design of the study PART TWO – DEVELOPMENT CHAPTER – LITERATURE REVIEW I.1 Language learning strategies I.1.1 Definitions of language learning strategies I.1.2 Features of language learning strategies I.1.3 Importance of language learning strategies I.1.4 Types of language learning strategies I.2 Language learning strategies for reading skills 13 I.2.1 Direct learning strategies 13 I.2.1.1 Memory strategies 13 I.2.1.2 Cognitive strategies 15 I.2.1.3 Compensation strategies 19 I.2.2 Indirect learning strategies 19 I.2.2.1 Metacognitive strategies 19 I.2.2.2 Affective strategies 21 I.2.2.3 Social strategies 23 CHAPTER – THE STUDY 25 II.1 The setting of the study 25 iv II.2 The study 25 II.2.1 Methodology 25 II.2.1.1 Participants 25 II.2.1.2 Research approach 26 II.2.1.3 Data collection 27 II.2.2 Data analysis II.2.2.1 Awareness and attitudes towards English learning strategies for reading skills II.2.2.2 Learning strategies for reading skills used by sophomores of IT Faculty II.2.3 Findings 28 28 32 36 CHAPTER – RECOMMENDATIONS 37 III.1 Raising students’ awareness 37 III.2 Selecting strategies 37 III.3 Integrating strategies into reading syllabus 38 III.4 Focusing on indirect strategies 38 III.5 Self-educating 39 PART III – CONCLUSION 40 References 41 Appendices Appendix A I Appendix B V Appendix C IX Appendix D XIII Appendix E XIV Appendix F XVI Appendix G XVII PART I - INTRODUCTION Rationale English is a compulsory subject to students of Information Technology Faculty (IT Faculty), University of Engineering and Technology (UET), Vietnam National University (VNU) Any student who wants to earn an IT degree needs to take four English courses with 14 credits Though the required level of English courses is only pre-intermediate, a lot of students find it hard to pass the courses, not to mention to have high grades It is even more surprising to find that the majority of students attending Information Technology Faculty, University of Engineering and Technology have learnt English for at least three years at high school before going to college One of their problems with learning this language is that all they have tried to is memorization instead of having appropriate English learning strategies These strategies are not only essential to students while learning English at college but also useful for their own self-study once they graduate It is no doubt that Information Technology students need English for their future jobs Among all the English skills Information Technology students learn at college, reading skills is the one that is paid much attention within the course syllabus IT students spend more than a quarter of their time in class learning reading skills among all the language skills and elements Reading skills also accounts for 50% of the grades students may get in English exams Reading skills is also the skills that IT students use the most after graduation Besides, it is widely believed among teachers that knowledge is immense (IT is an ever-changing field) and thus, there is no point in trying to teach students everything More importantly, teachers should motivate them to learn and teach them how to learn so that they can study by themselves and for themselves Accordingly, during the teaching and learning process, special emphasis is placed on creating a positive learning environment, developing students‟ autonomy and creativity, teaching study skills, and building students‟ confidence That is why teachers of English for Information Technology Division, English Faculty, University of Languages and International Studies wish to introduce students with English learning strategies for reading skills But before introducing those skills, it is necessary to investigate what IT students already know and what they not This exploratory research is done for that intention 2 Purposes of the study The ultimate purpose of this study is to explore the English learning strategies for reading skills that sophomores of Information Technology Faculty, University of Engineering and Technology have already used It wishes to achieve the three primary aims: (i) to know IT sophomores‟ awareness and attitude towards English learning strategies for reading skills (ii) to explore the learning strategies that sophomores of IT Faculty have already used in their reading process (iii) to propose some suggestions to the teachers on integrating the introduction and practice of English learning strategies for reading skills into the syllabus Research questions The exploratory research is intended to answer the following questions: (i) Research question 1: What are the attitudes of Information Technology sophomores, University of Engineering and Technology, towards English learning strategies for reading skills? (ii) Research question 2: What are English learning strategies for reading skills that Information Technology sophomores, University of Engineering and Technology, have already used? Methods of the study In view of the exploratory nature of the study, the source which is used to collect the data is from a survey conducted on sophomores of Information Technology Faculty, University of Engineering and Technology, Vietnam National University, Hanoi, who are currently in their third term of learning English at college, to investigate students‟ awareness, attitudes towards English learning strategies for reading skills, as well as the strategies they have been using so far Therefore, this exploratory takes a quantitative approach Besides, online general guide interviews are also done on some randomly selected subjects to know the underlying reasons for their attitudinal and behavioral answers in the survey Basing on the results obtained, the researcher will propose some suggestions on integrating the introduction and practice of those strategies into the reading syllabus Scope of the study The present study operates within the following scope: (i) English learning strategies for reading skills include both direct strategies (which involve the English language in the reading process) and indirect ones (which support the business of acquiring reading skills) Therefore, this study will investigate sophomores‟ awareness, attitude and usage of both types (ii) Even though the students in the Faculty of Information Technology, University of Engineering and Technology have to attend four semesters of English, the subjects chosen for this research are in the their third semester As the students have experienced two semesters learning English at college and have developed self-study competence, their responses will better reflect the reality The study will, therefore, have more practical implications as well as applicable suggestions Significance of the study Despite the fact that the research only explores the learning strategies for reading skills that students have been using, its significance is remarkable Theoretically, it touches upon the issue of learning strategies which is normally overlooked in the process of learning and teaching in Vietnam while self-study is presently having great impacts on the society, especially in education, and is currently drawing lots of attention from educators and ELT professional Particularly, it is carried out in the context of a university – an academic institution where learners are supposed to make full use of self-study competence and teachers are increasingly encouraged to play the role of a facilitator Practically, its results are hoped to provide teachers with a picture of students‟ learning strategies, therefore, teachers of English for Information Technology Division, English Faculty, University of Languages and International Studies can base on that to integrate the introduction and practice of English learning strategies into the teaching syllabus Design of the study This study consists of three parts: introduction, development, and conclusion The introduction presents the rationale, purpose, research questions, scope, significance, and design of the study The development comprises three chapters: - Chapter I reviews the theoretical background to English learning strategies for reading skills - Chapter II details the setting, the methods, data analysis, and findings of the study - Chapter III is centered around the author‟ suggestions on integrating the introduction and practice of English learning strategies into the learning and teaching syllabus for students of Information Technology Faculty, University of Engineering and Technology The conclusion, apart from summarizing the main issues so far touched upon in the study, proposes directions for future research PART II – DEVELOPMENT CHAPTER I – THEORETICAL BACKGROUND TO THE STUDY I.1 Language learning strategies I.1.1 Definitions of language learning strategies Over the past thirty years, there has been a growing amount of research into learning strategies What is considered by many to be the pioneering work in the field of language learning strategies was carried out in the mid seventies of the twentieth century by such researchers as Rubin (1975) or Stern (1975) However, despite the current interest in learning styles and strategies, investigations into the effect of learner strategy training are relatively uncommon, and results are rather mixed That is why, the language learning strategy field continues to be characterized by “no consensus” (O‟Malley et al., 1985:22) and the concept of language learning strategies itself remains “fuzzy” (Ellis, 1994:529) In other words, up to now, there is no consensus on the definition of the term "language learning strategies." Early on, Tarone (1983) defined language learning strategies as "an attempt to develop linguistic and sociolinguistic competence in the target language." (p 13) In a helpful survey article, Weinstein and Mayer (1986) defined learning strategies broadly as "behaviors and thoughts that a learner engages in during learning" which are "intended to influence the learner's encoding process" (p 315) Mayer (1988) more specifically defined learning strategies as "behaviors of a learner that are intended to influence how the learner processes information" (p 11) Before that, Rubin (1987) wrote that language learning strategies are "strategies which contribute to the development of the language system which the learner constructs and affect learning directly." (p 23) They could be any sets of operations, steps, plans or routines used by learners which affect the language learning process In other words, language learning strategies are what learners to learn and regulate their language learning Wenden and Rubin (1987) pointed out that language learning strategies have to consider different aspects of the language learning process She identified three areas in particular that language learning strategies refer to: the actual behavior of learners (what learners to learn a language), strategic knowledge (what learners know about the strategies they use), and knowledge about aspects (other than strategies) (p 6) Later, in their study on second language acquisition, O'Malley and Chamot (1990) regarded language learning strategies as "the special thoughts of behaviors that individuals use to help them comprehend, learn or retain new information." (p 23) Building on work for teachers, Oxford (1990) referred to language learning strategies as "specific actions, behaviors, steps or techniques students use - often intentionally - to improve their progress in developing language skills These strategies can facilitate the internalization, storage, retrieval or use of new language Strategies are tools for the self-directed involvement necessary for developing communicative ability." (p 7) Finally, Nunan (1999) defined that "language learning strategies are the mental and communicative processes that learners deploy to learn a second language." He stated that underlying every language learning task is at least one strategy, but in most classrooms, learners are unaware of the strategies underlying the learning tasks they are engaged (p 55) Among all the definitions listed above, the one proposed by Oxford (1990) seems to be the most comprehensive Tarone's definition (1983) focused too much on the product of language learning strategies, which is linguistic and sociolinguistic competence Rubin (1987), on the other hand, with the assumption that language learning is like other kinds of learning, restricted the use of language learning strategies to vocabulary practice (p 23) In other words, when following Rubin's definition, interactional communication strategies will not be considered as she noted that "although use of communication strategies may lead to learning, the purpose for their use is better communication" (p 26) O'Malley and Chamot (1990) defined language learning strategies basing on psychological approach Nunan (1999) seemed to forget the emotional processes that learners may deploy to learn a second language Only Oxford's definition (1990) emphasized on the processes of language learning as well as the characteristics of language learning strategies To put it another way, what Oxford's definition contains is a collective description of what individual learners to achieve communicative competence in a language in a self-directed fashion, either consciously or unconsciously Language learning strategies contribute to all parts of the learning acquisition continuum They are applicable to a wide variety of language learning tasks, ranging from rather discrete and isolated tasks such as vocabulary and pronunciation or grammar, to integrative tasks like oral communication and reading comprehension 36 II.2.3 Findings This section of the study presents the answers to the two research questions proposed at the beginning of the thesis Research question 1: What are the attitudes of IT sophomores, UET, towards English learning strategies for reading skills? The findings indicate that sophomores of IT Faculty are not acquainted with the term “learning strategies for reading skills” though they have unconsciously used some learning strategies to facilitate their reading process The large majority of them (or 80% of the respondents) find those strategies necessary to improving their reading performance, and most of them prefer to be introduced with those strategies through lectures and practice as well as sources (on the Internet or books) provided by teachers This finding is strengthened by the number of respondents who consider the teachers‟ introduction of learning strategies to students quite essential Research question 2: What are English learning strategies for reading skills that IT sophomores, University of Engineering and Technology, have already used? Sophomores in the study tend to use more direct learning strategies for reading skills than indirect ones There are only two direct strategies that are used by more than half of the respondents The majority of direct strategies are used by around more than 20% subjects while the contrary can be said about indirect ones Students have numerous reasons for not using learning strategies for reading skills, but the most noticeable reasons are lack of knowledge on the strategies themselves and the knowledge on how to apply those strategies in their reading process and practice To sum up, this chapter has described in details the setting of the study exploring learning strategies for reading skills used by IT sophomores at UET, VNU, the population, the sample, the instrumentation and data collection procedures The data collected through a questionnaire and online general guided interviews have been carefully and critically analyzed to find out students‟ awareness and attitudes towards the necessity of learning strategies for reading skills, and the necessity of teachers‟ introduction and provision of practice activities for those strategies The study has also found out the ways students prefer to be introduced with the strategies, and the reasons why they have not used a number of strategies to assist their reading process Direct and indirect learning strategies for reading skills that IT sophomores at UET, VNU have already used are also discovered 37 CHAPTER III – RECOMMENDATIONS Following are some recommendations and suggestions to the teachers of English for Information Technology Division, English Faculty, University of Languages and International Studies English Faculty, who are teaching English to IT students at UET, VNU III.1 Raising students’ awareness Though the findings of the study have shown that the majority of students learning at Information Technology Faculty, University of Engineering and Technology, VNU consider learning strategies for reading skills necessary to enhance their reading competence, they are still not fully aware of the long-term benefits those strategies can bring to them, particularly after they finish English courses in college Some of the students taking part in the study still have wrong conceptions towards the usage of these strategies in their reading process For example, some students avoid using learning strategies to assist their reading for fear of wasting time Therefore, raising students‟ awareness of learning strategies for reading skills should be taken into consideration Teachers are suggested to draw students‟ attention to the benefits of learning strategies for reading skills not only through theoretical lectures but also actual practice activities through which students can realize the advantages of the strategies themselves Workshops and special classes on learning strategies are also of great help although it takes time and effort to get a large number of students involved in those activities Only by being selfaware of the strengths learning strategies for reading skills bring will students be willing to apply them to their reading process and to practice them consciously Some activities to help students be aware of the strategies as well as their benefits are included in Appendix C III.2 Selecting strategies Learning strategies for reading skills are various, and it is impossible to introduce and help students practice them all in a short time Therefore, selecting appropriate strategies to introduce as well as to provide practice activities is important The selection of strategies should be based on a number of factors First and foremost, teachers should consider students‟ level of English to choose suitable learning strategies to present There are certain strategies which can be familiarized at such a low level as elementary, for example, grouping or using keywords On the contrary, there are other strategies that require students to reach a certain level of English before being able to use them such as analyzing expressions or guessing intelligently using linguistic clues Secondly, teachers should take 38 into account the usage frequency of learning strategies It is better to introduce students with strategies that are more often used before others because once students get benefits from using them; they will certainly feel more motivated to gain more knowledge of learning strategies as well as to practice them more regularly Another factor that teachers should care about is the learning material Strategies should not be taught separately from the learning materials students are using in class As a result, teachers should base on the teaching and learning materials to select suitable learning strategies A number of questions that should be considered during strategy selection are suggested in Appendix D III.3 Integrating strategies into reading syllabus Learning strategies for reading skills help improve learners‟ reading performance and competence Therefore, it is inevitable that these strategies should be introduced for further use and practice by students However, to students who not major in English, it is impossible to allocate a separate amount of time for teaching, learning as well as evaluating learning strategies Consequently, it is best to integrate learning strategies for reading skills into reading syllabus right from the first semester The introduction of learning strategies should be done step by step with practice activities The language used for strategy introduction can be either English or Vietnamese depending on students‟ level Besides, teachers can introduce students with a number of strategies that can support each other at one time An example of integrating practicing learning strategies into a reading text in the reading syllabus can be found in Appendix E In this case, teachers can combine practicing several direct learning strategies with indirect ones to help students improve their reading performance and practice learning strategies for reading skills simultaneously III.4 Focusing on indirect strategies Indirect strategies usually not receive the attention they deserve because they underpin the business of language learning They allow learners to control their own cognition, help learners learn through interactions with others as well as regulate their emotions, motivations and attitudes Furthermore, a number of indirect learning strategies for reading skills can also be applied to improve other learning skills such as speaking, writing or listening They are also the strategies that can be used and practiced best outside classrooms They are good for self-study but they are often neglected by language learners Therefore, teachers should concentrate more on indirect learning strategies for reading skills to straighten up students‟ misunderstandings as well as raise their awareness of the 39 existence and benefits indirect learning strategies bring to learners Some activities that help students practice indirect learning strategies for reading skills are suggested in Appendix F These activities are adapted from Oxford (1990) III.5 Self-educating In order to introduce students to learning strategies for reading skills effectively, teachers should first and foremost have good knowledge on both the strategies and how to teach them to students Self-education is essential Teachers can consult reliable available sources from the Internet or from libraries on the issue Some of the sources are suggested in Appendix G Besides, whenever they have problems with their strategy teaching, teachers can sit together, share their own experiences, and learn from one another As they are in the same institutions, teach the same materials, work with the same kind of students, enjoy the same conditions, they may have the same problems, and therefore, help one another more effectively This type of peer training is also part of teachers‟ professional development, which is considered by available literature greatly important Another way teachers can improve their strategy teaching is through self – reflection Reflecting on their own teaching practices enable teachers to work out their strengths and weaknesses, to identify their problems and actively seek solutions to them, and to find out what they have done successfully and unsuccessfully Self-reflection can be done by keeping a teacher log or by writing teaching diaries In addition, teachers can also suggest more sources for students to self-study because selfeducating is not only important to teachers but also to students Learning strategies are supposed to be of great help once students finish their study in college, they should be gradually familiarized with self-educating This not only solves the problem of not having enough time for strategy learning and teaching in class but also boosts up students‟ independence in their learning process and increases the effectiveness of those learning strategies In a nutshell, this chapter has provided some suggestions to teachers concerning students‟ awareness of learning strategies for reading skills, suitable strategy selection, strategy integration into reading syllabus, emphasis on indirect learning strategies and selfeducation in the part of both teachers and students Hopefully, they will be useful in the process of helping students master learning strategies for the sake of their own study 40 PART III – CONCLUSION This study has reviewed briefly theoretical background of language learning strategies in general and learning strategies for reading skills in particular It has also investigated the awareness and attitudes of sophomores attending Information Technology Faculty, University of Engineering and Technology, VNU towards learning strategies for reading skills In conclusion, it is found that second-year students are not familiarized with the term “learning strategies for reading skills” though they have unconsciously used some learning strategies to facilitate their reading process Furthermore, although students are not fully aware of the roles of learning strategies, the majority have attached great importance to strategy usage in enhancing reading competence as well as teachers‟ roles in introducing and providing practice activities and other sources to apply those strategies to their reading Consequently, most IT sophomores prefer to be introduced with learning strategies for reading skills through lectures and practice activities given by their teachers The strategies that those sophomores have already used are also found out And the main reason why students have not used strategies to assist their reading is their lack of knowledge on how to apply them in practical situations Upon the results found, teachers are suggested to keep raising students‟ awareness through practical activities, select appropriate learning strategies for reading skills basing on a number of factors, integrate strategies into reading syllabus, help students focus more on indirect strategies as well as train themselves and provide more reliable sources for students to self-study and self-practice learning strategies Despite great efforts invested into the study by the author, limitations are unavoidable The study still miss ways of getting insights into how IT sophomores use learning strategies for reading skills such as think-aloud interviews, observations, diaries or journals, etc The study has also opened some directions for future research (1) Integrating the introduction and practice of learning strategies for reading skills into reading syllabus (2) Teaching English learning strategies for other skills such as writing, speaking and listening or other language elements like vocabulary, grammar and pronunciation to assist self-study process of students Hopefully, this study and subsequent research will result in wider and more efficient application of English learning strategies in teaching and learning English, especially for self-study 41 REFERENCES Chamot, A.U & Keatley, C W (2003), Learning strategies of adolescent low literacy Hispanic ESL students, Paper presented at the 2003 Annual Meeting of the American Educational Research Association, Chicago, IL Ellis, R (1994), The study of second language acquisition, Oxford University Press, Oxford Trần Thị Thu Hiền, Mai Thùy Dương, Nguyễn Thị Thu Hà, Phạm Thị Ngọc Phượng, Vũ Thị Thu Thủy (2008), English for Information technology, vol Hsiao, T-Y & Oxford, R L (2002), Comparing theories of language learning strategies: A confirmatory factor analysis, Modern Language Journal, 86(3), pp 368-383 Ikeda, M., & Takeuchi, O (2003), Can strategy instruction help EFL learners to improve their reading ability?: An empirical study, JACET Bulletin, 37, pp 49– 60 Mayer, R (1988), Learning strategies: An overview, In Weinstein, C., E Goetz, & P Alexander (Eds.), Learning and Study Strategies: Issues in Assessment, Instruction, and Evaluation pp 11-22, Academic Press, New York Nunan, D (1999), Second language teaching and learning, Heinle and Heinle Publishers, Boston O‟Malley, J M., Chamot, A U., Stewner-Manzanares, G., Kupper, L & Russo, R P (1985), Learning strategies used by beginning and intermediate ESL students, Language Learning, 35/1, pp 21-46 O'Malley, J M and Chamot, A U (1990), Learning strategies in second language acquisition, Cambridge University Press, Cambridge 10 Oxford, R L (1990), Language learning strategies What every teacher should know, Heinle and Heinle Publishers, Boston 11 Oxford, R L., Cho, Y., Leung, S., & Kim, H-J (2004), Effect of the presence and difficulty of task on strategy use: An exploratory study, International Review of Applied Linguistics, 42, pp 1–47 12 Pesa, N & Somers, S (2007), Improving reading comprehension through application and transfer of reading strategies, Retrieved December 1st, 2009 at 42 http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/8 0/28/0c/59.pdf 13 Rubin, J (1975), What the „good language learner‟ can teach us, TESOL Quarterly, 9, pp 41-51 14 Rubin, J (1987), Learners’ strategies in language learning, Prentice-Hall, Englewood Cliffs, New York 15 Skehan, P (1989), Language learning strategies (Chapter 5), Individual Differences in Second-Language Learning pp 73- 99, Edward Arnold, London 16 Stern, H H (1975), What can we learn from the good language learner?, Canadian Modern Language Review, 34, pp 304-318 17 Tarone, E (1983), Strategies in interlanguage communication, Longman, London 18 Vann, R., & Abraham, R (1990), Strategies of unsuccessful language learners, TESOL Quarterly, 24(2), pp 177-198 19 Wenden, A and Rubin, J (1987), Learners’ strategies in language learning PrenticeHall, Englewood Cliffs, New York 20 Weinstein, C., & Mayer, R (1986), The teaching of learning strategies, In M.C Wittrock (Ed.), Handbook of Research on Teaching, 3rd Edition, pp 315 - 327, Macmillan, New York I APPENDIX A ENGLISH LEARNING STRATEGIES FOR READING SKILLS We would like to ask for your help by answering the following questions concerning English learning strategies for reading skills This questionnaire is conducted to investigate English learning strategies for reading skills used by Information Technology sophomores, College of Technology This is not a test so there are no “right” or “wrong” answers and you not have to write your name or your class on it if you not like We are interested in your personal opinion Please give your answers sincerely as only this will guarantee the success of the investigation Thank you very much for your help I General opinions Have you ever heard of “learning strategies for reading skills” in learning English? Do you know any activities or ways you can use to better your reading skills? If yes, please list them and write down how you know those activities or ways? In your opinion, the necessity to use English learning strategies for reading skills is: (please choose the appropriate box; the necessity increases with the percentage) □ 0%-20% □ 21%-40% □ 41%-60% □ 61%-80% □ 81%-100% If you think these strategies are necessary, you would like to be introduced with them through: (please circle the appropriate option; you can circle more than one option) A lectures and practice provided by teachers B sources (on the Internet or books) suggested by teachers C sources (on the Internet or books) you find yourselves D sources (on the Internet or books) suggested by your friends E learning experience of your classmates F learning experience of those who are more proficient in English than you G other ways (please specify) In your opinion, the necessity of introducing those strategies to students by teachers is: (please choose the appropriate box; the necessity increases with the percentage) □ 0%-20% □ 21%-40% □ 41%-60% □ 61%-80% □ 81%-100% (Continue on the next page) II II Specific activities Please put a cross (x) next to the activities you have done while you reading tasks in English □ Classifying what you read into meaningful groups for easy memorization (e.g sorting new words according to topics, parts of speech …) □ Associating what you are reading with what you have already known □ Placing new words or expressions into meaningful sentences or situations you find easy to remember □ Creating in your mind an image associating with the language item you need to remember (e.g an image of a table to remember the word “table”) □ Creating a map (with arrows) to remember words or concepts in one topic □ Combining sounds and images to remember new words or new concepts □ Using words with similar sounds in Vietnamese to remember English words □ Reviewing frequently what have been learnt for revision □ Acting out what have been learnt for better memorizing (e.g virus-checking your files after learning steps to check virus) □ Associating what have been read to personal feelings for easy memorization □ Use flashcards or different sections of a notebook to learn a new language item □ Re-read a passage to thoroughly understand it (for a different purpose each time; e.g for getting main ideas, answering questions…) □ Using patterns or forms to understand more the reading passages (e.g topic sentences carry main ideas…) □ Practicing reading passages written by native speakers □ Skimming for main ideas □ Scanning for details □ Using sources like dictionaries, grammar books … to better understand the content of the reading □ Applying general rules to specific situations (e.g adjectives come before nouns…) □ Breaking new words, phrases, sentences… into smaller components to understand the whole □ Contrasting language elements (grammar, vocabulary…) to see the similarities and differences between English and Vietnamese □ Translate into Vietnamese for better understanding □ Using knowledge of other languages (Vietnamese, French…) to better understand English □ Taking notes what you think important during your reading process □ Summarizing what you have read □ Using colors, capital letters, bold writing, underlining…to highlight important parts in the reading □ Using linguistic clues to guess the content of the reading (e.g by looking at key words…) □ Using other clues (e.g pictures, graphs…in the reading) and personal background knowledge to guess the content of the reading (continue on the next page) III Put a cross (x) next to the activities you have done to assist your reading skills □ Overviewing the language items that may appear with high frequency in the reading □ Focusing your attention on the required parts of the reading □ Finding out about English learning (e.g how to learn English well ) □ Organizing time, place and physical environment suitable for learning reading □ Setting goals and objectives when learning reading □ Identifying the purpose of each reading task before you read □ Planning steps to a reading task □ Seeking reading practice opportunities (e.g read CNN news, BBC news, English novels ) □ Self-monitoring (e.g what difficulties you may have, how to overcome…) □ Self-evaluating (e.g to see whether any progress is made ) □ Relaxing, deeply breathing before or during your reading process □ Using music to relax before reading □ Using laughter (e.g read funny stories…) to relax before reading □ Make positive comments to yourself if you have made progress in reading □ Encouraging yourself before reading a difficult passage □ Taking risks wisely (e.g guessing word meaning to understand the passages instead of using dictionary) □ Rewarding yourself after completing a good reading task □ Listening to your body to adjust yourself (e.g stop practicing when you get tired) □ Using a checklist to discover feelings, attitudes and motivations concerning reading skills □ Writing a language learning diary concerning reading skills □ Discussing your feelings about learning reading with someone else □ Asking (someone who is more proficient in English than you) to understand what you are still unsure □ Read with someone else (close friends or classmates ) the same or different passage for later discussion □ Read with someone who is more proficient in English than you (to learn how to read effectively) □ Finding more about English-speaking cultures □ Becoming aware of the thoughts and feelings of people in English-speaking countries (to understand the literal and figurative meanings in reading passages) (continue in the next page) IV Among the activities you have not done, please state the reason: (please circle the appropriate option; you can circle more than one option) A Because I not know the existence of those activities B Because I not have time C Because I not want to D Because I not know how to carry out those activities (though I know their existence) E Other reasons (please specify) If you are interested in knowing the results of this study, please write down your email address We are going to send the results when the study is completed (If you want, you can write down your name Otherwise, an email address is enough.) THANK YOU SO MUCH FOR YOUR HELP V APPENDIX B CHIẾN LƯỢC HỌC CHO KỸ NĂNG ĐỌC Những câu hỏi có liên quan tới chiến lược học cho kỹ đọc nhằm phục vụ cho nghiên cứu tìm hiểu chiến lược học sinh viên năm thứ hai khoa Công nghệ thông tin - trường Đại học Công nghệ - ĐHQGHN sử dụng cho kỹ đọc tiếng Anh Đây kiểm tra nên khơng có câu trả lời sai hay Các bạn sinh viên không cần viết tên hay lớp khơng muốn Chúng tơi quan tâm đến ý kiến cá nhân bạn Xin vui lòng trả lời thành thật câu hỏi kết nghiên cứu phụ thuộc nhiều vào câu trả lời bạn Xin chân thành cảm ơn giúp đỡ bạn nhiều I Tìm hiểu chung Bạn nghe thấy cụm từ “chiến lược học cho kỹ đọc” hay “learning strategies for reading skills” chưa? Bạn có biết hoạt động hay cách thức giúp cải thiện kỹ đọc khơng? Nếu có xin liệt kê cho biết cách bạn biết đến chúng Theo bạn mức độ cần thiết việc áp dụng chiến lược học cho kỹ đọc là: (xin chọn ô tương ứng ý kiến bạn; mức độ cần thiết tăng dần theo %) □ 0%-20% □ 21%-40% □ 41%-60% □ 61%-80% □ 81%-100% Nếu coi chiến lược cần thiết, bạn muốn giới thiệu chiến lược thông qua: (xin khoanh tròn lựa chọn tương ứng ý kiến bạn; bạn chọn nhiều lựa chọn) A giảng phần luyện tập giáo viên hướng dẫn B nguồn (trên Internet hay sách) giáo viên giới thiệu C nguồn (trên Internet hay sách) bạn tự tìm kiếm D nguồn (trên Internet hay sách v.v ) bạn bè giới thiệu E kinh nghiệm bạn bè lớp F kinh nghiệm người học tốt G cách khác (xin nêu cụ thể) Theo bạn mức độ cần thiết việc giáo viên giới thiệu cho sinh viên chiến lược học cho kỹ đọc là: (xin chọn ô tương ứng ý kiến bạn; mức độ cần thiết tăng dần theo %) □ 0%-20% □ 21%-40% □ 41%-60% □ 61%-80% □ 81%-100% VI II Các hoạt động cụ thể Đánh dấu nhân (x) vào hoạt động bạn làm thực kỹ đọc (tiếng Anh) □ Phân loại bạn đọc thành nhóm có nghĩa để dễ nhớ (phân loại từ theo chủ đề, theo loại từ v.v.) □ Liên hệ đọc với điều biết □ Đặt từ cụm từ vào câu có nghĩa hay trường hợp mà tự thân thấy dễ nhớ □ Tự tạo hình ảnh liên tưởng gắn với phần ngơn ngữ cần nhớ (như hình ảnh bàn để nhớ từ “table”) □ Tạo sơ đồ (hay dùng mũi tên) để dễ nhớ từ hay khái niệm chủ điểm □ Kết hợp âm hình ảnh để nhớ từ hay khái niệm □ Dùng từ có cách đọc tương tự tiếng Việt để nhớ từ tiếng Anh □ Thường xun ơn tập học hay biết để củng cố □ Thực lại đọc cho dễ nhớ (ví thực bước diệt vi rút sau đọc cách diệt vi rút) □ Liên tưởng đọc với cảm giác thân để dễ nhớ □ Sử dụng tờ card rời hay phần khác để học phần ngôn ngữ cần nhớ □ Đọc đọc lai đoạn nhiều lần để hiểu kỹ (mỗi lần đọc mục đích khác trả lời câu hỏi, lấy ý v.v.) □ Dùng mẫu hay cơng thức có sẵn để hiểu rõ phần cần đọc (ví câu đoạn hay chứa ý v.v.) □ Luyện tập cách đọc tài liệu hay đọc người ngữ viết □ Đọc lướt qua nội dung để nắm bắt ý □ Đọc để tìm chi tiết cần thiết □ Sử dụng nguồn từ điển, danh mục từ, sách ngữ pháp v.v để hiểu rõ nội dung đọc □ Áp dụng qui tắc chung cho trường hợp cụ thể (ví dụ tính từ đứng trước danh từ v.v ) □ Tách từ, cụm từ, câu hay đoạn thành phần nhỏ để hiểu nghĩa toàn □ Đối chiếu thành phần ngôn ngữ (từ vựng, phát âm, ngữ pháp v.v ) để thấy giống khác gữa tiếng Anh tiếng Việt nhằm mục đích giúp dễ nhớ □ Dịch sang tiếng Việt để hiểu nội dung phần cần đọc □ Áp dụng kiến thức ngôn ngữ khác (tiếng Việt, Pháp v.v ) để hiểu rõ tiếng Anh □ Ghi lại phần coi cần lưu ý đọc □ Tóm tắt lại phần vừa đọc □ Dùng màu sắc, chữ hoa, chữ đậm, gạch chân, loại hình khối v.v để đánh dấu phần quan trọng đọc □ Dùng gợi ý thuộc ngơn ngữ để đốn phần nội dung cần đọc (ví dụ thơng qua số từ vựng để biết đọc nói nội dung gì) □ Dùng gợi ý khác (như tranh ảnh, biểu đồ, giải, v.v kèm) kiến thức cá nhân để đoán nội dung đọc (Xin xem tiếp trang sau) VII Đánh dấu nhân (x) vào hoạt động mà bạn thực để hỗ trợ cho việc phát triển kỹ đọc □ Xem trước phần ngôn ngữ mà bạn cho xuất nhiều đọc □ Tập trung ý vào phần đọc yêu cầu □ Tìm hiểu cách học tiếng Anh (như làm để đọc tiếng Anh tốt v.v ) □ Phân bố, tổ chức thời gian, địa điểm thích hợp cho việc học đọc □ Đề mục đích, mục tiêu cụ thể học đọc □ Xác định rõ mục đích yêu cầu đọc trước đọc □ Xác định bước cần thiết để thực yêu cầu đọc □ Tìm kiếm hội luyện tập kỹ đọc (ví dụ đọc tin CNN, BBC, đọc truyện tiếng Anh v.v ) □ Tự giám sát thân q trình đọc (ví dụ tìm xem nhũng khó khăn hay gặp lúc đọc gì, làm khắc phục v.v ) □ Tự đánh giá thân q trình đọc (xem có tiến khơng v.v ) □ Thư giãn, hít thở sâu trước hay đọc □ Dùng âm nhạc để thư giãn trước đọc □ Dùng tiếng cười (như đọc truyện cười chẳng hạn) để thư giãn trước đọc □ Đưa lời khen thân có tiến với kỹ đọc □ Động viên thân trước đọc cho khó □ Chấp nhận mạo hiểm cách khơn ngoan (như chấp nhận đoán từ để hiểu nghĩa đọc thay lúc sử dụng từ điển) □ Tự thưởng cho thân làm tốt phần đọc □ Lắng nghe thể bạn để tìm cách điều chỉnh thân (ví dụ biết lúc thể mệt mỏi nên dừng việc luyện tập lại) □ Sử dụng bảng liệt kê để hiểu rõ trạng thái thể cảm xúc thân tiến hành hoạt động đọc □ Viết nhật ký hoạt động đọc □ Nói chuyện với người khác cảm giác bạn học đọc □ Hỏi (ai học tốt mình) để hiểu rõ phần đọc băn khoăn □ Cùng đọc với bạn (bạn thân hay bạn học v.v ); đọc đoạn hay đọc đoạn khác thảo luận □ Cùng đọc với có trình độ đọc tốt (để học hỏi cách đọc) □ Tìm hiểu văn hố nước nói tiếng Anh □ Tìm hiểu suy nghĩ, tình cảm người thuộc nước nói tiếng Anh (để hiểu nghĩa đen nghĩa bóng trình bày đọc) (Xin xem tiếp trang sau) VIII Trong số hoạt động mà bạn không thực hiện, xin bạn cho biết lý vì: (xin khoanh trịn lựa chọn tương ứng ý kiến bạn; bạn chọn nhiều lựa chọn) A Do khơng biết có hoạt động B Do khơng có thời gian C Do không muốn thực D Do thực (dù biết có hoạt động đó) E Lý khác (xin nêu rõ cụ thể) Nếu bạn quan tâm muốn biết kết nghiên cứu này, xin vui lịng cho địa email, chúng tơi gửi cho bạn kết nghiên cứu (Nếu muốn, bạn viết tên, khơng, cần ghi email đủ) XIN CHÂN THÀNH CẢM ƠN SỰ GIÚP ĐỠ CỦA BẠN