Developing motivation in learning English reading skill of the students at Thieu Hoa high school, Thanh Hoa province

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES LỤC THỊ MỸ BÌNH DEVELOPING MOTIVATION IN LEARNING ENGLISH READING SKILL OF STUDENTS AT THIEU HOA HIGH SCHOOL, THANH HOA PROVINCE (PHÁT TRIỂN ĐỘNG LỰC HỌC KỸ NĂNG ĐỌC HIỂU TIẾNG ANH CỦA HỌC SINH TRƯỜNG THPT THIỆU HÓA, TỈNH THANH HÓA) M.A MINOR THESIS Field: English Teaching Methodology Code: 601410 Cohort: K18 Supervisor: Đỗ Bá Quý, MEd HANOI, 2011 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES LỤC THỊ MỸ BÌNH DEVELOPING MOTIVATION IN LEARNING ENGLISH READING SKILL OF STUDENTS AT THIEU HOA HIGH SCHOOL, THANH HOA PROVINCE (PHÁT TRIỂN ĐỘNG LỰC HỌC KỸ NĂNG ĐỌC HIỂU TIẾNG ANH CỦA HỌC SINH TRƯỜNG THPT THIỆU HÓA, TỈNH THANH HÓA) M.A MINOR THESIS Field: English Teaching Methodology Code: 601410 Cohort: K18 HANOI, 2011 ii ABSTRACT This study is an attempt to investigate factors affecting motivation in learning English reading skill of the students at Thieu Hoa high school The main purposes of the study are to find out: types of motivation possessed by the students at Thieu Hoa high school, factors affecting students’ motivation in learning English reading skill, activities and techniques applied by teachers and students’ preference and then give some suggested solutions for teachers to stimulate students to read and overcome the difficulties they face with in teaching reading The study consists of three parts Part A, the introduction, states the rationale, aims, scopes, design and methods of the research Part B, the development, is divided into three chapters Chapter reviews theoretical background relating to motivation and reading Chapter presents the methods used in the study including the setting of the study, individuals participating in the study, instruments, data collection and data analysis Chapter shows the detailed results together with a comprehensive analysis on the data collected from the survey questionnaires and the interview Part C, the conclusion, presents the conclusions, the study’s limitations and suggestions for further study The results of the study show that in learning English reading skill, most of the students at Thieu Hoa high school appeared to possess a combination of both instrumental and integrative motivation; however, the instrumental orientation is stronger than the integrative one Besides, the sudy reveals that the reading materials and the teachers are the most important factors affecting the students’ motivation Therefore, the researcher suggests two strategies to develop the students’motivation namely developing the reading materials and improving the teachers’ role iii Acknowledgements First of all, I wish to acknowledge my deep gratitude to my supervisor, Mr Do Ba Quy, MEd for his valuable guidance, helpful suggestions and critical feedback throughout the research, without which my research could not been completed I wish to send my sincere thanks to all the lecturers in the Faculty of Post-graduate Studies, University of Languages and International Studies, VNU for their useful lessons from which I have benefited a lot for the accomplishment of this study I would like to express my heartfelt thanks to my students in three classes 11G, 11M, 11N and my colleagues at Thieu Hoa high school for their participation and assistance without which this study could not have been successful My sincere thanks to my cousin, Ngo Khac Vi and my close friends who offered me their help, care, support and encouragement during the time I study at Hanoi Finally, my love and thanks to my beloved family, especially my husband and my son for not only their encouragement and support but also their whole-hearted help during my research Thanh Hoa, August, 2011 Luc Thi My Binh iv LIST OF TABLES AND CHARTS I LIST OF TABLES: Table 1: Participants by age and gender……………………………………………………………17 Table 2: The students’ experience of learning English………… ……………….………………18 Table 3: The students’ reasons for learning reading skill……………………….……………… 18 Table 4: Activities used by the teachers…………………………………………………………… 25 Table 5: Technique used by the teachers…………………………………… … ……………….25 Table 6: The students’ preference for the techniques used by the teachers…………………….28 Table 7: The teachers’ opinions on the textbook……………………………………………… …30 Table 8: The students’ opinions on reading materials…………………………………………….31 II LIST OF CHARTS Chart 1: Types of students’ motivation in learning reading skill…………………….……….…20 Chart 2: The students’ interest in learning reading skill……………………………………… 21 Chart 3: Factors affecting students’ motivation in learning reading skill…………………….22 Chart 4: The students’ preference for activities used by the teachers……………………… 27 v TABLE OF CONTENTS PART A: INTRODUCTION .1 Rationale for the study Aims of the study Research questions Scopes of the study Methods of the study Design ofthe study Design of the study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Overview of motivation 1.1.1 Definitions of motivation 1.1.2 Types of motivation 1.1.2.1 Integrative vs instrumental motivation 1.1.2.2 Intrinsic vs extrinsic motivation 1.1.2.3 Global, situational and task motivation 1.1.2.4 Resultative motivation 1.1.3 Roles of motivation in second language learning 1.2 Overview of reading 1.2.1 Definitions of reading 12.3 Roles of reading in foreign language learning 1.3 Motivation in learning reading 1.3.1 The importance of motivation in learning reading 1.3.2 Common factors affecting students’ motivation in learning reading skill 10 1.3.2.1 The students 10 1.3.2.2 The teachers 11 1.3.2.3 The reading materials 12 CHAPTER 2: METHODOLOGY 13 2.1 The setting of the study 13 vi 2.2 Individuals participating in the study 14 2.3 Instruments 14 2.4 Data collection 15 2.5 Data analysis 16 CHAPTER 3: DATA ANALYSIS, MAJOR FINDINGS AND SUGGESTIONS 17 3.1 Demographic information 17 3.2 Data analysis and major findings 18 3.2.1 The identification of students’ motivation 18 3.2.1.1 Types of students’ motivation 18 3.2.1.2 The students’ interest in learning reading skill 21 3.2.1.3 Factors affecting students’ motivation in learning reading skill 22 3.2.2 Activities, teaching aids and techniques used by the teachers and the students’ preference 24 3.2.2.1 Activities, teaching aids and techniques used by the teachers 24 3.2.2.2 The students’ preference for activities and techniques used by the teachers 27 3.2.3 The teachers and students’ opinions on the textbook 30 3.2.3.1 The teachers’ opinions on the textbook 30 3.2.3.2 The students’ opinion on the textbook 31 3.3 Suggestions for motivating students in learning reading skill 33 3.3.1 Developing the reading materials 33 3.3.2 Improving the teachers’ roles 34 PART C: CONCLUSION 36 Conclusions 36 Limitations and suggestions for further studies 37 REFERENCES 39 APENDICES I APENDIX A: SURVEY QUESTIONNAIRE FOR THE TEACHERS I APENDIX B: SURVEY QUESTIONNAIRE FOR THE STUDENTS V PART A: INTRODUCTION This part presents the rationale for choosing the topic, the aims of the study, the research questions, the scope, the methods, the significance and the design of the study in order to help readers have a general view on the research Rationale for the study In our modern society, English has become an international language for communication and it is also an important demand for schooling and job opportunities The number of people who are learning English is increasing so quickly and English has been learnt through many sources in many different ways It can be clearly seen that in Vietnam, we are mainly teaching and learning English in non-language environment so reading is the main source to get knowledge of language and life as well as to develop other skills However, many learners of English are not interested in learning reading They often think that reading is the least important skill as it does not help learners directly in communicating On the other hand, learners also complain that reading always makes them feel bored and stressful So, it can be concluded that our students lack of motivation to read In fact, motivation is one of the most important factors affecting the result of learning English Students with high motivation can learn a foreign language better than those who not Therefore, one of the first duties of English teachers is motivating their students to read Because of the above reason, I my research on “Developing motivation in learning English reading skill of students at Thieu Hoa high school, Thanh Hoa province”, hoping to find out some solutions to better the current situation of teaching and learning English reading skill and hoping to help English teachers and students in general and those at Thieu Hoa high school in particular in their teaching and studying Aims of the study The study is aimed at: - Identifying types of motivation possessed by students at Thieu Hoa high school in learning reading skill - Studying factors affecting motivation in learning English reading skill of students at Thieu Hoa high school - Finding out strategies to develop motivation of students in order to improve their results of learning reading skill Research questions The study was carried out in order to find out the answers to the following research questions: What are the types of motivation possessed by students at Thieu Hoa high school in learning reading skill? What are the factors affecting students’ motivation in learning English reading skill? What are appropriate strategies to develop students’ motivation in learning reading skill? Scope of the study The topic “Developing motivation for learning English reading skill of students at Thieu Hoa high school, Thanh Hoa province” has many interesting aspects that I want to mention However I not hope to cover all these aspects with my limited time and knowledge So in my assignment, I will focus on the types of motivation possessed by students, the factors affecting motivation in learning English reading skill and the strategies to develop motivation for learning English reading skill of students at Thieu Hoa high school Significance of the study The study highlights the important roles of motivation to English second language learning in general and to reading skill in particular The findings of the study are believed to be useful for English teachers to be aware of the essential roles of factors affecting studentds’motivation in a reading lesson Besides, the suggested strategies for developing students’ motivation in learning reading skill, which are based on the theoretical background and the current situation of teaching and learning English reading skill at Thieu Hoa high school, hopefully can help English teachers and students in general and those at Thieu Hoa high school in particular in their teaching and studying Methods of the study The theoretical background of the study mainly bases on references and analysis to relevant theories about motivation and reading of many authors The study is carried out on the basis of survey questionnaires and interview Firstly, for the theoretical basis, a lot of reference materials on motivation and reading have been gathered, analyzed and synthesized thoroughly with the clue consideration for the teachers’ and students’ teaching and learning situations Secondly, for the practical basis, interviews and questionnaires are carried out with teachers and students of English to gather the most reliable data for the thesis Design of the study The study is organized in three parts: Part A: Introduction presents the rationale, the aims of the study, the research questions, the scope of the study, the significance of the study, the methods of the study and the design of the study Part B: Development includes three chapters Chapter 1: Literature review provides theoretical backgrounds for the study Its focus is on introducing important relevant concepts, discussions of issues and ideas on theories for motivation, nature of reading and motivation in learning reading as well as factors affecting motivation in learning reading Chapter 2: The methodology presents the methods used in the study including the setting of the study, participants of the study, data collection instruments, data collection and data analysis procedure Chapter 3: Data analysis, major findings and suggestions shows the detailed results together with a comprehensive analysis on the data collected from the survey questionnaires and the interview Part C: Conclusion presents the conclusions, the study’s limitations and the suggestions for further study 36 PART C: CONCLUSION In this part, conclusions on the research questions set forth in part I of the research will be provided Then, limitations and suggestions for further study will be presented Conclusions With the aim of recommending the strategies to develop the motivation in learning reading skill of the students at Thieu Hoa high school, the researcher has reviewed relevant literature on motivation and reading theories of many different authors in the first chapter The literature review provides theoretical backgrounds for the study Its focus is on introducing important relevant concepts, discussions of issues and ideas on theories for motivation, nature of reading and motivation in learning reading as well as factors affecting motivation in learning reading In chapter 2, the researcher has presented the methods used in the study including the setting of the study, participants of the study, data collection instruments, data collection and data analysis procedures In chapter 3, the detailed results together with a comprehensive analysis on the data collected from the survey questionnaires and the interview have shown In the chapter, the main types of motivation, denominative factors and motivational strategies have been discussed in details The major findings of the study together with the suggestions will be summarized as follow: Firstly, the major reasons for most of the students learning English reading skill are that reading helped them to meet the requirement of future jobs and their interest in English people and culture Neither the necessity for achievement in examinations nor the high results lead to high motivation The findings of the study show that in learning reading skill, most of the students appeared to possess a combination of both instrumental and integrative motivation; however, the instrumental orientation is stronger than the integrative one This can be a valid foundation to assist students in studying But, it will be more challenging for the teachers to find the appropriate forms of stimulation to motivate 37 them Moreover, the teachers should pay more attention on developing the students’ integrative motivation because it is found to sustain their long term success Secondly, there are a number of factors affecting the students’ motivation in learning reading skill namely the reading materials, the teachers, the activities and tasks, the students’ background knowledge of English language, the success in learning… Among them, the reading materials and the teachers are the ones that have the most important role to stimulate the students However, both of these two factors need to be improved so as to meet the requirements of the students and also of the reading comprehension subject Thirdly, based on the factors affecting the students’ motivation, the researcher suggests two strategies to develop the students’ motivation in learning reading skill The first one is developing the reading materials In fact, there are still some problems in the textbook such as the variety of the topics and tasks, the level of challenging… Therefore, it will be very important and necessary to have some improvement in the textbook by adapting some reading texts, redesigning some tasks and exercises, combining textbook with relevant reading materials…so that the textbook can be the most suitable and useful reading material for learners Another strategy is improving the teachers’ role Even though the teachers have made a great effort to motivate their students in learning reading skill by using various types of activities and techniques of teaching, there are still a quite big gap between what they have done and how the students prefer So, it will be necessary and beneficial for the students if the teachers have several adjustments in their teaching techniques, in using teaching aids and in organizing reading activities Moreover, the teachers should be more enthusiastic, tolerant, helpful, creative and active because the teachers’ characteristics are decisive factors to help increase motivation Limitations and suggestions for further studies A considerable effort has been made to investigate motivation in reading English of the students at Thieu Hoa high school However, due to limited time and ability, there are number of related areas that the researcher cannot cover in the study First, the researcher merely concentrates on studying students’ motivation in reading skill; not focus on some related skills such as speaking, listening and writing Second, the study needs more depth and analysis on the relationship between motivation and results of learning reading 38 skill Third, time for applying the new teaching methods as a treatment of the study is limited so it makes the reliability of the study is reduced With above limitations, the topics for further study could possibly be: Developing Vietnamese learners’ motivation in learning English language A study on the relationship between motivation and learning English results An action research on devloping the students’ motivation in learning English reading skill Due to limited time and ability, the study has the aforementioned limitations The researcher hopes that this aspect will be accessed with an understanding and generous view and that the study will make a contribution to the better situation of teaching and learning English at Thieu Hoa high school 39 REFERENCES Aebersold, A J & Field, L M (1997) From Reader to Reading Teacher Cambridge University Press Bligh, D A (1971) What’s the Use of Lecturing? Devon, England: Teaching Services Centre, University of Exeter Brown, H D (1990) Principles of Teaching and Learning Prentice Hall Regents, New Jersey Brown, H D (1994) Teaching by principles: An Interactive Approach to Language Pedagogy New Jersy: Prentics Hall Regents Brown, H D (2000) Principles of language learning and teaching Englewood Cliffs NJ: Prentice-Hall Canh, Le Van (2004) "Understanding Foreign Language Teaching Methodology" Ha Noi National University Press Chambers, G N (1999) Taking the “de” out of de-motivation Language Learning Journal, 7, 13-16 David, B, G (1999) Motivating Students University of California, Berkeley Available on line http : // teaching.berkeley.edu/bgd/motivate.html Dornyei, Z (2001) Motivational Strategies in the Language Classroom Cambridge : Cambridge University Press 10 Doff, A (1998) Teaching English Cambridge University Press 11 Dung, Do Thi My (2005) How to motivate the third - year English majors to learn reading skill at Haiphong University Unpublished MA Dissertation CFL - VNU 12 Ellis, R (1994) The Study of Second Language Acquisition Oxford University Press 13 Ellis, R (1997) Second Language Acquisition Oxford University Press 14 Gardner, R.C & W.E Lambert (1972) Attitudes and Motivation in Second Language Learning Rowley, Mass : Newbury House 15 Gardner, R.C (1985) Social psychology and language learning: The role of attitude and motivation London: Edward Arnold 40 16 Geoff, D (2000) Teaching Reading in Secondary School London: David Fulton Publishers 17 Goodman, K S, (1971) Reading a psycholinguistics guessing game International Reading Association 18 Harmer, J (1991) The practice of English Language Teaching Longman 19 Huong, Ngo Thi Thu (2005) Using supplementary reading materials for first year English major students at HPU in order to motivate students to read VNU - CFL Unpublished MA Dissertation CFL – VNU 20 Kleinginna, P J & Kleinginna, A (1981) Motivation and Emotion 21 Krashen, S D & Terrell, T.D (1983) The Natural Approach: Language Acquisition in the Classroom Oxford and San Francisco: Pergammon, Almany Revell, R 22 Lewis, M & Hill, J (1985) Practical Techniques for Language Teaching Cambridge University Press 23 Luoc, Nhu Van (2005) A study on the techniques for improving reading skills to non - maijor students of English at Haiphong Foreign Language Center, Haiphong University Unpublished MA Dissertation CFL – VNU 24 Moore, K D (1992) Classroom Teaching Reading Skills Mcgraw-Hill, Inc 25 Naiman et al (1991) The good Language Learners Toronto : Ontario Institute for Studies in Education 26 Nhung, N.T.M (2003) Motivation and Factors Affecting Motivation in Learning English Writing of the Freshment at the Department of English and AngloAmerican culture, VNU-CFL Unpublished MA Dissertation CFL-VNU 27 Nunan, D (1992) Research Methods in Language Learning Cambridge University Press 28 Nunan, D (1999) Second Language Teaching and Learning Heinle & Heinle Publishers 29 Nuttall, C (1982) Teaching Reading Skills in a Foreign Language Oxford: Heinemann 30 Paul, R Pintrich & Dale H Schunk (2002) Motivation Education 31 Rebeccal & Jill Sheorin (1996) Language Learning Motivation in a New key Inr Oxford 41 32 Smith, F (1985) Reading Cambridge University Press 33 Williams, R (1986) Reading in the language classroom VNU Macmillan publisher 34 Williams, M & Burden, R (1997) Psychology of language teachers Cambridge: Cambridge University Press 35 Wright, T (1987) Roles of Teachers and Learners Oxford University Press I APENDICES APENDIX 1: SURVEY QUESTIONNAIRE FOR TEACHERS This survey questionnaire is designed for my research into developing motivation for learning English reading skill of students at Thieu Hoa high school, Thanh Hoa province Your assistance in completing the survey is highly appreciated All the information provided by you for the study purpose So please answer the questions as honestly as possible Thank you very much for your cooperation! Luc Thi My Binh, teacher of English at Thieu Hoa high school, Thanh Hoa province Email: lucbinh83@gmail.com Instructions: * The questionnaire is in three parts, please put a tick (v) in the appropriate boxes or give short answers in the provided spaces * The “reading” used in this questionnaire means “reading in English in EFL classroom” I Personal information * Your gender: Male Female   * Your age:………………………… * How long have you been teaching English? ………………… year (s) * How long have you been teaching reading in English …………… year (s) II Your opinions on teaching reading and how to motivate students What you think of the importance of reading to your students (you can tick as many as appropriate)?  a Reading helps students to get knowledge II  b Reading helps students to improve other language skills, vocabulary as well as language linguistic knowledge  c Others (please specifiy) ……………………………………………………………………………………………… ….…………………………………………………………………………………………… ….….………………………………………………………………………………………… What are your problems in teaching reading (you can tick as many as appropriate)?  a The lack of appropriate and interesting reading materials  b The lack of students’ motivation  c The difficulty in designing appropriate and interesting activities  d Others (please specifiy) ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… In which stage of reading lesson you find that it is necessary to motivate learners?  a Pre – reading  b While – reading  c Post – reading  d All the above mentioned stages How often you use the following activities in your reading lessons? Always Often a Individual work   b Pair-work  c Group-work  Sometimes Rarely Never            Which of the following teaching aids have you ever used to motivate your students?  a Pictures in the textbook  b Games  c Internet  d Newspapers/ Magazines  e Other sources / aids (please specify) III ……………………………………………………………………………………………… ….…………………………………………………………………………………………… ….….………………………………………………………………………………………… How often you use the following techniques to motivate students to read? a Giving a short discussion before reading  Always  Often  Sometimes  Rarely  Never  Rarely  Never  Rarely  Never  Rarely  Never  Rarely  Never  Rarely  Never  Rarely  Never b Giving some predict questions before reading  Always  Often  Sometimes c Pre-teach vocabulary and structures  Always  Often  Sometimes d Combining textbook and relevant materials  Always  Often  Sometimes e Setting clear tasks before reading  Always  Often  Sometimes f Asking students to translate the reading text  Always  Often  Sometimes g Asking students to tasks in a limited time  Always  Often  Sometimes h Asking students to translate the reading texts  Always  Often  Sometimes  Rarely  Never  Often  Sometimes  Rarely  Never i Using games  Always j Asking students to talk about the topic after reading  Always  Often  Sometimes  Rarely  Never k Others (Please specify) ……………………………………………………………………………………………… ….…………………………………………………………………………………………… ….…………………………………………………………………………………………… III Your opinions on the textbook What you think about the textbook? IV Very bad bad ok good very good a Illustration      b Order of lessons      c Kind of exercises      d Topics      What you think we should to improve the textbook? (You can tick as many as appropriate)  a Provide with more updated and interesting topics  b Adapt more readings at the appropriate level of challenging  c Add more various kinds of activities and exercises  d Illustrate it with more beautiful pictures  e Reduce or simplify some tasks  f Other ideas (please specify) ……………………………………………………………………………………………… ….…………………………………………………………………………………………… Thank you very much! V APENDIX 2: SURVEY QUESTIONNAIRE FOR THE STUDENTS Mục đích câu hỏi để tìm biện pháp nhằm phát triển động lực học kỹ đọc hiểu học sinh trường THPT Thiệu Hóa, huyện Thiệu Hóa, tỉnh Thanh Hóa Câu trả lời em nghiên cứu nguồn đóng góp có giá trị để hồn thiện cách dạy học kỹ đọc hiểu Vì vậy, mong em vui lòng trả lời câu hỏi cách trung thực xác Chân thành cảm ơn đánh giá cao giúp đỡ em Lục Thị Mỹ Bình Giáo viên Tiếng Anh, trường THPT Thiệu Hóa Email: lucbinh83@gmail.com Hướng dẫn: * Phiếu điều tra chia làm hai phần Vui lòng đánh dấu (v) vào câu trả lời phù hợp với em ghi câu trả lời ngắn gọn vào chỗ trống I Thông tin cá nhân * Giới tính: Nam Nữ   * Tuổi: ………………………… * Em học tiếng Anh năm? ………………… năm II Ý kiến em kỹ đọc hiểu: Tại em học kỹ đọc hiểu? (Em đánh dấu nhiều câu trả lời)  a Em học đọc hiểu tốt kỹ khác  b Em thích đọc học tiếng Anh (để hiểu văn hóa người Anh)  c Em muốn đạt trình độ định tiếng Anh sau tốt nghiệp  d Em nghĩ học đọc giúp em nhiều công việc sau  e Em muốn học để qua kiểm tra thi VI  f Kỹ đọc hiểu nói riêng, tiếng Anh nói chung mơn học bắt buộc trường  g Các lý khác (vui lòng ghi cụ thể) ……………………………………………………………………………………………… ……………………………………………………………………………………………… Em nghĩ tiết đọc hiểu?  a Rất nhàm chán  b Nhàm chán  c Bình thường  d Thú vị  e Rất thú vị Yế tố sau ảnh hưởng đến động lực học đọc hiểu em? (Em đánh dấu nhiều câu trả lời)  a Tài liệu đọc (chủ đề, độ khó, nội dung…)  b Giáo viên (tính cách, phương pháp )  c Các hoạt động nhiệm vụ  d Kiến thức thân (vốn từ vựng ngữ pháp, hiểu biết chung )  e Thành công việc đọc  f Các yếu tố khác (vui lòng ghi cụ thể) ……………………………………………………………………………………………… ……………………………………………………………………………………………… Hoạt động em thích tiết học kỹ đọc hiểu?  a Làm việc độc lập  b Làm việc theo cặp  c Làm việc theo nhóm Em thích hoạt động số hoạt động mà giáo viên em thường làm để thúc đẩy em học tiết đọc hiểu? (Em đánh dấu nhiều câu trả lời)  a Cho em thảo luận ngắn trước đọc  b Cho em số câu hỏi dự đoán trước đọc  c Cung cấp số từ vựng cấu trúc ngữ pháp  d Tạo không khí cạnh tranh  e Trình bày số nhiệm vụ cụ thể trước yêu cầu em đọc VII  f Kết hợp đọc với số tài liệu liên quan  g Yêu cầu em dịch khóa  h Yêu cầu em làm thời gian giới hạn  i Cho em chơi trị chơi j u cầu en tóm tắt lại nói chủ đề vừa đọc  k Các hoạt động khác (vui lòng ghi cụ thể) ……………………………………………………………………………………………… ……………………………………………………………………………………………… Em nhận thấy đọc lớp nào? (Em đánh dấu nhiều câu trả lời)  Về ngôn ngữ  a Quá dễ  b Quá khó  c Phù hợp  Về chủ đề  a Đa dạng  b Thú vị  c Tẻ nhạt  d Quá xa lạ  Về độ dài  a Phù hợp  b Dài  c Quá dài Em nghĩ dạng tập sách giáo khoa?  a Đa dạng  b Thú vị  c Nhàm chán Vui lòng đánh số dạng tập sau theo thứ tự từ đến tùy theo mức độ yêu thích em (số cho dạng em thích số cho dạng em khơng thích nhất)  a Dạng trả lời câu hỏi đọc hiểu (comprehension questions)  b Dạng câu hỏi trắc nghiệm có nhiều phương án trả lời (Multiple choice questions) VIII  c Dạng xác định đúng/ sai/ khơng có thơng tin (True / false / no information)  d Dạng nối đáp án (Matching)  e Dạng điền vào chỗ trống (Gaps filling) ……………………………………………………………………………………………… ….…………………………………………………………………………………………… ….….………………………………………………………………………………………… Chân thành cảm ơn em! Thank you for evaluating AnyBizSoft PDF Merger! To remove this page, please register your program! Go to Purchase Now>> AnyBizSoft PDF Merger  Merge multiple PDF files into one  Select page range of PDF to merge  Select specific page(s) to merge  Extract page(s) from different PDF files and merge into one