An evaluation of teaching ESP reading strategies for electrical engineering third year students at hanoi university of industry

VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES -*** - NGUYỄN THỊ THANH BẰNG AN EVALUATION OF TEACHING ESP READING STRATEGIES FOR ELECTRICAL ENGINEERING THIRDYEAR STUDENTS AT HANOI UNIVERSITY OF INDUSTRY (ĐÁNH GIÁ CÁC KỸ THUẬT GIẢNG DẠY KỸ NĂNG ĐỌC HIỂU TIẾNG ANH CHUYÊN NGÀNH CHO SINH VIÊN NĂM THỨ KHOA ĐIỆN Ở TRƯỜNG ĐẠI HỌC CÔNG NGHIỆP HÀ NỘI) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 6014.0111 HA NOI – 2015 VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES -*** - NGUYỄN THỊ THANH BẰNG AN EVALUATION OF TEACHING ESP READING STRATEGIES FOR ELECTRICAL ENGINEERING THIRDYEAR STUDENTS AT HANOI UNIVERSITY OF INDUSTRY (ĐÁNH GIÁ CÁC KỸ THUẬT GIẢNG DẠY KỸ NĂNG ĐỌC HIỂU TIẾNG ANH CHUYÊN NGÀNH CHO SINH VIÊN NĂM THỨ KHOA ĐIỆN Ở TRƯỜNG ĐẠI HỌC CÔNG NGHIỆP HÀ NỘI) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 6014.0111 Supervisor: Assoc.Prof.Dr Nguyen Phuong Nga HA NOI - 2015 DECLARATION I hereby certify that the thesis entitled “An evaluation of teaching ESP reading strategies for Electrical Engineering third-year students at Hanoi University of Industry” is the result of my own study in the fulfillment of the requirement for the Degree of Master of Arts at Faculty of Post-Graduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi and that it has not been previously submitted to this University or to any other institutions in application for admission to a degree, diploma or other qualifications Signature Nguyễn Thị Thanh Bằng Date: August, 2015 i ACKNOWLEDGEMENTS I owe a great many thanks to so many people who have supported me all the way throughout my study to this final achievement First and foremost, I would like to express my deepest gratitude to my academic supervisor Ms Nguyen Phuong Nga, Associate Professor, Doctor of Philosophy for her wholehearted guidance, valuable suggestions and academic advice during the course of writing this thesis, without which this work would hardly have been accomplished I also wish to acknowledge all the staff of the Department of Post-Graduate Studies for giving me assistance and the lecturers who conducted the Master course for me with valuable knowledge I would like to extend my deep appreciation to my colleagues and Electrical Engineering third-year students at Hanoi University of Industry who have encouraged me and helped me with the research data Last but not least, I am deeply indebted to my beloved parents, my husband, two my children, my siblings, and my post-graduate friends for their love, sacrifice, encouragement and support ii ABSTRACT Hanoi University of Industry (hereafter HaUI) is known as a multidisciplinary school which has contributed significantly to the training of the technical labor force for the development of the Vietnamese industry Hence, along with general English-training courses, English for Specific Purposes (hereafter ESP) courses that has attracted much attention from students at this university For ESP-training context at HaUI, though ESP reading strategies have long been implemented and applied in its programs, nevertheless, up to now, there is no in-depth study to assess the effectiveness of the ESP reading strategies yet Therefore, this study is carried out to evaluate the teaching ESP reading strategie that is being applied for Electrical Engineering third-year students at Hanoi University of Industry to offer recommendations for the purpose of improving the teaching ESP reading strategies in a more efficient way The participants selected for the study included 95 Electrical Engineering third-year students and ESP lecturers at HaUI The results from the survey questionnaires for students and lecturers investigate ESP reading strategies currently employed by the English teachers and find out appropriate teaching strategies to contribute more highly teaching quality of lecturers in ESP reading lessons at HaUI Recommendations and suggestions for further researches are given in order to enhance more effectiveness in teaching ESP reading strategies iii TABLE OF CONTENTS Contents Pages DECLARATION i ACKNOWLEDGEMENTS .ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF TABLES AND FIGURES vi PART A: INTRODUCTION 1 Rationale of the study Aims and objectives of the study Scope of the study Significance of the study Research methodology Design of the study PART B: DEVELOPMENT Chapter 1: LITERATURE REVIEW 1.1 Theoretical Background 1.1.1 Definition of reading 1.1.2 Reading Comprehension Process 1.1.3 Reading Strategies in English for Specific Purposes 1.1.4 Factors in Teaching ESP Reading Skill 1.1.5 Strategies for Teaching ESP Reading in Each Stage 10 1.1.6 Evaluation of Teaching Reading Strategies 12 1.2 Previous Studies in the Same Field 14 Chapter 2: METHODOLOGY 17 2.1 Context of the study 17 2.2 Methodology 18 2.2.1 Research questions 18 2.2.2 Participants 18 2.2.3 Research instruments 19 2.2.4 Data collection procedures 20 2.2.5 Data analysis procedures 20 iv Chapter 3: RESULTS AND DISCUSSIONS 22 3.1 Lecturers‟ teaching ESP reading strategies 22 3.1.1 Lecturers‟ activities in pre-reading stage 22 3.1.2 Lecturers‟ activities in while-reading stage 25 3.1.3 Lecturers‟ activities in post-reading stage 28 3.2 Students‟ perception of the benefits 31 3.2.1 Benefits from pre-reading stage activities 31 3.2.2 Benefits from while-reading stage activities 32 3.2.3 Benefits from post-reading stage activities 33 3.3 Suggestions for enhancement of students‟ benefits 34 3.3.1 Lecturers‟ difficulties in teaching ESP reading texts 34 3.3.2 Students‟ expectations and lecturers‟ suggestions 35 3.4 Comparison between survey results and evaluation criteria 37 PART C: CONCLUSION 39 Conclusion 39 Recommendations 39 Limitations of the study 41 Suggestions for further study 41 REFERENCES 43 BIBLIOGRAPHY 45 APPENDICES I v LIST OF TABLES AND FIGURES Tables Table 3.1: Students‟ evaluation of lecturers‟ activities in pre-reading stage 22 Table 3.2: Lecturers‟ self-evaluation of their activities in pre-reading stage 24 Table 3.3: Students‟ evaluation of lecturers‟ activities in while-reading stage 26 Table 3.4: Lecturers‟ self-evaluation of their activities in while-reading stage 27 Table 3.5: Students‟ evaluation of lecturers‟ activities in post-reading stage 29 Table 3.6: Lecturers‟ self-evaluation of their activities in post-reading stage 30 Table 3.7: Students‟ evaluation of benefits from pre-reading stage activities 32 Table 3.8: Students‟ evaluation of benefits from while-reading stage activities 33 Table 3.9: Students‟ evaluation of benefits from post-reading stage activities 34 Table 3.10: Lecturers‟ difficulties in teaching ESP reading texts 35 Figures Figure 3.1: Students‟ evaluation of lecturers‟ activity organization in pre- reading stage 24 Figure 3.2: Lecturers‟ self-evaluation of their activity organization in prereading stage 25 Figure 3.3: Students‟ evaluation of lecturers‟ activity organization in whilereading stage 28 Figure 3.4: Lecturers‟ self-evaluation of their activity organization in while reading stage 28 Figure 3.5: Students‟ evaluation of lecturers‟ activity organization in postreading stage 30 Figure 3.6: Lecturers‟ self-evaluation of their activity organization in post reading stage 31 Figure 3.7: Students‟ expectations 35 Figure 3.8: Lecturers‟ suggestions 36 vi PART A: INTRODUCTION This part introduces briefly about the study including rationale, aims, scope, significance of the study, research methodology as well as design of the thesis Rationale of the study It is not an exaggeration to say that English is one of the most popular languages in this era of globalization and international exchange English has become an extremely useful tool for most countries to access the world of modern technology and update latest achievements in many fields of life In Vietnam, since 1971, English teaching and learning have attracted a great deal of attention Hence, the demand of learning English has increased rapidly In recent years, English has proved its important role as the most popular foreign language that is being taught in all educational levels cover countries in the worldwide It is a compulsory subject, which is not only for tertiary institutions, but also for that from primary to high schools in Vietnam Hanoi University of Industry (hereafter HaUI) has always been proud of being a multidisciplinary training school with great contributions to the technological developments as well as industrialization and modernization process Therefore, along with General English-training course, English for Specific Purposes (hereafter ESP) course such as English for Business, English for Electrical Engineering, etc., that has been received very much attention from students in this university How to teach and learn ESP effectively, however, is not simple For many students, “reading is by far the most important of the four skills in a second language, particularly in English as a second or foreign language” (Carrel, 1981:1), however, reading comprehension is still considered as one of the least interesting ones for both lecturers and students Though many lecturers of English for Electrical Engineering also try in their best ways in order to make ESP reading lessons more attractive to their students, it seems to be all their efforts that not capture the desired results The question of how to deal with English for Electrical Engineering reading more effectively at my university has always been haunted in my mind Although ESP reading strategies have long been implemented and applied in its programs for ESP-training context at HaUI, up to now, there is no in-depth study to assess the effectiveness of the ESP reading strategies yet Therefore, the researcher have a desire to perform “An evaluation of teaching ESP reading strategies for Electrical Engineering third-year students at Hanoi University of Industry” which aims to offer recommendations to improve the teaching ESP reading strategies in a more efficient way Aims and objectives of the study The study aims to evaluate the teaching ESP reading strategies that is applied for Electrical Engineering third-year students so as to offer recommendations with purpose to enhance the lecturers‟ quality of teaching ESP reading at HaUI The specific objectives of this study are to identify the strategies employed by lecturers in teaching ESP reading for Electrical Engineering third-year students and benefits that the students gain from these strategies Scope of the study Although the ESP course is designed for all the third-year students at HaUI with eight different majors, it would be impossible for the researcher to get them involved in the study due to obstacles of time, duration and expense Instead, the sample of the study consists of the third-year students at Faculty of Electrical Engineering only Besides, each ESP reading lesson often covers reading and writing skills and translation techniques Nevertheless, the scope of this study aims to evaluate lecturers‟ strategies in teaching ESP reading skill, it does not cover all aspects of writing skill and translation techniques The participants of the study are the Electrical Engineering students at HaUI who have already finished the ESP course in the second term of the third-year Significance of the study This paper wishes to offer a picture of ESP reading strategies employed by lecturers for Electrical Engineering third-year students at HaUI The findings of the study are expected to identify the most appropriate strategies in order to enhance students‟ interests in ESP reading lessons Accordingly, suggestions can be made to APPENDICES APPENDIX A SURVEY QUESTIONNAIRE FOR STUDENTS This survey questionnaire is designed for my research to identify the strategies which lecturers have employed to teach English for Specific Purposes (ESP) reading for Electrical Engineering third-year students at HaUI Based on the findings of the study, suggestions would be made to improve the quality of teaching and learning ESP reading at HaUI All the information you provide will be strictly confidential and used only for the purpose of this study Please answer the following questions in Vietnamese Please answer the following questions by ticking the most appropriate column (frequency of use and students’ benefits column) = Never = Rarely N = Not Beneficial = Sometimes LB = Little Beneficial = Usually B= Beneficial VB = Very Beneficial 1/ How often does your lecturer use the activities below to begin a new ESP reading lesson and how beneficial are those activities to you? Frequency of Items Activities ( pre-reading stage) use 1 Ask questions relating to the topic of the reading text Briefly introduce the topic of the ESP reading text Encourage students to guess the topic of the reading text through the heading(s) Encourage students to guess the topic of the reading text through the illustration(s) Encourage students to guess the topic of the reading text through the visual aid(s) Use language games to introduce the topic of the reading text Use music to introduce the topic of the I Benefits for students N LB B VB reading text Allow students to discuss the topic of the reading text in pairs or in groups Provide the meaning of new terminologies and new structures in the ESP reading text Show students how to predict the content of 10 the reading text through the title(s) or subtitle(s) or heading(s) Ask students to brainstorm ideas related 11 to the reading content Others (Please specify): ………… 12 2/ How does your lecturer organize students to those activities? (Tick as many as appropriate) Work individually Pair work Group work  Others (Please specify): ………………………………………………………………………………………… 3/ How often does your lecturer use the activities below while teaching an ESP reading lesson and how beneficial are those activities to you? Activities (while-reading Items stage) Frequency of use Identify new vocabularies and terminologies in reading text(s) Ask students to find out meanings of new vocabularies and terminologies in dictionary Encourage students to guess the meaning of unfamiliar words by using contextual clues Translate sentence by sentence in the reading text into Vietnamese Skip new vocabularies and terminologies and continue reading Make students read the reading tasks first, then read the text to find II Benefits for students N LB B VB out the answers Ask students to read the text first; then, all reading tasks Skim to get main ideas Scan to get specific information 10 Read silently to find the main ideas for each paragraph 11 Do all the reading tasks below the reading text 12 Do True/ False exercises to check the understanding about facts and ideas in the reading text 13 Use the information in the text for completing tables 14 Use the information in the text for completing diagrams 15 Use the information in the text for doing rephrasing task 16 Do extra exercises designed by their lecturer 17 Others (Please specify): ………………………… 4/ How does your lecturer organize students to those activities? (Tick as many as appropriate) Work individually Pair work Group work Others (Please specify): 5/ How often does your lecturer use the activities below in post-reading stage when teaching an ESP reading lesson and how beneficial are those activities to you? I Frequency of Benefits for use students Activities (post-reading stage) tems 1 Ask students to discuss the content and issues related to the reading text III N LB B VB Summarize the main ideas in the reading text Do the follow-up activities such as writing about the related topic Do the follow-up activities such as listening about the related topic Translate the text into Vietnamese Encourage students to seek additional reading texts relating to the topic they have learnt Paraphrase what students have learnt Others (Please specify): ……………………… 6/ How does your lecturer organize students to those activities? (Tick as many as appropriate) Work individually Pair work Group work  Others (Please specify): ……………… 7/ What would you like your teacher to to improve your reading comprehension? (Tick as many as appropriate) Use language games to introduce the topic of the reading text Use music to introduce the topic of the reading text Use visual aid(s) to guess the topic of the reading text Discuss the topic of the reading text in pairs Encourage us to guess the meaning of unfamiliar words by using contextual clues  Provide the meaning of new terminologies and new structures in the ESP reading text(s) Give various kinds of exercises to help us exploit the content of the reading text IV  Help us choose appropriate reading strategies for each reading texts Provide extra exercises to remember vocabulary more easily Omit inappropriate reading exercises in reading texts and replace by suitable ones Create comfortable environment in each ESP reading lesson Others (please specify): …………………………………………………… Thank you very much for your cooperation! V PHIẾU KHẢO SÁT DÀNH CHO SINH VIÊN Bảng câu hỏi khảo sát phục vụ đề tài nghiên cứu kỹ thuật giảng dạy mà giảng viên sử dụng dạy kỹ đọc Tiếng Anh chuyên ngành nhằm mục đích hỗ trợ nâng cao chất lượng dạy đọc cho sinh viên năm thứ ba khoa Điện, trường Đại học Công nghiệp Hà Nội Mọi thông tin em cung cấp phục vụ cho mục đích nghiên cứu giữ bí mật tuyệt đối Các em trả lời bảng khảo sát tiếng Việt Trả lời tất câu hỏi sau cách đánh dấu () vào cột thích hợp (cột tần suất sử dụng cột lợi ích mang lại cho sinh viên) = Khơng N = Khơng có ích = Hiếm = Thường xuyên = Thỉnh thoảng LB = Ít có ích B= Có ích VB = Rất có ích 1/ Giảng viên bạn thường xuyên sử dụng hoạt động để bắt đầu dạy đọc tiếng Anh chuyên ngành hoạt động mang lại lợi ích cho bạn? Số thứ tự Các hoạt động (giai đoạn trước đọc) 1 Đặt câu hỏi liên quan đến chủ đề đọc Giới thiệu ngắn gọn chủ đề đọc tiếng Anh chuyên ngành Khuyến khích sinh viên đốn chủ đề đọc thơng qua tiêu đề Khuyến khích sinh viên đốn chủ đề đọc thơng qua hình ảnh minh họa Khuyến khích sinh viên đốn chủ đề đọc thông qua phương tiện trực quan Sử dụng trị chơi ngơn ngữ để giới thiệu chủ đề đọc Sử dụng âm nhạc để giới thiệu chủ đề đọc VI Tần suất Lợi ích mang lại sử dụng cho sinh viên N LB B VB Yêu cầu sinh viên thảo luận chủ đề đọc theo cặp theo nhóm Cung cấp nghĩa thuật ngữ cấu trúc khóa tiếng Anh chuyên ngành 10 Hướng dẫn sinh viên cách dự đốn nội dung đọc thơng qua tiêu đề phụ đề 11 Yêu cầu sinh viên suy nghĩ ý tưởng liên quan đến nội dung đọc 12 Ý kiến khác (xin vui lòng ghi rõ): …………………… 2/ Giảng viên bạn thường tổ chức hoạt động theo hình thức nào? (Đánh dấu () vào phương án phù hợp)  Cá nhân Theo cặp  Theo nhóm Ý kiến khác (xin vui lịng ghi rõ):……………… 3/ Giảng viên bạn thường xuyên sử dụng hoạt động dạy đọc tiếng Anh chuyên ngành hoạt động mang lại lợi ích cho bạn? Số Các hoạt động (giai đoạn thứ tự đọc) Tìm từ vựng thuật ngữ đọc Yêu cầu sinh viên tìm nghĩa từ thuật ngữ từ điển Khuyến khích sinh viên đốn nghĩa từ dựa theo ngữ cảnh Dịch câu đọc sang tiếng Việt Bỏ qua từ mới, thuật ngữ tiếp tục đọc Yêu cầu sinh viên đọc yêu cầu tập trước, sau đọc khóa để tìm câu trả lời u cầu sinh viên đọc khóa trước, sau đọc yêu cầu tập Đọc nhanh (scan) để tìm ý VII Tần suất sử Lợi ích mang lại dụng cho sinh viên N LB B VB đoạn Đọc lướt (skim) để tìm thơng tin cụ thể 10 Đọc thầm để tìm ý đoạn 11 Hoàn thành tất nhiệm vụ phía đọc Làm tập Đúng / Sai để 12 kiểm tra hiểu biết kiện ý tưởng đọc Sử dụng thơng tin khóa 13 để hồn thành bảng Sử dụng thơng tin khóa 14 để hồn thành sơ đồ Sử dụng thơng tin khóa 15 để diễn đạt lại thơng tin Làm thêm tập giảng 16 viên thiết kế Ý 17 kiến khác (xin vui lòng ghi rõ):……………………… 4/ Giảng viên bạn thường tổ chức hoạt động theo hình thức nào? (Đánh dấu () vào phương án phù hợp)  Cá nhân Theo cặp Theo nhóm Ý kiến khác (xin vui lịng ghi rõ):……………… VIII 5/ Giảng viên bạn thường xuyên sử dụng hoạt động giai đoạn sau đọc dạy đọc tiếng Anh chuyên ngành, hoạt động mang lại lợi ích cho bạn? Số thứ tự Các hoạt động (giai đoạn sau đọc) 1 Tần suất Lợi ích mang lại sử dụng cho sinh viên N LB B VB Yêu cầu sinh viên thảo luận nội dung vấn đề liên quan đến đọc Tóm tắt ý khóa Luyện tập hoạt động theo sau như: viết chủ đề liên quan Thực hoạt động theo sau như: nghe chủ đề liên quan Dịch khóa sang tiếng Việt Khuyến khích sinh viên tìm kiếm đọc thêm liên quan tới chủ đề học Diễn giải lại nội dung sinh viên học Ý kiến khác (xin vui lòng ghi rõ): ……………… 6/ Giảng viên bạn thường tổ chức hoạt động theo hình thức nào? (Đánh dấu () vào phương án phù hợp.)  Cá nhân Theo cặp Theo nhóm Ý kiến khác (xin vui lòng ghi rõ):……………… 7/ Bạn mong muốn giảng viên bạn làm để cải thiện khả đọc hiểu bạn? (Đánh dấu () vào phương án phù hợp.) Sử dụng trị chơi ngơn ngữ để giới thiệu chủ đề đọc Sử dụng âm nhạc để giới thiệu chủ đề đọc Đoán chủ đề đọc thông qua phương tiện trực quan Thảo luận chủ đề đọc theo cặp Khuyến khích sinh viên đốn nghĩa từ dựa theo ngữ cảnh IX Cung cấp nghĩa thuật ngữ cấu trúc đọc tiếng Anh chuyên ngành Cung cấp dạng tập khác giúp khai thác nội dung đọc  Giúp sinh viên lựa chọn chiến lược đọc phù hợp cho đọc Cung cấp tập thêm giúp ghi nhớ từ vựng dễ dàng Tạo môi trường thoải mái học đọc tiếng Anh chuyên ngành Ý kiến khác (xin vui lòng ghi rõ): ……………………………………………… Chân thành cảm ơn hợp tác! X APPENDIX B SURVEY QUESTIONNAIRE FOR LECTURERS This survey questionnaire is designed for my research to identify the strategies which lecturers have employed to teach English for Specific Purposes (ESP) reading for Electrical Engineering third-year students at HaUI Based on the findings of the study, suggestions would be made to improve the quality of teaching and learning ESP reading at HaUI All the information you provide will be strictly confidential and used only for the purpose of this study Please answer the following questions in English Please answer the following questions by ticking the most appropriate column (frequency of use column) = Never = Rarely = Sometimes = Usually 1/ How often you use the activities below to begin a new ESP reading lesson? Activities (pre-reading stage) Items Ask questions relating to the topic of the reading text Briefly introduce the topic of the ESP reading text Encourage students to guess the topic of the reading text through the heading(s) Encourage students to guess the topic of the reading text through the illustration(s) Encourage students to guess the topic of the reading text through the visual aid(s) Use language games or music to introduce the topic of the reading text Use music to introduce the topic of the reading text Allow students to discuss the topic of the reading text in pairs or in groups Provide the meaning of new terminologies and new structures in the ESP reading text 10 Show students how to predict the content of the reading XI Frequency of use text through the titles or sub-titles or headings 11 Ask students to brainstorm ideas related to the reading content Others (Please specify): ………………………… 12 2/ How you organize your students to those activities? (Tick as many as appropriate) Work individually Pair work Group work  Others (Please specify): ……………… 3/ How often you use the activities below while teaching an ESP reading lesson? Activities (while-reading stage) Items Identify new vocabularies and terminologies in reading text(s) Ask students to find out meanings of new vocabularies and terminologies in dictionary Encourage students to guess the meaning of unfamiliar words by using contextual clues Translate sentence by sentence in the reading text into Vietnamese Skip new vocabularies and terminologies and continue reading Make students read the reading tasks first, then read the text to find out the answers Ask students to read the text first; then, all reading tasks Skim to get main ideas Scan to get specific information Read silently to find the main ideas for each paragraph Do all the reading tasks below the reading text XII Frequency of use Do True/ False exercises to check the understanding about facts and ideas in the reading text Use the information in the text for completing tables Use the information in the text for completing diagrams Use the information in the text for doing rephrasing task Give extra exercises designed by their lecturer Others (Please specify): ……………………………… 4/ How you organize your students to those activities? (Tick as many as appropriate) Work individually Pair work Group work  Others (Please specify): ……………… 5/ How often you use the activities below in post-reading stage when teaching an ESP reading lesson? Activities (post-reading stage) Items Ask students to discuss the content and issues related to the reading text Summarize the main ideas in the text Do the follow-up activities such as writing about the related topic Do the follow-up activities such as listening about the related topic Translate the text into Vietnamese Encourage students to seek additional reading texts relating to the topic they have learnt Paraphrase what students have learnt Others (Please specify): ……………………… XIII Frequency of use 6/ How you organize your students to those activities? (Tick as many as appropriate) Work individually Pair work Group work  Others (Please specify): ……………… 7/ What are difficulties you face with while teaching ESP reading texts to the third-year electrical engineering students? (You can tick as many as appropriate.) Lack of background knowledge related to reading text(s) Lack of reading strategies Do not understand properly the meanings of terminologies Too many unfamiliar terminologies in reading texts Summarize the main ideas of the reading texts Lack of class time Uninteresting reading texts Students‟ English language proficiency Inappropriate reading exercises in reading texts Inappropriate task-based in reading texts Lack of knowledge of students‟ major The students‟ laziness Others (Please specify): 8/ What should be done to improve teaching ESP reading strategies? (You can tick as many as appropriate.) Use language games to introduce the topic of the reading text Use music to introduce the topic of the reading text Use visual aid(s) to ask students to guess the topic of the reading text  Encourage students to guess the meaning of unfamiliar words by using contextual clues  Provide the meaning of new terminologies and new structures in the ESP reading text(s)  Give various kinds of exercises to help students exploit the content of the reading text  Help students choose appropriate reading strategies for each reading texts XIV Provide extra exercises to remember vocabulary more easily Provide students various reading activities Omit inappropriate reading exercises in reading texts and replace by suitable ones Create comfortable environment in each ESP reading lesson Others (please specify): …………………………………………………… Thank you very much for your cooperation! XV ... reading strategies yet Therefore, the researcher have a desire to perform ? ?An evaluation of teaching ESP reading strategies for Electrical Engineering third- year students at Hanoi University of Industry? ??... of the ESP reading strategies yet Therefore, this study is carried out to evaluate the teaching ESP reading strategie that is being applied for Electrical Engineering third- year students at Hanoi. .. What strategies lecturers employ in teaching ESP reading for Electrical Engineering third- year students at HaUI? How beneficial are lecturers’ teaching ESP reading strategies to Electrical Engineering