Developing test taking strategies for TOEIC reading comprehension tests a study on non major english students at university of economic – technical industries

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ***************** LÊ ANH THƯ Developing test-taking strategies for TOEIC Reading Comprehension Tests: A study on non-English major students at University of Economic – Technical Industries (Phát triển chiến lược làm thi Đọc hiểu kỳ thi TOEIC cho sinh viên không chuyên tiếng Anh trường Đại học Kinh tế - Kỹ thuật Công nghiệp) M.A Minor Programme Thesis Field: English Teaching Methodology Code: 60140111 HANOI, 2014 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ***************** LÊ ANH THƯ Developing test-taking strategies for TOEIC Reading Comprehension Tests: A study on non-English major students at University of Economic – Technical Industries (Phát triển chiến lược làm thi Đọc hiểu kỳ thi TOEIC cho sinh viên không chuyên tiếng Anh trường Đại học Kinh tế - Kỹ thuật Công nghiệp) M.A Minor Programme Thesis Field: English Teaching Methodology Code: 60140111 Supervisor: Dr Ngơ Hữu Hồng HANOI, 2014 DECLARATION I, Le Anh Thu, hereby state that, this minor thesis is the result of my own research and all the material in this study which is not my own work has been identified and acknowledged I also state that the substance of the thesis has not, wholly or in part, been submitted for any degree to any other universities institutions Dated: 25/ 12/ 2013 Lê Anh Thư i Acknowledgements First and foremost, I would like to express my most sincere thanks to my respected supervisor, Dr Ngo Huu Hoang for his generous assistance, invaluable advice, guidance, constructive comments Without his help, this study would not have possibly been completed I would like to take this opportunity to express my thankfulness to the Post- Grade Department for their enthusiastic help during the time of studying and writing my thesis I also wish to acknowledge the cooperation of my colleagues and my students, especially the students at University of Economic – Technical Industries who have helped me to collect data for the study Hereby, I also would like to thank all the readers for their attention and I highly appreciate any comments and opinions on this study ii ABSTRACT So far, most Vietnamese universities have tended to choose TOEIC as a measure unit to assess input English level and graduation for students TOEIC score reports provide accurate, meaningful feedback about a test taker‟s strengths and weaknesses, along with a description of the English language strengths typical of test takers performing at various score levels However, when taking the TOEIC test, especially the TOEIC reading comprehension section, many students meet a lot of difficulties in reading, and therefore fail to be efficient readers and get high scores One of the primary causes is that students seem unskilled or unaware of the use of test-taking strategies for TOEIC reading comprehension tests Then, which strategies should students be used while taking the TOEIC reading comprehension tests? A number of studies and books have already been released in the area of application of test-taking strategies to TOEIC reading comprehension part This study is concerned with developing test-taking strategies to help non-major English students at UNETI reduce reading difficulties, improve their skills and take the TOEIC reading comprehension tests with higher scores The result of the study show that non-major English students at UNETI often have difficulties, to different extent, in many areas of the language such as difficulties with vocabulary, with grammar, discourse, and reading strategies Moreover, the data collected in the study also revealed that the students‟ inefficient use of reading strategies is a great source of reading problems Through the students‟ low frequency of strategy use to deal with question kinds in TOEIC reading comprehension tests, it is shown that students fail to apply reading strategies effectively in responding to questions during tests Therefore, the study suggests that to enable to successfully take the TOEIC reading comprehension test, students should actively use strategies involved as skimming and scanning skills, utilize context clues to understand difficult words and find out the synonym or paraphrase for the word In some cases, if test-takers have no idea about a question, the application of techniques to guess should be needed Besides, the study also recommends several testtaking strategies for each kind of questions in TOEIC reading comprehension test iii TABLE OF CONTENTS TABLE OF CONTENTS PAGE DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF TABLES vii LIST OF ABBREVIATIONS viii PART I: INTRODUCTION Rationale of the study Aims of the study Research questions Scope of the study Methods of the study Significance of the study Design of the study PART II: DEVELOPMENT CHAPTER 1- THEORETICAL BACKGROUND Reading Comprehension 1.1 Reading and Reading comprehension 1.1.1 Definitions of reading 1.1.2 Definitions of reading comprehension 1.2 Models of reading process 1.3 Reading comprehension approaches 1.3.1 Skimming 1.3.2 Scanning 1.3.3 Extensive reading 1.3.4 Intensive reading 1.4 Reading Comprehension Skills and Strategies 1.4.1 Reading Strategies 1.4.1.1 Reading for specific information iv 1.4.2.2 Finding the main ideas 1.4.2.3 Guessing vocabulary from the context 1.4.2.4 Making inferences 1.4.2 Reading Comprehension Skills 10 TOEIC reading comprehension tests 12 2.1 What is the TOEIC test? 12 2.2 TOEIC Test Area 12 2.3 Structure of the Test 13 2.4 Test Scoring 13 2.5 Who takes the test? 15 2.6 Test formats: SP and IP 15 2.7 TOEIC Reading Comprehension Section 16 CHAPTER 2- METHODOLOGY 2.1 The context of the study 17 2.2 Participants 18 2.3 Data Collection Instruments 19 2.4 Data collection procedures 19 2.5 Data analysis 20 CHAPTER – FINDINGS AND DISCUSSION 3.1 Students‟ attitude towards TOEIC tests at UNETI 21 3.2 Students‟ perception of their difficulties in taking TOEIC reading comprehension tests at UNETI 21 3.2.1 In the area of Vocabulary 21 3.2.2 In the area of Grammar 22 3.2.3 In the area of Discourse 23 3.2.4 In the area of Reading Strategies 24 3.2.5 Causes of Reading Difficulties 24 3.2.6 Summary 26 3.3 Students‟ frequency of strategy use across four main kinds of questions in TOEIC reading comprehension test 26 3.3.1 Vocabulary questions 26 3.3.2 Inference Questions 28 v 3.4 Recommendations on developing test-taking strategies in TOEIC reading comprehension test 29 3.4.1 General test-taking reading strategies 29 3.4.1.2 Read the questions carefully 29 3.4.1.3 Answer every question 30 3.4.1.4 Read the questions before reading the passage 31 3.4.1.5 Skimming 31 3.4.1.6 Scanning 32 3.4.1.7 Use Context Clues to understand difficult words 33 3.4.1.8 Guessing 34 3.4.2 Specific test-taking reading strategies for common question types 35 3.4.2.1 Test-taking reading strategies for vocabulary questions 35 3.4.2.2 Test-taking reading strategies for factual questions 37 3.4.2.3 Test-taking reading strategies for inference questions 37 PART III – CONCLUSION Conclusion 39 Limitations and of Recommendations for further Research 40 REFERENCES 41 AppendiX I vi LIST OF TABLES Table Student‟s perception about the importance of the TOEIC test at UNETI 21 Table Difficulties in the area of vocabulary 22 Table Difficulties in the area of Grammar 23 Table Difficulties in the area of Discourse 23 Table Difficulties in the area of Reading Strategies 24 Table Students‟ personal views of the sources of difficulties 25 Table 7: Frequency of Strategy Use for Vocabulary Questions 27 Table 8: Frequency of Strategy Use for Inference Question 29 vii LIST OF ABBREVIATION UNETI University of Economic Technical Industries ELT English language teaching TOEIC Test of English for International Communication ETS Educational Testing System TOEIC RC test TOEIC Reading Comprehension test TOEIC LC test TOEIC Listening Comprehension test viii will prove worldwhile to those who want to carry on research in this area and those who are concerned with this problem Limitations and Suggestions for further study In most research projects, limitations are inevitable The study presented in this thesis is of no exception Firstly, since this was essentially a qualitative analysis, the study is limited in the fact that the data may not fully reflect all aspects of difficulties encountered by nonEnglish major students when taking the TOEIC RC tests Secondly, since the author‟s practical experience in teaching reading, taking TOEIC RC tests and knowledge of this field are limited, there undoubtedly were other strategies in use that were not described in the study In addition, there could have been strategies that were actually used more or less than indicated Besides, the suggestions for test-taking strategies in TOEIC RC tests are likely to be subjective and incomplete Future work, therefore, should overcome this shortcoming Thirdly, within the scope of the study, there was no chance for the investigator to develop other important test-taking strategies for the TOEIC Listening Comprehension, Speaking and Writing for student to totally complete the TOEIC tests with the best results All calls for further research 40 REFERENCES Alderson, J.C (2000) Reading in a foreign language Essex: Longman Group Limited Anderson, N J (1999) Exploring second language reading: Issues and Strategies Canada: Heinle & Heinle Publishers Brown, J.D (1995) The Elements of Language Curriculum: A Systematic Approach to Program Development Boston, Massachusetts: Heinle & Heinle publishers; Cohen, A D (1998) Strategies in learning and using a second language London: Longman Douglas E Forster, R K (1998) Teaching TOEIC/ TOEFL Test-taking Strategies Retrieved 20 December, 2010, from http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERIC ExtSearch_SearchValue_0=ED427543&ERICExtSearch_SearchType_0=no&accno =ED427543 Duffy, G.G (1993) Improving Classroom Reading Instruction: A Decision Making Approach New York: Random House, 232 Harmer, J (1989) The Practice of English Language Teaching 1st ed Longman Hirano, K (2008) Research on Test-taking Strategies in L2 Reading Bull Joetsu Uni Educ., 28, 157-165 Hudson, T (2007) Teaching Second Language Reading U.K: Oxford University Press 10 Goodman, K (1975) The Reading Process in Carrell, P.L., Devine, J and Eskey, D.E (1988) Interactive Approaches to Second Language Reading Cambridge: CUP.12 11 Grellet, F (1990) Developing Reading Skills- a Practical Guide to Reading Comprehension Exercises Cambridge: Cambridge University Press 12 Karlin, R & Karlin, A.R (1988) Teaching Elementary Reading: th Principle and Strategies (4 ed) Harcourt Brace Jovanovich, Publishers 13 Lewis, M & Hill, J (1985) Practical Techniques for Language Teaching London: Language Teaching Publication 41 14 Lougheed, L (2003) How to prepare for the TOEIC tests (3rd ed) New York: Barron's Educational Series 15 Lougheed, L (2008) Preparation Series for the New TOEIC Test London: Longman 16 Nuttall, C (1982), Teaching reading skills in a foreign language (1st ed.) London: Heinemann Educational Books 17 Nuttall, C (2005) Teaching reading skills in a foreign language (3rd ed) London: Heinemann 18 O‟ Malley, J.M & Chamot A U (1990) Learning Strategies in second language acquisition Cambridge: Cambridge University Press 19 Reading (process) (2008) Retrieved December, 2010, from http://en.wikipedia.org/wiki/Reading_(process) 20 Richard, A &Thomas, M (1987) Frameworks for Comprehending Discourse Harlow, Essex, England: Longman 21 Richards, J & Lockhart, C (1994) Reflective Teaching in Second Language Classroom Cambridge: CUP 22 Seliger, H.W & Shohamy, E (1995) Second Language Research Methods Oxford University Press 23 Smith, F (1985) Reading without Nonsense (2 nd ed) New York: Teachers College Press 24 Spears, D (2006) Developing Critical Reading Skills (7 ed.) New York: McGraw-Hill Higher Education 25 Swales, J (1990) Genre analysis: English in academic and research settings Cambridge, England: Cambridge University Press 26 Swan, M (1975) Inside meaning Cambridge: CUP 27 Taylor, A (2006) TOEIC Analyst (2nd ed.) Texas: Compass Publishing 28.Test-Taking Strategies for Three Subject Areas Retrieved 20 December, 2010, from http://www2.scholastic.com/browse/article.jsp?id=8091 42 29 TOEIC Listening and Reading Examinee Handbook (2008) Retrieved 20 December, 2010, from http://www.ets.org/Media/Tests/TOEIC/pdf/TOEIC_LR_examinee_handbook.pdf 30 Upton, T A., & Lee-Thompson, L.-C (2001) The role of the first language in second language reading Studies in Second Language Acquisition, 23(4), 469-495 31 product Uruquhart, S., & Weir, C (1998) Reading in a second language: Process, and practice Harlow, Essex, England: Longman 32 Warren, J (1996) How students pick the right answer: A „think aloud‟ study of the French CAT In J Burston, M Monville-Burston, & J Warren (Eds.), Australian Review of Applied Linguistics (Occasional Paper No 15; pp 79-94) Canberra, Australia: Applied Linguistics Association of Australia 33 Williams, E., & Moran, C (1986) Reading in a foreign language at intermediate and advanced levels with particular reference to English Language Teaching, 22(4), 217-228 34 Ar Willkins, D A (1972) Linguistics in Language Teaching London Edward 35 Wood, M.J (1985), Reading Oxford: Oxford University Press 36 Zamel, V (1983) The composing processes of advanced ESL students: Six case studies TESOL Quarterly, 17(2), 165-187 43 APPENDIX: SURVEY QUESTIONAIRE (for students) This questionnaire is conducted in order to collect data for my thesis “Developing testtaking strategies for TOEIC Reading Comprehension Tests: A study on non- English major students at University of Economic - Technical Industries” I hereby certify that all the information achieved from this questionnaire would be dealt with anonymously Thank you for your cooperation Please tick (√) or provide appropriate answer(s) for the following questions: How many years have you studied English? How many terms have you studied English at UNET? What is your opinion about the importance of the TOEIC test at UNETI? Very important Important Not very important Not important Other ideas: How many times have you taken the TOEIC test at UNETI? When did you last take the TOEIC test at UNETI? How you find the TOEIC test at UNETI? Very difficult Difficult Easy Very easy Other ideas: In your opinion, what difficulties you often encounter when taking the TOEIC reading comprehension test at UNETI? For each common area of difficulties listed below, please circle one of the numbers from to to indicate what level it is The numbers correspond to the following categories of frequency: Very Difficul It is possible that you encounter some difficulties which are not listed, so please write any others that you employ in taking the TOEIC reading comprehension test in the “OTHERS” spaces and circle the numbers to show its level I a) Difficulties in the area of VOCABULARY No Difficulties in the area of Vocabulary Finding the meaning of unfamiliar words Finding the appropriate meaning for polysemantic words Finding synonyms Understanding idiomatic expressions Understanding the meaning of phrasal verbs OTHERS: ……………………………………………………………….… ………………………………………………………………… ……………………………………………………………….… b) Difficulties in the area of GRAMMAR No Difficulties in the area of Grammar Recognizing the word‟s part of speech Understanding and using verb tenses and forms Understanding and identifying the types of sentences Identifying unfamiliar syntactic structures Identifying the correct word order OTHERS: ……………………………………………………… ……… ………………………………………………………………… ………………………… …………………………………… c) Difficulties in the area of DISCOURSE No Difficulties in the area of Discourse Understanding the relationships between sentences/ paragraphs/sections in a text Understanding the relationships between paragraphs in a tex Understanding the graphs, diagrams, and figures Identifying conjunctions and discourse makers Identifying lexical clues Identifying organization of ideas OTHERS: II ……………………………………………………… ……… ………………………………………………………………… ………………………… …………………………………… d) Difficulties in the area of REDING STRATEGIES No Difficulties in the area of Reading Strategies Skimming for the main idea Scanning for the specific information Guessing the meaning of words in context and predicting the content of the text Recognizing implications and making inferences and conclu Summarizing the content of the text ……………………………………………………… ……… ………………………………………………………………… ………………………… …………………………………… OTHERS: In your opinion, what are the most common causes/ sources of your difficulties when taking the TOEIC reading comprehension test at UNETI? Would you please point out whether each of items below is true for you? Please tick (√) the appropriate box: No Causes/ Sources of Difficulties I lack knowledge of the language, especially vocabulary I lack background/ general knowledge I lack cultural understanding about the topics I am reading I not use reading strategies/ skills skillfully and effectively Some texts are very long and full of new words and strange grammar structures I lack knowledge of the language, especially vocabulary * OTHERS: (Please indicate) III What strategies you use when you answer each question type in the TOEIC reading comprehension section? For each strategy listed below, please circle one of the numbers from to to indicate how often you use the strategy for answering each kind of questions The numbers correspond to the following categories of frequency: never It is possible that you use some strategies which are not listed, so please write any others that you employ in learning vocabulary in the “OTHER” spaces and circle the numbers to show the frequencies of using them a) Vocabulary Questions No Read the question then read the passage to look for clues to the answer, either before or while considering options Read a portion of the passage carefully Select options through vocabulary, sentence, paragraph, or passage overall meaning Eliminate options based on vocabulary, sentence, paragraph, or passage overall meaning as well as discourse structure Select options through background knowledge Eliminate options based on background knowledge OTHER: b) Inference Questions No Read the question then read the passage/portion to look for clues to the answer, either before or while considering options Select options through using contextual clues to understand vocabulary, sentence, paragraph, or passage overall meaning Eliminate options based on using contextual clues to understand vocabulary, sentence, paragraph, or passage overall Scan to find specific information IV 5 5 Go back to the question for clarification: Reread the question Consider the options and paraphrase the meaning Repeat; paraphrase; or translate words, phrases, or sentences; Predict or produce own answer after considering options 5 5 OTHER: _ _ 10 _ _ THANK YOU FOR YOUR TIME AND COOPERATION! APPENDIX C – V ... significance of a study on developing test- taking strategies for TOEIC reading comprehension tests as a way of helping non- major English students at UNETI well in their tests seems undeniable Aims of. .. released in the area of application of test- taking strategies to TOEIC reading comprehension part This study is concerned with developing test- taking strategies to help non- major English students. .. 1.4 Reading Comprehension Strategies and Skills 1.4.1 Reading Strategies 1.4.1.1 Reading for specific information Reading for specific information is the way we read the passage and only pay attention