(Luận văn thạc sĩ) an experimental study on the effect of the sele selected reading activities on hai phong private universitys english non majors reading proficiency

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES  NGUYỄN VIỆT ANH AN EXPERIMENTAL STUDY ON THE EFFECT OF THE SELF-SELECTED READING ACTIVITIES ON HAIPHONG PRIVATE UNIVERSITY’S ENGLISH NON-MAJORS’ READING PROFICIENCY Nghiên cứu thực nghiệm hiệu hoạt động đọc tự chọn khả đọc sinh viên không chuyên Anh trường Đại học Dân Lập Hải Phòng M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60.14.01.11 HANOI, 2014 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES  NGUYỄN VIỆT ANH AN EXPERIMENTAL STUDY ON THE EFFECT OF THE SELF-SELECTED READING ACTIVITIES ON HAIPHONG PRIVATE UNIVERSITY’S ENGLISH NON-MAJORS’ READING PROFICIENCY Nghiên cứu thực nghiệm hiệu hoạt động đọc tự chọn khả đọc sinh viên không chuyên Anh trường Đại học Dân Lập Hải Phòng M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60.14.01.11 Supervisor: Dr Nguyên ̃ Thị Ngoc̣ Quyn ̀ h HANOI, 2014 DECLARATION I declare that this thesis entitled: “An experimental study on the effect of the self-selected reading activities on Haiphong Private University’s English nonmajors’ reading proficiency” is my original research work, and that all the resources that I have use or quoted have been acknowledged by means of complete reference Hanoi,2014 Signature: Nguyễn Việt Anh i ACKNOWLEDGEMENTS On the completion of the study, I wish, first of all, to express my deepest gratitude to my supervisor Dr Nguyễn Thi ̣Ngo ̣c Quỳnh Without her enthusiastic guidance and precious encouragement, the study could not be fulfilled My sincere thanks also go to my colleagues in Haiphong Private University for their useful suggestions which have helped much in completing the study I owe a special debt of gratitude to my students, who helped me a lot during the process of the study Last but not least, I would like to give my heartfelt thanks to every member in my family as well as our friends Without their spiritual support, this study could not have come up in the present form ii ABSTRACT How to teach reading effectively is becoming a big matter in universities In order to promote students‟ activeness as well as to enhance their reading proficiency, “an experimental study on the effect of the self-selected reading activities on Haiphong Private University‟s English non-majors‟ reading proficiency” was carried out Quasi-experimental design was the main research method employed in this study to find out the answer about students‟ progress after the implementation of the research In addition, so as to get students‟ feedback on the effect of self-selected reading activities, a survey questionnaire is designed to search needed information The study showed positive results with the progress of students in experimental group Besides, students expressed their interest as well as satisfaction to self-selected reading activities through student questionnaire It can be said that the results collected in this study had great significance in applying selfselected reading activities to students at different levels iii TABLE OF CONTENTS Page DECLARATION……………………………………………………………… i ACKNOWLEDGEMENTS………………………………………………… ii ABSTRACT…………………………………………………………………… iii TABLE OF CONTENTS………………………………………………… … iv LIST OF TABLES………………………………………………………… … vii LIST OF ABBREVIATIONS………………………………………………… viii PART A INTRODUCTION……………………………………………… 1 Rationale…………………………………………………………………… Aims of the study…………………………………………………………… Research questions…………………………………………………………… Scope of the study………………………………………………………….… Research methods………………………………………………………….… Design of the study…………………………………………………… PART B DEVELOPMENT……………………………………………… … CHAPTER LITERATURE REVIEW………………………………… … 1.1 Reading…………………………………………………………………… 1.1.1 Definition of reading……………………………………………… 1.1.2 Intensive and extensive reading……………………………… … 1.1.2.1 Intensive reading………………………………………… 1.1.2.2 Extensive reading……………………………………… 1.1.3 Phases in teaching reading………………………………… …… 1.1.3.1 Pre-reading activities………………………………….… 1.1.3.2 While-reading activities……………………………….… 1.1.3.3 Post-reading activities…………………………………… 1.2 Self-selected reading……………………………………………………… 10 1.2.1 What is self-selected reading? …………………………………… 10 iv 1.2.2 Benefits of self-selected reading………………………………… 11 1.3 Group work…………………………………………………………… … 12 1.3.1 What is group work? ………………………………………… … 12 1.3.2 Why use groups? ……………………………………………….… 13 1.3.3 Group formation…………………………………………… …… 15 1.3.3.1 Group size…………………………………… ………… 15 1.3.3.2 Group composition……………………………………… 15 1.3.4 Criteria for assessing group work……………………………… 16 CHAPTER METHODOLOGY…………………………………………… 18 2.1 Experimental research design…………………………………………… 18 2.1.1 Experimental research…………………………………………… 18 2.1.2 Why was quasi-experimental research adopted in the study? …………………………………………………………………… 18 2.1.3 Variables………………………………………………………… 19 2.2 Setting……………………………………………………………………… 19 2.3 Participants……………………………………………………………… 20 2.4 Data collection…………………………………………………………… 20 2.4.1 Group work for self-selected reading…………………………… 20 2.4.1.1 Group division……………………………………… … 20 2.4.1.2 Requirements for group work…………………………… 21 2.4.1.3 Self-selected reading assessment……………………… 23 2.4.2 Pretest and posttest……………………………………………… 25 2.4.2.1 The tests………………………………………………… 25 2.4.2.2 Statistical concepts in experimental research…………… 26 2.4.2.2.1 Mean…………………………………………… 26 2.4.2.2.2 Mode…………………………………………… 27 2.4.2.2.3 Variance and Standard Deviation (SD)… …… 27 2.4.2.2.4 CV……………………………………………… 28 2.4.2.2.5 DF (degree of freedom)……………………… 29 v 2.4.2.2.6 T-test…………………………………………… 2.4.3 Student questionnaire…………………………………………… 30 31 CHAPTER 3: FINDINGS AND DISCUSSION………………………… … 32 3.1 Findings…………………………………………………………………… 32 3.1.1 Comparison of the pretest scores between the experimental group and control group……………………………………….… 32 3.1.2 Comparison of the pretest and posttest scores in the experimental research…………………………………………… 33 3.1.3 Comparison of the posttest scores between the experimental group and control group………………………… 34 3.1.4 Students’ attitudes towards self-selected reading activities……… 35 3.1.4.1 Students‟ points of views on the items appeared in their classmates‟ presentation…………………………… 35 3.1.4.2 Students‟ viewpoints on reading materials supplied by their classmates……………………………… 36 3.1.4.3 Students‟ ideas on reading tasks following reading materials…………………………………………… …… 37 3.1.4.4 Students‟ opinions on their chance to contribute in self-selected reading activities…………………………… 38 3.1.5 Students’ opinions on their self-selected reading activities……… 39 3.2 Discussion……………………………………………………………… … 40 PART C CONCLUSION…………………………………………… …… 42 Concluding remarks……………………………………………………… 42 Limitations…………………………………………………………………… 43 Suggestions for further studies………………………………… ……… … 43 REFERENCES………………………………………………………………… 44 APPENDICES………………………………………………………………… I vi LIST OF TABLES Page Table 1: Topics for self-selected reading………….………….………………… 21 Table 2: Mode of the pretest and post test scores of the two groups………… 27 Table 3: The pretest scores between the experimental group and control group………….………….………….………….………….……………… Table 4: The pretest and post test scores within the experimental group…… Table 5: The posttest scores between the experimental group and control group………….………….………….………….………….… …… Table 6: Students’ opinions on items appeared in their classmates’ selfselected reading………….………….………….………….………….…… Table 7: Students’ viewpoints on self-selected reading materials supplied by their classmates………….………….………….…………… Table 8: Students’ ideas on tasks following the self-selected reading texts… 32 33 34 35 36 37 Table 9: Frequency of contributing to students’ classmates’ selfselected reading presentation………….………….………….………… 38 Table 10: Students’ opinions on their self-selected reading activities…….… 39 vii LIST OF ABBREVIATIONS KET : Key English Test PET ; Preliminary English Test CV : Coefficient of variation M : Mean SD : Standard Deviation N : Number of sampled students X : Individual sampled students DF : Degree of freedom T : Obtained value P : Probability viii Appendices Appendix 1: Results of the pretest and posttest on speaking skill Case Experimental Group Control group Pretest Post test Gain Pretest Post test 6 3 3 7 6 7 8 6 9 10 7 11 4 12 3 13 14 8 15 16 8 17 18 7 19 7 20 9 21 6 22 23 8 24 6 25 4 26 27 7 28 9 29 30 I Gain -1 1 1 0 -1 -1 1 -1 0 -1 1 Appendix 2: Squared differences between Mean and Scores in pretest and posttest of Experimental group Case 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Experimental Group Pretest Pre test scores score – mean -0.5 0.5 -2.5 1.5 1.5 -1.5 0.5 -0.5 0.5 -0.5 2.5 -1.5 0.5 2.5 0.5 -0.5 1.5 0.5 -0.5 1.5 0.5 0.5 -1.5 2.5 -2.5 0.5 -0.5 3.5 0.5 1.5 (Pre test score – mean) 0.25 0.25 6.25 2.25 2.25 2.25 0.25 0.25 0.25 0.25 6.25 2.25 0.25 6.25 0.25 0.25 2.25 0.25 0.25 2.25 0.25 0.25 2.25 6.25 6.25 0.25 0.25 12.25 0.25 2.25 65.5 II Posttest scores 8 9 8 9 9 7 9 Posttest score mean 0.6 -0.4 -2.4 1.6 0.6 -0.4 0.6 0.6 1.6 -0.4 1.6 -1.4 1.6 0.6 0.6 -0.4 1.6 1.6 -0.4 1.6 -1.4 -0.4 -1.4 1.6 -1.4 -0.4 -0.4 1.6 0.6 1.6 (Posttest - score – mean) 0.36 0.16 5.76 2.56 0.36 0.16 0.36 0.36 2.56 0.16 2.56 1.96 2.56 0.36 0.36 0.16 2.56 2.56 0.16 2.56 1.96 0.16 1.96 2.56 1.96 0.16 0.16 2.56 0.36 2.56 43 Appendix 3: Squared differences between Mean and Scores in pretest and posttest of Control group Case 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Control group Pre test Pretest score – scores mean -0.77 -1.77 -2.77 1.23 0.23 -0.77 -2.77 0.23 2.23 1.23 -1.77 -2.77 -0.77 1.23 3.23 2.23 0.23 1.23 0.23 2.23 -0.77 3.23 2.23 0.23 -1.77 -1.77 1.23 -0.77 -0.77 -2.77 (Pre test score – mean)2 0.59 3.13 7.67 1.51 0.05 0.59 7.67 0.05 4.97 1.51 3.13 7.67 0.59 1.51 10.43 4.97 0.05 1.51 0.05 4.97 0.59 10.43 4.97 0.05 3.13 3.13 1.51 0.59 0.59 7.67 95.37 III Posttest scores 6 6 6 4 8 8 7 8 Posttest score mean -0.13 -0.13 -3.13 -0.13 -0.13 -0.13 -2.13 -0.13 2.87 1.87 -2.13 -3.13 -2.13 1.87 1.87 1.87 1.87 0.87 0.87 2.87 -0.13 1.87 1.87 -0.13 -2.13 -1.13 0.87 -2.13 -0.13 -2.13 (Posttest score – mean)2 0.02 0.02 9.80 0.02 0.02 0.02 4.54 0.02 8.24 3.50 4.54 9.80 4.54 3.50 3.50 3.50 3.50 0.76 0.76 8.24 0.02 3.50 3.50 0.02 4.54 1.28 0.76 4.54 0.02 4.54 91.47 Appendix 4: Student Questionnaire Dear students, This questionnaire was drawn up by Nguyen Viet Anh, B A Its purpose is to find out your opinion on self-selected reading implemented in your class We ask for your valuable help by filling this questionnaire in as accurately as possible It is not necessary to sign in However, we are ready to discuss any of the topics mentioned in the questionnaire Thank you in advance for your cooperation Which of the following items in your classmates‟ self-selected reading are effective to you? Please tick (√) in “effective” column if they help you to develop your reading skill The effectiveness of items appeared in your Effective Ineffective classmates‟ self-selected reading Reading texts in the material Strategies for approaching a text (skimming, scanning, guessing new words, etc) Awareness of the process involved in reading (Pre, while and Post reading) Exercises to increase vocabulary Tasks to check your reading comprehension Overall, you think that the self-selected reading materials supplied by your classmates this term: Very Untrue untrue No comment help you to improve your IV True Very true reading skills widen your vocabulary are too difficult to you are too easy and not interesting to you Which of the following are true with the tasks following the self-selected reading texts collected by your classmates? (You can choose more than one option) A Various D Poor B Useful E Boring C Appropriate F Inappropriate Do you have a chance to contribute to your classmates‟ self-selected reading presentation with your specific knowledge and your personal experience? A Always D Sometimes B Usually E Seldom C Often F Never What you think about self-selected reading activities in your class this term? No impact Minor impact Neutral Moderate impact V Major impact Taking into account self-selected reading (you yourself find out and use appropriate strategies to study extra reading texts via other channels outside the class), you believe: Very untrue Untrue No comment True Very true it is certain to bring you a lot of difficulties it really works in arousing your interest and innovation to reading it takes time and does not work Should self-selected reading activities be continuously implemented in the following semester? A Yes B No VI Appendix 5: Pretest Exercise Look at the text in each question What does it say? Circle the correct answer A The lift is only for employee Lift out of order B The lift isn‟t working Please ask a member of staff if C Ask someone if you need help with the lift you need assistance with the stairs A Please ring bell once and wait Someone will open the door when for door to open automatically you ring the bell B The door will open after you ring the bell C You can open the door after ringing the bell Students A The cafe is where the builders eat Because of the building work B The cafe will still be open while building the café will be close in further notice, work is being done C Students will be told when the cafe is open The Clothes Shop Sale A Everything will be more expensive tomorrow B Half the clothes in the shop are in the sale Today Only Everything Half-Price C Some things will be cheaper in the morning VII Stefan Bella thinks I can‟t find my hat It‟s a bit like A She has found Stefan‟s hat yours so maybe you picked it up B Stefan has taken her hat by mistake when we were doing our homework together last night C Stefan has lost his homework Bella Exercise Read the article about two sisters Are the sentences ‘Right’ or ‘Wrong’? If there is not enough information to answer ‘Right’ or ‘Wrong’, choose ‘Doesn’t say’ Something very strange happened to Tamara She never knew she had a twin sister until she started university! Tamara was born in Mexico Her parents could not look after her so she went to live with a family in Manhattan, USA When Tamara was twenty years old, she started university in Long Island She enjoyed her university life But one day she was walking home from class, and a student smiled at her “Hello Adriana!” said the student “I‟m not Adriana,” said Tamara This happened to Tamara again and again People Tamara didn‟t know kept calling her Adriana It was very strange One day, when a woman called her Adriana, Tamara asked “Why you keep calling me Adriana?”The woman replied, “You look like my friend Adriana You have the same face and the same hair Is Adriana your sister?” Tamara said that she did not have a sister called Adriana But she was interested in this girl Adriana Finally she asked someone for Adriana‟s email address When Tamara wrote to Adriana, she found out that they both had the same birthday, they looked the same and both of them were from Mexico When Tamara went to live with the family in Manhattan, Adriana moved to Long Island to live with a family there It had to be true! Adriana and Tamara were twin sisters! Tamara and her sister were both born in Mexico A Right Wrong C Doesn‟t say Tamara‟s parents moved from Mexico to Manhattan A Right B B C Wrong People called Tamara “Adriana” many times VIII Doesn‟t say A Right B Wrong C Doesn‟t say B Wrong C Doesn‟t say B Wrong C Doesn‟t say Adriana was a student at Long Island University A Right Doesn‟t say Adriana is Tamara‟s only sister A Right C Adriana always knew she had a twin sister A Right Wrong Adriana wrote to Tamara first A Right B B C Wrong Doesn‟t say Adriana had only recently arrived in Long Island A Right B C Wrong Doesn‟t say Exercise Read the passage and answer the questions that follow The North Pole Marathon is one of the world‟s most difficult races Runners from around the world race 26.2 miles across the ice and snow in temperatures as low as -25.6˚F /32˚C The marathon is organized by Richard Donovan, who was the winner of the world‟s first South Pole Marathon in Antarctica in 2002 People call the North Pole Marathon the „world‟s coolest marathon.‟ Richard Donovan completed many marathons himself, such as the Everest Challenge Marathon, the Himalayan 100-Mile Stage, and the Trans 333 across the Sahara Desert Before he started the North Pole Marathon in 2003, Donovan ran across the North Pole to see if a marathon was even possible At the time, he was the first person to complete marathons on both of the Earth‟s poles At the first North Pole Marathon, there were only 10 runners But each year, more and more people joined the race In 2011, there were more than 50 runners from all over the world in the race The race does not take place on land The runners race on the ice of the Arctic Ocean The ice is to 12 meters deep The ice is always moving Runners must wear heavy IX clothing because of the cold, which makes the running very difficult It takes much longer to complete the marathon than other marathons What is the best title of the text? A the hottest Marathon C World‟s coolest Marathon B Richard Donovan D Everest Challenge Marathon All of these are true about the North Pole Marathon EXCEPT: _ A It is 26.2 miles long B It is sometimes -32˚C C It is one of the world‟s most difficult races D It is the world‟s only polar marathon The first year of the North Pole Marathon had runners A 10 C 100 B 50 D 333 Runners in the North Pole Marathon run A on ice C on land B all over the world D on both poles Richard Donovan was the first person to A win the South Pole Marathon B run to the Arctic C run a marathon on both poles D run a marathon in heavy clothes Runners in the North Pole Marathon must A find deep ice C always keep moving B wear heavy clothing D find land under the ice The writer says that a person needs to run a marathon A a lot of energy C heavy clothes B to complete many races D to imagine what it is like X Appendix 6: Posttest Exercise Look at the text in each question What does it say? Circle the correct answer A Thursday‟s trip from the office TRIP CANCELLED ON THURSDAY GO You can get the money you paid for B If you haven‟t paid for Thursday‟s trip, you TO OFFICE FOR REFUND should go to the office C The trip which was cancelled will now take place on A It‟s not possible to eat in this building All Staff This restaurant is closed for until March B There are no refreshments in the café building works The café on level three is serving or the restaurant today C Hot meals are temporarily available in the hot meals until we open again in March cafe A Remember to put everything inside your Do not leave anything in your locker overnight locker at night B You must take your things home at the end of the day C You can only use the lockers in the evenings There are still places available on the London trip Anyone who wants to go but hasn‟t booked must contact the office by Thursday A Everyone who is going to London must go to the office B It‟s too late to book a place on the trip to London C If you book before Thursday you can go XI A You must return your books to the library You may use this area for quiet by the date shown B It is essential that you put anything back study You must return all books to when you have finished C You should ask for help if you cannot find shelves after use a book on the shelves Exercise Read the article about two sisters Are the sentences ‘Right’ or ‘Wrong’? If there is not enough information to answer ‘Right’ or ‘Wrong’, choose ‘Doesn’t say’ Ana Johnson is a 13-year-old swimmer who lives in Melbourne in Australia Her dream is to swim for Australia in the next Olympics She swims in both long and short races and she has already come first in many important competitions As well as spending many hours in the pool, Ana also makes time for studying and for friends “I have lots of friends who swim and we‟re very close It‟s much easier to have friends who are swimmers because they also have to get up early to practise like me and they understand this kind of life But I‟m not so different from other people my age In my free time I also enjoy going to the movies and parties There are also some good things about swimming for a club I travel a lot for competitions and I‟ve made friends with swimmers from other Australian cities and from other parts of the world.” Ana is becoming well known in Australia and she believes it is important to get more young people interested in swimming “I don‟t mind talking to journalists and having my photograph taken But last year I was on TV and that was much more fun.” Ana‟s home is in Melbourne A Right B Wrong C Doesn‟t say Ana hopes she will become an Olympic swimmer A Right B Wrong C Doesn‟t say Ana knows that she is better at short races than long ones A Right Wrong C Doesn‟t say Ana has won a lot of swimming competitions A Right B B Wrong C Doesn‟t say It is difficult for Ana to make friends with other people who swim A Right B Wrong C XII Doesn‟t say Ana likes doing the same things as other teenagers A Right B Wrong C Doesn‟t say Ana has met people from different countries at swimming competitions A Right B Wrong C Doesn‟t say Ana prefers speaking to journalists to being on television A Right B Wrong C Doesn‟t say Exercise Read the passage and answer the questions that follow During the last 400 years, most scientists relied on mathematics for the development of their inventions or discoveries However, one greatest scientist, Michael Faraday, did not use of mathematics Faraday, the son of a poor blacksmith, was born in London in 1791 and had no education beyond reading and writing In 1812, Faraday was hired as a bottle washer by the great chemist Humphrey Davy Later, faraday became a greater scientist than Davy, making the last years of Davy‟ life embittered with jealousy Faraday made the first electric motor in 1812, the device that used electricity to produce movement Then Faraday became interested in the relationship between electricity and magnetism In 1831, he discovered that when a magnet is moved near a wire, electricity flows in the wire With this discovery, he produced a machine for making electricity called dynamo Faraday then went on to show how electricity affects chemical substances Because Faraday believed that money should be given to the poor, when he grew old, he was very poor However, Queen Victoria rewarded him for his discoveries by giving him a stipend and a house He died in 1867 What is the text about? A Michael Faraday C Humphrey Davy B Queen Victoria D famous artists Which of the following statements is not true about Faraday? A He didn‟t make use of mathematics to develop his inventions B He just knew how to read and write C He was born in a rich family D He died in 1867 Humphrey Davy hired Faraday to work as a XIII A chemist C scientist B bottle washer D professor All of the following are mentioned as Faraday‟s achievements Except A his invention of dynamo B his discoveries of the effects of electricity on chemical substances C his invention of electric motor in 1821 D his discovery of magnetism When did Faraday make the first electric motor? A In 1791 C In 1821 B In 1812 D in 1831 Faraday got a stipend and a house as a reward from _ A Humphrey Davy C Queen Victoria B his father D his friend How old was Faraday when he died? A 60 years old C 76 years old B 70 years old D 81 years old XIV Appendix 7: Form for self-selected reading assessment GROUP PRESENTATION Rater: Topic of the group Group member names in Alphabetical Order 1. 2. 3. Key qualities Group members/ Total marks STRUCTURE – Was the presentation /2 /2 /2 /2 /2 /2 /2 /2 /2 /2 /2 /2 /2 /2 /2 wellorganized? Did the presentation consist of phases: Pre, While, Post - reading? INFORMATION – Did the presentation providethe right amount of information? Was it clearly and imaginatively presented? Was it related to the given topic? DELIVERY – Did the presenter(s) exhibiteffective posture and facial expression; voicetone ? ATTRACTION – To what extent were thepresenters successful in conveying ideas of the text? Could they involve the whole class in their presentation? Did they make the audience want to learn more? FEEDBACK- could the presenter offer quick responds to all the questions connected to their presentation? XV ... as to enhance their reading proficiency, ? ?an experimental study on the effect of the self -selected reading activities on Haiphong Private University‟s English non- majors? ?? reading proficiency? ??... mentioned reasons, the researcher comes to the decision to carry out ? ?an experimental study on the effect of the self -selected reading activities on Haiphong Private University‟s English non- majors? ??... experimental study on the effect of the self -selected reading activities on Haiphong Private University’s English nonmajors’ reading proficiency? ?? is my original research work, and that all the resources