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MINISTRY OF EDUCATION AND TRAINING VIETNAM INSTITUTE OF EDUCATIONAL SCIENCES TRAN THI NGOC TEACHING MULTIMODAL TEXT READING COMPREHENSION IN PHILOLOGY PROGRAM AT SECONDARY SCHOOLS Major: Teaching theory and methodology subject of Literature Vietnamese Code: 9.14.01.11 SUMMARY OF DOCTORAL DISSERTATION Hanoi, 2021 The dissertation has been completed at Vietnam Institute of Educational Sciences Scientific supervisors: Assoc Prof Dr Do Ngoc Thong Assoc Prof Dr Hoang Hoa Binh Examiner 1: Examiner 2: Examiner 3: This dissertation will be defended at Institute-level Board of Examiners at ……………………………………………………………… ………………………………at ………………on ……… This doctoral dissertation can be found at - National Library of Vietnam - Library of Vietnam Institute of Educational Sciences INTRODUCTION Rationale for the study 1.1 The development of life and society of listening and seeing has created vivid and diverse texts In print media such as newspapers, flyers or advertisements, words are almost always presented with a combination of pictures, diagrams and drawings Additionally, printing technology has been improved for a variety of fonts and shapes Besides, display screens are becoming increasingly common in shops, workplaces, schools or at home Cell phones can transmit images as well as sound Therefore, it can be seen that the scope and ways of communication are expanding 1.2 In countries with advanced education system, multi-modal text has been incorporated into the school curriculum In Philology and Literature education programs of Australia, USA, and South Korea, teaching multi-modal texts in Philology has become a requirement 1.3 In Vietnamese schools, although students have not learned how to read multimodal texts, they have to be exposed to many multi-modal texts in different subjects Meanwhile, Philology is an instrumental subject whose functions are forming and developing students’ communication skills However, students have not been taught how to read this type of text Materials supporting teachers and students in the teaching process such as teacher books and workbooks have not paid attention to the exploitation of multi-modal texts Due to the changes in the construction of the general education curriculum in Philology, one of the urgent tasks is the need for more specific and detailed research on teaching students to read multi-modal texts For the above reasons, we chose Teaching multi-modal text reading comprehension in Philology program at secondary schools as the research topic of the study Overview of the study 2.1 Studies on teaching multi-modal text reading comprehension in Philology in foreign countries 2.1.1 Studies on text reading comprehension Studies confirm: - Reading comprehension is an important competence that students need to form and develop throughout their school years - To read and understand well, readers need to be provided with a lot of equipment in which background knowledge and reading comprehension tactics play a very important role The equipment will determine the results of reading comprehension from the perspective of the reader as the constructor of the text’s meaning based on her or his inherent knowledge and experience - There is no common reading comprehension method for all types of documents It is necessary to base on many factors such as recipient, type of text and reading purposes from which readers will choose appropriate reading methods 2.1.2 Studies on teaching text reading comprehension In many countries, there have been a lot of researchers interested in teaching text reading comprehension such as H Alan Robinson, Taffy E Raphael, Winch, Rosemary Ross Johnston, Marcelle Holliday, Lesley Ljungdahl, Paul March, Jack C Richards, Willy A Renandya, John Langan Studies all agree that teaching reading comprehension plays an important role in education in general and language teaching in particular It is not only seen as teaching skills for a subject but it should be seen as training an important skill for lifelong learning needs At the same time, according to researchers, the system of reading comprehension questions and learners’ background knowledge play an important role in the process of teaching reading comprehension Therefore, in the process of teaching reading comprehension, it is necessary to give prominence to the active role of learners, the importance of teachers’ role of orientation and organization and the flexible use of reading teaching methods and strategies 2.1.3 Studies on teaching multi-modal text reading comprehension Up to now, there have been many researches on teaching multi-modal text reading comprehension in terms of concepts, multi-modal text features and methods of teaching multi-modal text reading comprehension There are many authors such as Bearne, E Wolstencroft, H., Mary Kalantzis, Bill Cope, Maureen, Anthony Baldry, Paul J Thibault, Len Unsworth, Ann Daly, Geoff Dean, Serafini Researches on teaching multi-modal text comprehension confirms that teachers continue to organize and guide students while students take an active role in the process of searching and acquiring information The process of guiding students to read multi-modal texts is divided into stages, namely pre reading, while reading and post reading In each stage, teachers need to use a reasonable and diversified reading comprehension question system These are the questions that need to evoke background knowledge in students, train students’ ability to analyze, synthesize, evaluate and create In particular, in order to effectively exploit the symbology system to create multi-modal texts, teachers need to provide a system of questions/exercises to identify the meaning and effect of each symbol and the question/lesson system for students to practice expressing relationships between those symbols 2.2 Studies on teaching multi-modal text comprehension in Philology in Vietnam 2.2.1 Studies on text reading comprehension The issue of text reading comprehension has attracted the attention of many scientists, such as Tran Dinh Su, Nguyen Thanh Hung, Le Phuong Nga, Nguyen Thi Hanh, Hoang Hoa Binh, Nguyen Minh Thuyet, Do Ngoc Thong, Pham Thi Thu Huong, Nguyen Thi Hong Nam, Nguyen Thi Hong Van Each research project raises the issue from different perspectives, but the authors affirm that they understand that this activity requires the application of various skills In particular, the reader’s activeness and initiative play an important role in the text reading process Besides, it can be seen that most of the researches on text reading comprehension in our country today are mainly towards unimodal texts 2.2.2 Studies on teaching text reading comprehension Up to now, in Vietnam, there have been many researches and articles on teaching reading comprehension in many aspects, such as objectives of teaching reading comprehension and organization of teaching reading comprehension In the scope of the study, we focus on organization of teaching reading comprehension - Researchers identified the active role of the process of teaching text reading comprehension is students - Researchers figured out the process of teaching text reading comprehension, the application of specific skills, strategies and teaching methods for reading comprehension However, the subjects of these studies are mainly teaching reading comprehension of literary texts For this reason, teaching methods and evaluating the results of text reading comprehension are mainly applied to teaching reading comprehension of literary texts 2.2.3 Studies on teaching multi-modal text reading comprehension In our country, the research on multi-modal text is not much There are a few authors such as Do Ngoc Thong, Le Thi Minh Nguyet and Nguyen The Hung Researchers all find a meeting point when they think that multi-modal text is a combination of two or more different expression channels which include language, symbols, diagrams, figures, pictures and sound There are a number of works that mention the issues of teaching multi-modal text reading comprehension However, the research content on this issue is not much Up to now, there has been no specific and detailed research on teaching methods of multi-modal text reading comprehension in Philology in secondary schools 2.3 General comment Multi-modal text reading comprehension has soon been introduced into the curriculum of many countries around the world such as USA, Australia, Korea, etc to meet the communication requirements in today’s booming world of science and technology In Vietnam, reading comprehension and teaching reading comprehension theories have gradually approached new perspectives Accordingly, researchers have paid attention to the issue of reading comprehension and teaching comprehension of a text with a combination of words and visual channels - a form of multi-modal text However, those works just stop at the initial research of this type of document There is no research on how to teach multi-modal text reading comprehension for secondary school students Research purpose The research purpose of the study is to propose teaching measures for multimodal text reading comprehension in Philology in secondary school Research subject and tasks 4.1 Research subject The research subject of the study is the teaching activity of multi-modal text reading comprehension in Philology in secondary school 4.2 Research tasks To achieve the purpose of the research, the study focuses on solving the following tasks: - Studying and identifying some theoretical and practical issues about teaching reading comprehension in general and teaching multi-modal text reading in Philology in particular - Proposing methods for teaching multi-modal text reading comprehension in Philology - Carrying out pedagogical experiment to demonstrate the effectiveness of teaching methods and evaluate the results of multi-modal text reading comprehension in Philology Scope of research - Scope of research content: multi-modal text in the field of information documents which is shown mainly by the mode of text channel and still image - Scope of survey location and subjects: + Scope of survey location: a number of secondary schools in Thai Nguyen, Cao Bang and Hoa Binh provinces + Scope of survey subjects: teachers and students in grade 6, 7, and - Scope of pedagogical experiment location and subject: + Scope of pedagogical experiment location: a number of secondary schools in mountainous, rural areas and cities in Thai Nguyen province + Scope of pedagogical experiment subjects: teachers and students in grade + Scope of pedagogical experiment content: text reading comprehension section of grade Research method 6.1 Theoretical research method - Method of retrospective documentary - Method of analysis and synthesis 6.2 Practical research method - Method of investigation and survey - Method of experimental teaching - Method of pedagogical observation - Method of statistics and classification Scientific hypothesis If the research identifies the methods of teaching multi-modal text reading comprehension, it will help students know how to read multi-modal texts more effectively, meeting the new requirements on text reading comprehension for secondary school students in Philology Significance of the study 8.1 In terms of theory The study has i) summarized research results on domestic and foreign multimodal texts; ii) provided scientific bases for proposing teaching methods to read and understand multi-modal texts; iii) proposed teaching measures for multi-modal text reading comprehension and multi-modal text reading comprehension results for secondary school students 8.2 In terms of practicality The way of teaching and learning to read and understand multi-modal text is specifically built The study is a good reference to help teachers and students in teaching and learning multi-modal text reading comprehension It also helps students acquire the skills of reading texts made up of many different expression channels The structure of the study In addition to Introduction, Conclusion and References, the study includes 03 chapters: Chapter 1: Scientific basis of the study Chapter 2: Teaching multi-modal text reading comprehension in Philology in secondary schools Chapter 3: Pedagogical experiment CONTENT Chapter 1: SCIENTIFIC BASIS OF THE STUDY 1.1 Theoretical basis 1.1.1 Text and multi-modal text 1.1.1.1 Text a Definition There have been many definitions of text Up to now, the concept of text has gone beyond the narrow scope of merely created by language (in the common sense) but tended to include products with a combination of linguistic symbols and other types of signs (visual symbols, sound symbols ) with a variety of expressions b Classification Understanding the concept of text has a great impact on the classification of texts The general and long-mentioned classification is to distinguish ‘oral expression’ from ‘written expression’ or spoken texts and written texts According to PISA, there are two types of text: continuous text and noncontinuous text Currently, this program classifies based on four criteria: medium, environment, text format and text type According to the classification of texts associated with social purposes, texts in schools are divided into three categories: informational text, literary text, and discussion text This is also the way to classify texts in the new Philology general education curriculum Besides, there is also a classification based on the expression channel of the text Accordingly, texts in schools include unimodal text and multi-modal text Unimodal text is a text that is presented by an expression channel Multi-modal text is a text that combines two or more expression channels, such as word channel, image channel (still/animation), sound channel 1.1.1.2 Multi-modal text a Definition There are some definitions of multi-modal text However, in our opinion, Nguyen The Hung’s definition is the most complete: Multi-modal text (in distinction with unimodal text in terms of the number of expression channels of text) is a text that has a close coordination of two or more expression channels (including language channel, image channel, sound channel, video channel, activity channel, link and hyperlink channel ) to form a unified whole to achieve a certain communication goal b Characteristics In addition to the characteristics of the text in general, multi-modal text has the following basic characteristics: - Multi-modal text provides information visually and vividly by many different expression channels - Multi-modal text strongly affects feelings and immagination of readers - Expression channels in multi-modal texts are organized and arranged according to a certain intention to achieve high expression efficiency - Multi-modal text is popular - Multi-modal text is diverse - Multi-modal text is scientific - Multi-modal text is concise c Roles The development of society poses new requirements for workers One of the requirements that qualified workers need to meet at the present time is to have a minimum understanding of multi-modal texts to communicate and work The introduction of multi-modal text into teaching is not only the basis for students to learn Philology well, but also a foundation for students to study well in other subjects (natural sciences and social sciences) With knowledge of multi-modal text, students can read different types of texts for different purposes, thereby receiving a wider and richer source of information 1.1.2 Theory of receiving multi-modal text reading comprehension 1.1.2.1 The role of the reader As readers, Freebody and Luke identified four main roles, namely reader as text decoder, reader as text participant, reader as text user and reader as text analyst On that basis, Serafini expanded the role of the reader as ‘reader – viewer’ He offered the following roles: reader - viewer as navigator, interpreter, designer and interrogator 1.1.2.2 Receiving unimodal and multi-modal texts With unimodal text (traditional linguistic text), language is the only expression channel, so decoding the text involves applying tactics in word recognition, pronunciation, knowledge of vocabulary and grammar Meanwhile, multi-modal text includes many different expression channels such as word channel, image channel and sound channel Therefore, readers need to flexibly apply reading strategies to identify, decode and construct meanings from words, images, tables, diagrams, symbols, sounds and movements, etc 1.1.3 Modern teaching theory on receiving multi-modal text reading comprehension 1.1.3.1 Teaching multi-modal text reading comprehension according to competence development requirements On the one hand, teaching text in general and teaching multi-modal text in particular need to meet the requirements of current teaching, which is towards the formation and development of learners’ necessary qualities and competences On the other hand, multi-modal text only really promotes its roles and strengths when it is taught in the direction of developing learners’ competences Therefore, based on the characteristics of multi-modal text and the requirements of teaching towards competence development, teachers need to organize teaching activities in a scientific and logical way to help students understand the text, know how to comprehend (know how to read) and have a method to comprehend (reading method) different multi-modal texts 1.1.3.2 Some methods used in teaching multi-modal text reading comprehension Teachers need to flexibly apply teaching methods and techniques, such as research method, group discussion and problem solving In each of the above methods, teachers can apply some techniques in teaching multi-modal text reading comprehension, such as the technique of ‘active reading’, ‘KWLH’, ‘we know 3’, ‘brainstorming’, ‘stage’, ‘one-minute presentation’, ‘table cloth’, ‘mind map’, etc 1.1.4 Characteristics of secondary school students in receiving multi-modal text reading comprehension Intellectual and psychological characteristics of secondary school students have a clear development in the aspects of attention, perception, memory and thinking, especially imaginative thinking These characteristics have a positive influence on the multi-modal text reading process 1.2 Practical basis 1.2.1 Multi-modal text in secondary Philology curriculum and textbooks 1.2.1.1 Survey on curriculums and textbooks in some foreign countries In countries with developed economies and education system such as Singapore, the Netherlands, USA and Australia, multi-modal text have been identified as an important reading comprehension subject in schools 1.2.1.2 Survey on Philology curriculum and textbooks in Vietnam a Survey on Philology curriculum The current Philology general education program of Vietnam does not state the source or material for the text However, in reality, these texts are presented in writing, printed on paper with additional illustrations in some texts Thereby, we can see that multi-modal text - the type of text with a combination of expression channels has not been paid much attention in the current Philology general education program Recognizing the changes in international education trends, the 2018 general education program has made adjustments Accordingly, multi-modal text has become the subject of reading comprehension in the new Philology program b Survey on Philology textbooks Philology textbooks in secondary schools in Vietnam not have multi-modal texts Although a lot of texts have multi-modal elements such as paintings and images, we not classify them as multi-modal texts because they are not intentionally integrated into the text by the author but supplemented by the compiler of the textbooks to illustrate the text channel used in the text Readers still understand the content that the text conveys whether or not those images are Therefore, the texts in the secondary school Philology textbooks are still unimodal texts Therefore, the current Philology teacher books and workbooks for grade 6, 7, and have not yet instructed teachers and students how to teach and learn multi-modal texts 1.2.1.3 Evaluation of survey results Through analyzing the survey results, we found that the curriculum and textbooks in some developed countries such as Singapore, USA, Korea and Australia have immediately paid attention to multi-modal text from primary school Meanwhile, the current Philology curriculums and books (textbooks, teacher books and workbooks) in secondary schools in Vietnam have not mentioned multi-modal text The 2018 Philology general education program initially became interested in multi-modal text when for the first time this term appeared in the program 1.2.2 The reality of teaching multi-modal text reading comprehension in secondary school 1.2.2.1 Investigation and referendum results The survey location of the study is secondary schools in Thai Nguyen, Cao Bang and Hoa Binh provinces In each school, we surveyed teachers of Philology and classes in grade 6, 7, and With 54 questionnaires for teachers and 1094 questionnaires for students, we found that both teachers and students responded positively to the multi-modal text and made suggestions for teaching reading comprehension of this type of text 1.2.2.2 Survey results of lesson plans Through surveying 150 secondary Philology lesson plans, we found that only 5/150 lessons have a few questions exploiting the supporting element in the text In spite of a limited number of lesson plans which are interested in illustrative elements, it proves that the teachers have carefully researched and studied the reading comprehension text to help students fully exploit the content and form of the text Thereby, it can be seen that because the textbooks not have multi-modal texts, there is no lesson plan to guide students how to read this type of text 1.2.2.3 Results of assessing students’ reading comprehension ability Through the survey of 48 Philology tests in grade 6, 7, and 9, the results showed that all the language used by the teacher is unimodal texts without pictures, diagrams, tables and symbols In addition, when we examined the Philology entrance tests for students from grade to grade 10 (according to the OECD, it is the end of compulsory education) of a number of provinces such as Thai Nguyen, Hoa Binh, Cao Bang, Ria Vung Tau, Hanoi and Ho Chi Minh City in recent years, we found that most of the provinces used unimodal text as the language of the Philology tests Only a few tests by the Department of Education and Training of Ba Ria Vung Tau province and Ho 11 the content of each expression channel to determine the relationship between the image channel and the word channel in the multi-modal text 2.2 Measures to organize teaching multi-modal text reading comprehension in secondary Philology 2.2.1 Organize students to learn how to present information using various channels in multi-modal texts 2.2.1.1 Purpose of the measure Multi-modal texts in the field of information have the main purpose of providing information to readers Therefore, in the process of teaching multi-modal text reading comprehension in the field of informational texts, the teacher needs to organize for students to learn how to present information by many diverse channels Thereby, students can see the visual and vividness in the information transmission of multi-modal texts 2.2.1.2 Implementation method of the measure To guide students in learning how to present information using various channels in multi-modal texts, teachers need to organize specific activities The activities are clearly shown in the system of tasks (questions and exercises) that teachers transfer to learners With this method, teachers should organize the following activities: - Organize students to recognize information from multi-modal texts: + Organize students to recognize information from the text channel; + Organize students to recognize information from the still image channel; + Organize students to recognize general information of multi-modal texts; - Organize students to learn the effects of expression channels in transmitting information 2.2.2 Organize students to learn the effects of multi-modal texts on readers’ perception and feelings 2.2.2.1 Purpose of the measure In addition to the purpose of conveying information visually and vividly to readers, multi-modal text also has a strong impact on students’ perception and feelings That strong impact is caused by the presence of a still image channel in which images (drawings and photos) are an important factor that positively influences their information acquisition 2.2.2.2 Implementation method of the measure To implement this measure, teachers need to use a system of questions and exercises that require students to state their own perceptions and feelings when they read multi-modal texts Therefore, teachers need to organize activities for students to clearly express their awareness, emotions and imagination when they read multimodal texts Teachers aslo point out the effects of expression channels in the process of affecting students’ perception and feelings 2.2.3 Organize students to explore the layout of channels in multi-modal texts 12 2.2.3.1 Purpose of the measure In multi-modal texts (with a combination of text and still image channels), the still image channel is in a non-linear order which depends on the ‘grammar of visual design’ and the space Therefore, when teaching reading multi-modal texts, teachers need to organize students to learn how to arrange the channels of expression in multi-modal texts as well as point out the pros and cons of that composition 2.2.3.2 Implementation method of the measure With this measure, teachers need to build a system of questions and exercises to highlight the arrangement of text channels and still image channels in multi-modal texts, especially the image channel because the layout of the image channel with the characteristics of color, size and position have a great influence on the transmission of information and affect the perception and feelings of readers On that basis, we propose a system of questions to explore the layout of the expression channels in multi-modal texts as follows: Comment on the theme fonts, the font sizes and the layout of the text channel in the text; Indicate the number of images used in the text Which content has the most images? How are the colors and sizes of the images used in the text? Determine the position of those images (located in the center or left, right, top or bottom); Comment on the layout of the text Point out the advantages and disadvantages of that arrangement; If you can rearrange the text, how will you arrange the channels of expression? Why? 2.2.4 Organize students to learn the popularity, diversity, science and meaningfulness of multi-modal texts 2.2.4.1 Purpose of the measure Despite using many different forms, multi-modal texts in the field of information text still have to ensure their science and meaningfulness At the same time, thanks to the use of visual channels (diagrams, graphs, tables, symbols ), the text becomes concise and helps readers to receive information quickly Therefore, in the process of teaching reading multi-modal text, it is necessary to organize students to clearly see the popularity, science, diversity, and meaningfulness of the multi-modal text in the field of information text 2.2.4.2 Implementation method of the measure To implement this measure, teachers can use the following questioning system: questions to highlight the popularity of the text, questions to recognize the variety of forms of text, questions to comment on the accuracy of the language and images used in the text, questions to understand about the relationship between the channels of expression in the text, questions to highlight the meaningfulness of the text With science, teachers need to use questions to clarify the relationship between the text channel and the still image channel in terms of illustration, supplementation or connection Teachers can use some questions such as: Are the text channels and the image channels used in the text correct? What does Figure A 13 illustrate in the text channel? What information does the text channel illustrate or supplement to the still image channel? What information does the still image channel illustrate or supplement to the text channel? How does the combination of text channel and still image channel (numbers, arrows, symbols, tables, diagrams, charts, photos, drawings, etc.) affect the representation of content? What is the relationship between the text channel and the still image channel in the multi-modal text? To highlight the meaningfulness of the text, the teacher can use the following requirements: re-transmit the content of the text using text channels only, not using the image channel (unimodal text), compare the capacity of the newly created unimodal document and the original multi-modal text 2.2.5 Organize students to practice multi-modal text reading comprehension skills through the system of exercises 2.2.5.1 The role of exercises to practice multi-modal reading comprehension skills for students The way to form skills in general and multi-modal text reading comprehension skills in particular is through practice Learners need to participate in practical activities to practice their multi-modal text reading skills These activities are concretized by a system of exercises with hierarchical classification of the level of knowledge and thinking as well as the sequence of operations in the technique of the action 2.2.5.2 Some requirements for building a system of exercises to practice multimodal text reading comprehension skills for students - Meeting the general requirements of training students’ text reading comprehension skills; - Using a variety of different exercises: recognizing exercises, understanding exercises and applying exercises (low and high); - Ensuring the science and integrated construction; - Being in accordance with the practice of teaching text reading comprehension in schools: attaching importance to training students to self-study textbooks to receive and apply new knowledge through solving tasks set out in lessons, spending a lot of time in class for students to practice, present, discuss and defend their learning results - Being consistent with psychology and awareness of secondary school students, ensuring the balance with the student’s competence - Associating with the characteristics of multi-modal texts in the field of information with the combination of text and still image channels 2.2.5.3 The system of exercises for students to practice multi-modal text reading comprehension skills a) Exercises to learn how to present information through expression channels in multi-modal texts * Purposes of the exercises: 14 - Help students identify the information in multi-modal texts, the visual representation of information vividly by different channels of expression and the effect of each expression channel in communicating information - Train students to learn how to present information through expression channels in multi-modal texts * Requirements for the exercises: - The exercises must aim to practice skills in determining how information is presented through expression channels in multi-modal texts - The topic of the exercises must be within the scope of brief information text and linguistics with a combination of text channel and still image channel - The instruction of exercises must be specific, clear and suitable to students’ level and manipulation of forming multi-modal text reading comprehension skills; types of exercises must be diverse * Sample exercise: b) Exercises to explore the effects of multi-modal texts on the readers’ perception and feelings * Purposes of the exercises: - Help students to clearly see the strong effects of the multi-modal texts on the readers’ perception and feelings; especially the effects of the still image channel on their feelings and imagination - Train students to identify and analyze the effects of the still image channel on students’ perception and feelings * Requirements for the exercises: - The exercises must aim to practice students’ skills in understanding the effects of multi-modal text on students’ perception and feelings The topic of the exercise must be within the scope of brief information with a combination of text channel and still image channel (still image channel should include pictures or photos) - The instruction of exercises must be specific, clear and suitable to students’ level and manipulation of forming multi-modal text reading comprehension skills; types of exercises must be diverse - The exercises must integrate reading and writing skills because with the exercise to find out the impact of multi-modal text on readers’ perception and feelings, students need to provide solutions and cognitive lessons drawn from problems mentioned in the text * Sample exercise: c) Exercises to understand the layout of expression channels in multi-modal texts * Purposes of the exercises: - Help students identify the organization and arrangement of expression channels of multi-modal texts, the meaning of organization and arrangement of 15 expression channels for information transmission, advantages and limitations of that organization and arrangement - Train students to study the layout of expression channels in multi-modal texts, organize and rearrange expression channels in multi-modal texts (if necessary) * Requirements for the exercises: - The exercises must aim to practice students’ skills in determining the layout of the expression channels in multi-modal texts; - The topic of the exercises must be within the scope of brief information with a combination of text channel and still image channel - The instruction of exercises must be specific, clear and suitable to students’ level and manipulation of forming multi-modal text reading comprehension skills; types of exercises must be diverse * Sample exercise: d) Exercises to explore the popularity and diversity of multi-modal texts * Purposes of the exercises: - Help students identify the topic of the multi-modal texts, the format of multi-modal texts in the field of information documents and the extent to which the text appears in practice - Practice students’ skills in understanding the popularity and diversity of multi-modal texts * Requirements for the exercises: - The exercises must aim to practice students’ skills in understanding the popularity and diversity of multi-modal texts - The topic of the exercise must be within the scope of brief information with a combination of text channel and still image channel - The instruction of exercises must be specific, clear and suitable to students’ level and manipulation of forming multi-modal text reading comprehension skills; types of exercises must be diverse * Sample exercise: e) Exercises to find out the science and meaningfulness of multi-modal texts * Purposes of the exercises: - Help students to identify and evaluate the relationship of expression channels of multi-modal texts, the brevity and fast information transmission of multimodal texts - Train students to learn the science and meaningfulness of multi-modal texts * Requirements for the exercises: - The exercises must aim to practice student’s skills in understanding the science and meaningfulness of multi-modal texts - The topic of the exercise must be within the scope of brief information with a combination of text channel and still image channel 16 - The instruction of exercises must be specific, clear and suitable to students’ level and manipulation of forming multi-modal text reading comprehension skills; types of exercises must be diverse * Sample exercise: 2.2.5.4 Organize students to practice multi-modal text reading comprehension skills through a system of exercises - Purposes: students form multi-modal text reading comprehension skills At the same time, they practice independent working skills and collaborative skills in teamwork and communication skills, etc - Implementation process: After building a system of exercises to practice multi-modal text reading comprehension skills, teachers organize students to practice according to the following process: Teachers assign exercises to students (teachers can distribute worksheets and guide students in analyzing the requirements of the exercises); Individual students or group of students perform the tasks required for a multi-modal text reading comprehension exercises; Individual students or groups of students crossevaluate individual/group products; Teachers comment, review and conclude 2.2.6 Assessment of students’ ability to read and understand multi-modal texts The assessment of multi-modal text reading comprehension ability is understood as a measure to consolidate the multi-modal textual comprehension method Therefore, we are going to present the requirements of assessing multimodal text reading comprehension and some illustrative tests 1.2.6.1 Requirements of multi-modal text reading comprehension assessment - Content of assessment: Tests need to assess students’ ability to read and understand multi-modal texts, including recognizing, understanding and applying the transmitted information through expression channels in multi-modal texts, the impact of multi-modal texts on the readers’ perception and feelings, the layout of the expression channels in multi-modal texts, the format of multi-modal texts, the science and meaningfulness of multi-modal texts - Assessment methods: + Language materials in the tests Directly serves the development of students’ qualities and competences according to the goals and requirements of the new Philology general education program Must be in accordance with the experience, cognitive ability, and mental physiological characteristics of students Belongs to the field of information texts, has special value in content and form and demonstrates the pure qualities of language and images Ensure the appropriateness of difficulty and capacity of multi-modal texts across classes and levels + The system of questions and exercises in the tests: According to research by B.S.Bloom, human perception in general, of learners in particular has six levels, arranged from low to high: knowing, understanding, applying, analyzing, 17 evaluating and creating However, in Vietnamese schools today, the level that learners need to achieve in each content is usually determined according to the levels of knowing, understanding and applying (low and high) Accordingly, the tests of multi-modal text reading comprehension competence include types of questions and exercises with the following three levels: knowing, understanding and applying 2.2.6.2 Some tests to assess multi-modal text reading comprehension competence Depending on the assessed subject and the student’s reading comprehension competence, there are different tests We would like to give examples of some types of multi-modal text reading comprehension assessments for secondary school students, including text channel and diagram/chart combination test, text and image channels (drawings or photos) combination test; text channels and graphs/diagrams/schemas and images channels (drawings or photos) drawings or photos 2.3 Orientation of teaching multi-modal text reading comprehension in secondary Philology 2.3.1 Content of teaching multi-modal text reading comprehension In the new Philology textbooks, multi-modal texts appear in all three types of documents, namely literature, information, and discourse, but they appear more in information texts Multi-modal text in the field of information has content that provides information about people, things, phenomena or implementation instructions based on data, subjective facts and scientific knowledge Accordingly, when teaching multimodal text reading comprehension, teachers not only guide and organize students to know the information of the text, but also help students to recognize the formal characteristics of the texts, the role and effects of these forms in presenting information content 2.3.2 The process of teaching multi-modal text reading comprehension When teaching multi-modal text reading comprehension, it is necessary to pay attention to the following points: Step 1) Introduce the lesson Activity Warm-up In this activity, teachers should ask students to present their products to the class, and discuss some questions that teachers have asked This activity aims to mobilize learners’ background knowledge, create excitement and lead them into the multi-modal text reading process It is noted that there should be a prompt question that highlights the popularity of multi-modal texts Step 2) Organize the teaching of multi-modal text reading comprehension In the process of teaching multi-modal text reading comprehension, teachers need to organize activities to guide students to read and understand texts so that they can clearly see the outstanding features of multi-modal texts These activities include organizing students to read multi-modal texts, organizing students to learn information 18 from multi-modal texts, organizing students to learn the impact of multi-modal text on readers’ perception and feelings, organizing students to learn the layout and arrangement of expression channels in multi-modal texts, organizing students to learn the science, diversity, and meaningfulness of multi-modal texts, organizing students to generalize the value of multi-modal texts and draw out how to read this type of text, organizing students to practice multi-modal reading comprehension skills Step 3) Finish the lesson Teacher organizes students to apply the knowledge of the lessons to extensively explore and solve practical problems Summary of chapter We proposed some methods of organizing the teaching of multi-modal text reading in secondary school including the following contents: Requirements of teaching multimodal text reading comprehension in secondary Philology, measures to organize teaching multi-modal text reading comprehension in secondary Philology and orientation of teaching multi-modal text reading comprehension in secondary Philology CHAPTER PEDAGOGICAL EXPERIMENT 3.1 Purposes of pedagogical experiment - Concretize and actualize the methods of teaching multi-modal text reading comprehension in Philology in secondary school proposed in the study - Assess students’ ability to read and understand multi-modal texts through analysis, qualitative comparison and quantitative results between control classes and experimental classes - Draw out the pros and cons of the experimental process From there, we verify the feasibility and effectiveness of the methods of teaching multi-modal text reading comprehension proposed in Chapter and confirm the correctness of the scientific hypothesis 3.2 Experimental content and method 3.2.1 Experimental content The secondary Philology curriculum and textbooks in general and the current grade Philology in particular not have multi-modal texts To successfully build experimental content, the author based on some of the following bases: - Identify the topic of texts in the current Philology general education program (grade 8) including environment, social crimes and population These topics are often learned through information texts Survey of texts in the current Philology textbook shows that these texts are mainly information texts - Apply the school’s policy of program development to develop teaching plans and replace texts with multi-modal texts in the information field with the same topic as required by the current program For the past 5-7 years, schools have done this according to the official letter No 791/BGDĐT dated June 25, 2013 of the Ministry of Education and Training on pilot development of the general school education program 19 - Study the instruction of teaching multi-modal texts in the Philology curriculum 2018 issued on December 26, 2018 by the Ministry of Education and Training about whether teachers can choose language materials outside the textbooks to meet all the teaching requirements From the above bases, to ensure the correct implementation of the program, in the experimental content, we choose three multi-modal texts of three topics: environment, population and social crimes Text 1: The immeasurable harm plastic bags cause to health and the environment (combination of text and images), Text 2: Aging population in Vietnam (combination of text and graph) and Text 3: The harmful effects of tobacco on human health (combination of text, pictures and diagrams) 3.2.2 Experimental method The study conducted experimentally and evaluated the effectiveness of multi-modal text reading comprehension teaching methods in the following direction: determining the results of multi-modal text reading comprehension of students through comparing teaching results of lesson plans prepared by teachers with teaching results of lesson plans proposed by the researcher - Control lesson plan is the lesson plan taught in the control class with usual design by teachers of secondary schools Through the survey, the researcher found that these lesson plans ensure the basic contents of the lessons and design activities according to the reading comprehension process However, all three lesson plans have not clearly shown the system of organizational measures for students to read multi-modal texts, mainly in content orientation, and have not paid much attention to teaching multi-modal text methods for students Most teachers have focused on extracting information from text channels with less designing organizational activities for students to extract information from video channels Besides, they have not paid much attention to the impact of multi-modal text on students’ feelings, imagination and the layout of expression channels in the text - Experimental lesson plan is the lesson plan taught in the experimental class It is designed by the researcher The lesson plan shows the close and flexible coordination between the teaching multi-modal text reading comprehension methods in accordance with the practical conditions At the same time, we have built lesson plans in the direction of enhancing and promoting students’ initiative and activeness in self-study We focus on training students to self-study documents and spend a lot of time in the class for students to practice, present and discuss issues The lesson plans are designed with the aim of equipping students to read subtypes of multi-modal texts in the information field with the combination of text and still images Therefore, the focus of the lesson is that teachers organize multi-modal text reading comprehension activities for students to exploit information from text and video channels, the impact of multi-modal text on each reader as well as organization and arrangement of the expression channels in multi-modal texts 20 3.3 Experimental subjects, location, time and procedure 3.3.1 Experimental subjects and location The experimental subjects that we chose are 8th grade students in different socio-economic regions (urban, rural and mountainous areas) with a diversity of academic qualifications Control classes and experimental classes have equivalent characteristics in all aspects: number of students, cognitive level and general psychological characteristics Teachers invited to teach experimental and control classes are enthusiastic, responsible, experienced in teaching and easily receptive to new achievements in the science of education The experimental location is Thai Nguyen province - a large area with diverse population (mountainous, urban and rural) The experiment was held at secondary schools in Thai Nguyen city, Pho Yen, Dong Hy and Phu Luong district - Thai Nguyen province 3.3.2 Experimental time We conducted experiments in the period of 11/2017 - 11/2018 We conducted teaching experiment and assessing multi-modal text reading comprehension ability for 8th grade students in main periods (morning) and extra periods (afternoon) 3.3.3 Experimental procedure Stage 1: Meeting; Stage 2: Teaching the periods prepared according to the developed teaching methods of multi-modal text reading comprehension; Stage 3: Having students the test; Stage 4: Processing results The experimental results were done through observation of the teachers’ lessons and the students’ tests 3.4 Assessment of experimental results 3.4.1 Assessment criteria 3.4.1.1 Qualitative assessment This assessment is shown in the students’ lesson preparation process and in their classroom learning process 3.4.1.2 Quantitative assessment This is a way to evaluate through the test results of students in experimental and control classes The score scale is built as follows: Excellent (9 - 10 points), Good (7-8 points), Average (5 - points), Weak (1 - points) 3.4.2 Experimental results 3.4.2.1 Qualitative assessment - Teachers in control classes all carefully prepared for lessons, but the teaching method that teachers use is mainly content-based teaching methods They paid little attention to the organization of students to work, exchange, and discuss to draw conclusions about the knowledge and content of the issue Therefore, students passively listened to questions and answers The results of the control classes were mainly average (according to the evaluation criteria of teaching periods) Besides some active students, the classroom atmosphere was still quiet - Students in experimental classes were assigned with learning tasks in 21 front of the class with many diverse questions/exercises They received multimodal texts and were carefully instructed by the teachers on how to perform tasks to prepare for the next lesson The results of the students’ in experimental classes are basically good Therefore, we can see a pretty clear difference when comparing the learning atmosphere between control classes and experimental classes In experimental classes, students actively participated in learning activities so the class was excited Students in experimental classes were more interested in reading comprehension than before The spirit of proactive and active learning existed in most of the students in the class, not only in the group of good students in the class Students actively and confidently presented their opinions as well as happily cooperated with teachers and classmates 3.4.2.2 Quantitative assessment Table 3.1 The assessment of the results of the students in control classes and experimental classes in test Num Ranking ber Weak Average Good Excellent Area Class of (below 5) (5 - 6) (7- 8) (9-10) stude Num Percenta Percenta Numb Percenta Numb Percenta Number nts ber ge (%) ge (%) er ge (%) er ge (%) Urban Control 78 11 14.1 27 34.6 36 46.2 5.1 Experi 86 3.5 26 0.2 48 55.8 10.5 mental Rural Control 59 16 27.1 23 39.0 17 28.8 5.1 Experi 50 10.0 16 32.0 25 50.0 8.0 mental Mountai Control 67 17 25.4 29 43.3 21 31.3 0.0 nous Experi 73 12.3 31 42.5 29 39.7 5.5 mental Table 3.2 The assessment of the results of the students in control classes and experimental classes in test Area Urban Class Control Experi mental Rural Control Experi mental Mountaino Control us Experi mental Num ber of stude nts 78 Ranking Weak Average Good Excellent (below 5) (5 - 6) (7- 8) (9-10) Percent Percentag Percentag Numbe Numbe Percentage Numbe Numbe age e e r r % r r % % % 3.9 28 35.9 43 55.1 5.1 86 0.0 25 29.1 51 59.3 10 59 50 11.6 13 22 25 42.4 19 32.2 3.4 6.0 16 32 26 52.0 10.0 67 18 26.9 27 40.3 22 32.8 0.0 73 11.0 30 41.1 30 41.1 6.8 22 Table 3.3 The assessment of the results of the students in control classes and experimental classes in test Num Ranking ber Weak Average Good Excellent Area Class of (below 5) (5 - 6) (7- 8) (9-10) stude Percentage Percentage Percentage Percentage Number Number Number Number nts % % % % Urban Control 78 5.1 29 37.2 42 53.9 3.8 Experi 86 0.0 22 25.6 53 61.6 11 12.8 mental Rural Control 59 14 23.7 24 40.7 19 32.2 3.4 Experi 50 4.0 15 30.0 27 54.0 12.0 mental Mountai Control 67 17 25.3 32 47.8 18 26.9 0.0 nous Experi 73 9.6 28 38.4 32 43.8 8.2 mental Assessment of experimental results Through experimental results, we found that there was a difference in the test results of control classes and experimental classes Most of the students in the experimental class were not surprised that the test was the language materials outside the textbook Along with that, the system of exercises built in the experimental lesson plan includes various types of exercises, such as recognizing, understanding, and application that help students have skills to perform similar exercises in the tests Especially, in experimental classes, the lesson plans are designed with attention to the integration between reading skill and writing skill, so the integrated questions in the test of experimental classes were well answered by students In particular, there is a differentiation in test results of experimental classes in different regions: urban, rural, and mountainous areas 3.5 Experimental conclusion - The organization of a multi-modal text reading comprehension lesson for secondary school students (specifically 8th grade students) created excitement for them It initially improved reading comprehension competence for students and met the reading requirements in the new Philology program - The experimental process requires meticulous and thoughtful preparation from identifying subjects and locations to designing teaching activities and building experimental test questions Summary of chapter Chapter shows the experimental process to verify the feasibility of proposing methods of teaching multi-modal text reading comprehension in secondary schools In pedagogical experiment, we fully complied with the steps of this process: determine the experimental purposes; experimental content and method; identify experimental subjects, location, time and procedure, evaluate experimental results and make conclusions about the experimental process Although the experimental location is still limited in many aspects due to the limitation of practical pedagogical conditions, the results obtained helped to 23 confirm the direction of the study as well as have suggestions for next researches CONCLUSION AND RECOMMENDATIONS CONCLUSION In countries with developed education system, teaching multi-modal text reading comprehension has an important meaning It is not only the basis for studying Philology but also the basis for reading comprehension of other subjects Multi-modal text reading comprehension helps students practice thinking and their ability to use language to communicate coherently and clearly to convince readers and listeners Therefore, this research topic is very suitable with the current practical conditions when the general education program of Philology has changed, teachers are empowered in choosing reading comprehension materials to teach on the basis of meeting the prescribed criteria The scientific basis of the study includes theoretical and practical basis In order to propose methods of teaching multi-modal text reading comprehension for teachers, we have based on a number of theoretical bases, such as text and multi-modal text, theory of receiving multi-modal text reading comprehension, modern teaching theory of multi-modal text reading comprehension and characteristics of secondary school students in receiving multimodal text reading comprehension The practical basis of the study is the current situation of multi-modal text in Philology curriculum and textbooks of secondary schools in Vietnam and some countries around the world as well as the reality of teaching multi-modal text reading comprehension in secondary schools In countries with developed education system such as Singapore, USA, Australia and Korea, multi-modal text accounts for a large number in Philology and Literature textbooks Meanwhile, in Vietnam, in the secondary Philology textbook, the texts are mainly unimodal documents and illustrations not have much effect in supporting readers to understand the meaning of the text The survey results show that many teachers are aware of the importance of teaching multi-modal text reading comprehension in the current context, but due to the constraints in the Philology program, most teachers have not made a breakthrough in changing language materials for teaching reading comprehension and assessment To successfully read and understand a multi-modal text, students must have reading comprehension skills for this type of text To that, first of all, teachers need to understand the requirements of teaching multi-modal text reading in secondary schools (including requirements for teaching reading comprehension in general and teaching multi-modal text reading comprehension in particular) Secondly, teachers need to flexibly apply teaching methods of multi-modal text reading comprehension The feasibility of teaching methods of multi-modal text reading comprehension has been affirmed through experimental teaching at secondary schools in urban, rural and mountainous areas of Thai Nguyen province Experimental results show that students are more interested in diverse and vivid 24 reading activities They confidently express their opinions and discuss reading comprehension documents quite actively RECOMMENDATIONS The new Philology textbook needs to select a variety of reading materials in which multi-modal texts need to be considered and used as the main language It is a variety of texts in content and form to create excitement for readers Philology teachers in secondary schools need to be trained to approach multi-modal texts, select and teach multi-modal text reading comprehension according to the characteristics of texts to ensure teaching effectiveness We hope to receive more comments from scientists for the study to be more complete and create more motivation for us to continue looking for new research directions If possible, we will continue to research the issue: Teaching multi-modal writing for secondary school students LIST OF SCIENTIFIC WORKS OF THE AUTHOR RELATED TO THE STUDY I) National magazine articles and international conference proceedings [1] Tran Thi Ngoc (2016), “Multi-modal text and the importance of multi-modal text reading”, Journal of Education, April special issue [2] Tran Thi Ngoc (2016), “Trends in teaching multi-modal text reading comprehension in curricula and textbooks in some countries around the world”, Journal of Science and Technology - Thai Nguyen University, vol 157, number 12/2 [3] Tran Thi Ngoc (2017), “Using multi-modal texts in teaching text reading comprehension in schools”, Journal of Education, special issue October [4] Tran Thi Ngoc (2017), “The need to form and develop competence for multimodal communication”, Today’s Teaching and Learning Journal, December issue [5] Tran Thi Ngoc (2018), “Multi-modal text in teaching Philology in secondary schools”, Journal of Education, No 429, term May [6] Tran Thi Ngoc (2018), “Applying multi-modal texts in teaching Philology in schools”, Today’s Teaching and Learning Journal, August issue [7] Tran Thi Ngoc (2020), “Requirements for teaching multi-modal text reading comprehension in Philology”, Journal of Educational Science, No 25, January [8] Tran Thi Ngoc (2020), “Some methods of teaching multi-modal text reading comprehension in Philology”, Journal of Educational Science, No 31, July [9] Tran Thi Ngoc, Nguyen Thi Thu Thuy (2020), “Forming the competence in teaching reading comprehension of multi-modal texts for Philology and linguistics teacher education students”, Proceedings of the international conference on language, Philology and culture education, Hanoi Pedagogical University II) Textbooks [10] Nguyen Thi Thu Thuy (editor), Dao Thi Hong Hanh, Tran Thi Ngoc (2017), Philology Teaching Theory, Thai Nguyen University Press III) Research projects [11] Tran Thi Ngoc (2018), principal investigator of Research on applying multimodal texts in Philology teaching in schools, code CS - 2018 - 06, accepted on October 22/2018 ... issue of text reading comprehension has attracted the attention of many scientists, such as Tran Dinh Su, Nguyen Thanh Hung, Le Phuong Nga, Nguyen Thi Hanh, Hoang Hoa Binh, Nguyen Minh Thuyet,... long-mentioned classification is to distinguish ‘oral expression’ from ‘written expression’ or spoken texts and written texts According to PISA, there are two types of text: continuous text and... information visually and vividly to readers, multi-modal text also has a strong impact on students’ perception and feelings That strong impact is caused by the presence of a still image channel in which
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