Teaching integrated reading skills to english majors at an giang university

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY TEACHING INTEGRATED READING SKILLS TO ENGLISH MAJORS AT AN GIANG UNIVERSITY A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts (TESOL) Submitted by TRAN THI BICH DUNG Supervisor Dr NGUYEN THANH TUNG HO CHI MINH CITY, AUGUST 2011 STATEMENT OF AUTHORSHIP I certify my authorship of the thesis submitted today entitled “Teaching integrated reading skills to English majors at An Giang University” as the statement of requirements for thesis in Master‟s Programs at Ho Chi Minh City Open University, issued by the Higher Degree Committee Except where reference is made in the text of the thesis, this thesis does not contain material published elsewhere or extracted in whole or in part from a thesis by which I have qualified for or been awarded another degree or diploma No other person‟s work has been used without due acknowledgement in the main text of the thesis This thesis has not been submitted for any degree in any other tertiary institution Ho Chi Minh City, August 2011 TRAN THI BICH DUNG i RETENTION AND USE OF THE THESIS I hereby state that I, Tran Thi Bich Dung, being the candidate for the degree of Master of TESOL, accept the requirements of the University relating to the retention and use of Master‟s Theses deposited in the Library In terms of these conditions, I agree that the original of my thesis deposited in the Library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Library for the care, loan or reproduction of theses ii ACKNOWLEDGEMENTS I would like to show my sincere and respectful thanks to those people whose kindnesses have helped to make this work possible First and foremost, I would like to express my deepest gratitude to my dear supervisor, Dr Nguyen Thanh Tung, for his great enthusiasm and patient guidance, without which the barrier to the completion of this gigantic task could be hardly lifted Had he not helped inspire me with this direction from the very start, the interesting one today could not have been born and grown up Furthermore, his innumerable constructive comments and devoted guidance have helped raise me up to reach this present knowledge I have really learnt a lot from his intellectual and ultra-careful instruction I owe all the instructors of the course of Master of Arts in TESOL of intake at Ho Chi Minh City Open University, for their valuable sources of knowledge and teaching experiences I am particularly indebted to the leaders of An Giang University for providing me with necessary permission and favorable conditions With the same feeling, let me reserve my sincere thanks for those in the School of Graduate Studies of Ho Chi Minh City Open University for their lasting nice support My heart-felt appreciation goes to all Reading-2 teachers for their kind-hearted cooperation in allowing my long-term classroom observations and in yielding meticulous interviewing answers and those first year English majors for their enthusiasm in giving informative responses to the questionnaires Some of my close friends, classmates of M.A in TESOL of intakes 1, and 3, and kind colleagues deserve my special thanks for their valuable share of materials, consultation, and irreplaceable emotion and experiences Last but not least, I owe thousands of deep thanks to my loving parents and older brothers and sister, for their immense love for me throughout the steps of my life iii ABSTRACT Vietnam‟s economic growth indicated the urgency of promoting learners‟ communicative competence in English teaching As such, teaching integrated skills was stirred up and has been employed However, the reality of this teaching orientation revealed disunity among various educational institutions The need to explore how it has been put into real teaching practice is thus aroused This study, thus, aims at experiencing the implementation of teaching integrated skills in reading classes to discover issues around this teaching behavior, i.e its merits and demerits, to uncover the practicality of this teaching tendency in reading classes and then to facilitate its popularity To approach this aim, the theory of teaching integrated reading skills was shaped first Its principles and implications for reading classroom practices were then considered On such theoretical premise, the study was conducted at AGU from January 18th, 2010, to May 30th, 2010, to gather necessary data from three sources of 52 classroom visits to four Reading classes, interviews with teachers in charge of those classes, and 114 copies of questionnaire for students The data obtained were then analyzed and interpreted based on the analytical framework of textual and descriptive statistics The findings showed that teaching integrated skills was not used very frequently during three reading stages More importantly, both teachers and students expressed positive attitudes towards its application and disclosed some merits and demerits to pursue this teaching tendency iv TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i RETENTION AND USE OF THE THESIS ii ACKNOWLEDGEMENTS iii ABSTRACT iv TABLE OF CONTENTS v LIST OF TABLES xi LIST OF CHARTS .xi ABBREVIATIONS xii CHAPTER 1:INTRODUCTION 1.1 Background of the study .1 1.2 Problem of the study 1.3 Statement of purpose 1.4 Research questions 1.5 Significance 1.6 Overview of the thesis CHAPTER 2: TEACHING INTEGRATED READING SKILLS: A THEORETICAL FRAMEWORK 2.1 Introduction 2.2 Integration of skills in language teaching and learning 2.3 The concept of integrated skills teaching 2.3.1 Definition of the term “integrated approach” 2.3.2 Types of skill integration .10 2.3.2.1 Integration of language skills 10 2.3.2.1.1 The first type of integration: partial integration 10 2.3.2.1.2 The second type of integration: total integration 11 2.3.2.2 Integration of language skills and linguistic knowledge .12 2.4 Skills integration in teaching reading 12 2.4.1 The effect of skills integration in teaching reading .12 v 2.4.1.1 Enhancement of students‟ positive attitude towards language learning 14 2.4.1.2 Enhancement of students‟ language learning 12 2.4.2 Research results of integrative teaching on teaching reading 15 2.5 Principles behind teaching integrated reading lessons .16 2.5.1 The involvement of skills integration 16 2.5.1.1 Pre-reading stage 17 2.5.1.2 While-reading stage .19 2.5.1.3 Post-reading stage 19 2.5.2 Models of integrated-skill teaching 20 2.5.2.1 Theme-based teaching 20 2.5.2.2 Content-based teaching 21 2.5.2.3 Task-based teaching 22 2.5.2.4 Experiential learning .22 2.5.2.5 Episode hypothesis 23 2.5.3 Guiding principles for integrative teaching 23 2.6 Implication for teaching integrated skills in a reading class 25 2.6.1 Stage 1: Pre-reading stage 25 2.6.2 Stage 2: While-reading stage .26 2.6.3 Post-reading stage .26 2.7 Summary of Chapter 27 CHAPTER 3: RESEARCH METHODOLOGY 28 3.1 Introduction 28 3.2 General research approach: An ethnographic study 28 3.3 Study setting .30 3.4 Participants 30 3.4.1 Teachers of reading classes .31 3.4.2 Students of four Reading classes 31 3.5 Data types and methods of data collection 32 3.5.1 Observation 33 3.5.2 Semi-structured interview with teachers 36 3.5.3 Questionnaire for students 37 vi 3.5.4 Summary of adopted research measures and procedure 39 3.6 Analytical framework 39 3.6.1 Textual data analysis of observation and interview .39 3.6.2 Descriptive statistics data analysis of observation and questionnaire 40 3.6.2.1 Frequency 40 3.6.2.2 Percentage 40 3.6.2.3 Arithmetic mean 40 3.6.2.4 Standard deviation 41 3.7 Research reliability and validity from methodological perspective 41 3.8 Summary .44 CHAPTER 4: DATA ANALYSIS AND INTERPRETATION 45 4.1 Introduction 45 4.2 Analysis of data from classroom observation .45 4.2.1 About the real teaching practice in four Reading classes 46 4.2.1.1 Teaching practice at pre-stage 46 4.2.1.1.1 The frequency of classroom activities used 47 4.2.1.1.1.1 Group of classroom activities used with high frequency 47 4.2.1.1.1.2 Group of classroom activities used with low frequency 48 4.2.1.1.2 Key teaching steps pursued and typical teaching illustration 50 4.2.1.2 Teaching practice at while-stage 56 4.2.1.2.1 The frequency of classroom activities utilized 56 4.2.1.2.1.1 Group of classroom activities used with high frequency 56 4.2.1.2.1.2 Group of classroom activities used with low frequency 57 4.2.1.2.2 Teaching steps and typical teaching illustration 58 4.2.1.3 Teaching practice at post-stage 61 4.2.1.3.1 The frequency of classroom activities employed 61 4.2.1.3.1.1 Group of classroom activities used with high frequency .61 4.2.1.3.1.2 Group of classroom activities used with low frequency 62 4.2.1.3.2 Teaching steps and typical teaching illustration 64 4.2.2 The constraints of teaching integrated skills 67 4.2.3 About the classroom atmosphere in integrated-reading skills classes 71 4.2.4 Summary of the results from observation 72 vii 4.3 Analysis of data from interviews with teacher 73 4.3.1 The importance of reading in relation to the other skills 74 4.3.2 The significance of teaching with integration 74 4.3.3 The application of teaching with integration .75 4.3.3.1 The frequency of skills integration 75 4.3.3.2 Preference for stages to mix skills together 75 4.3.3.3 The usefulness of teaching reading with integration 75 4.3.3.4 The impediments to teaching integrated reading skills 77 4.3.3.5 Factors to successful integrated skills teaching .79 4.3.3.5.1 Preparation before teaching 79 4.3.3.5.2 Factors to notice while teaching .79 4.3.4 Summary of analysis of interview data 80 4.4 Analysis of data from questionnaire for students .82 4.4.1 Students‟ self-evaluation of language aspects .83 4.4.2 The importance of reading and method of teaching reading .83 4.4.2.1 The importance of reading 83 4.4.2.2 Method of teaching reading 84 4.4.3 The necessity of integrating skills and the application of TIS in RC 85 4.4.3.1 General understanding 85 4.4.3.2 The merits of integrative teaching in reading classes 86 4.4.3.3 The challenges of teaching integrated skills 88 4.4.3.4 Reading activities 89 4.4.3.5 The application of teaching with integration in real practice of RLs 91 4.4.3.5.1 Need for integration 92 4.4.3.5.2 Students‟ preference for the phase of integrating skills 92 4.4.3.5.3 Teaching reading with integration 93 4.4.4 Summary of questionnaire data 94 4.5 Overall summary .94 CHAPTER 5: DISCUSSION AND CONCLUSION 95 5.1 Introduction 95 5.2 Discussion of the findings 95 5.2.1 General findings 95 viii 5.2.2 Specific findings 98 5.2.2.1 Real teaching practice 98 5.2.2.2 Reflections on the application .100 5.2.2.2.1 The merits .100 5.2.2.2.2 The demerits 100 5.2.3 Summary 101 5.3 Conclusion 101 5.3.1 Answers to the research questions .101 5.3.2 Strengths and weaknesses of methodology 104 5.3.3 Recommendations for TIS in RC .105 5.3.3.1 For English instructors 105 5.3.3.2 For educational administrators 106 5.3.4 Suggestions for further research 107 5.3.5 Summary 107 5.4 Overall summary .107 REFERENCES 108 APPENDICES 116 Appendix 1: Classroom observation sheet 116 Appendix 2A: Summary of reading activities used in class .118 Appendix 2B: Summary of reading activities used in class .119 Appendix 2C: Summary of reading activities used in class .120 Appendix 2D: Summary of reading activities used in class .121 Appendix 2E: Summary of reading activities used in four classes observed 122 Appendix 2F: Summary of observed data 126 Appendix 2G: Handouts used by Reading instructors 126 Appendix 3: Content of reading course 138 Appendix 4A: Lesson - The secrets of a very long life 139 Appendix 4B: Full transcript of audio-recording for reading lesson .145 Appendix 5: semi-structured interview questions for teachers 156 Appendix 6: Interview report sheet .158 Appendix 7: eliciting questions to support semi-structured interviews 159 Appendix 8: Full transcription of a typical interview with F55 162 ix đưa 12.2.5 Gặp khó khăn làm việc theo cặp đơi, nhóm khơng có mối quan hệ tốt với bạn nhóm 12.2.6 Khơng phép sử dụng tiếng Việt làm việc theo nhóm, hoăc cặp đơi 12.2.7 Thích học với phương pháp dạy riêng lẻ 12.3 Điều kiện dạy, học 12.4 Thi cử 12.3.1 Người học gặp khó khăn với việc di chuyển làm việc theo nhóm 12.3.2 Lớp q đơng Những kỳ thi cuối học kỳ đánh giá kỹ riêng lẻ người học IV VỀ CÁC HOẠT ĐỘNG ĐỌC HIỂU 13 Hãy cho biết, hoạt động số hoạt động sau đây, làm em cảm thấy yêu thích hứng thú học? Hoạt động 13.1 Thảo luận dựa tên hình ảnh liên quan đọc hiểu (Discussion) 13.2 Thảo luận thông tin liên quan đến hoạt động nghe 13.3 Thảo luận nội dung đọc hiểu 13.4 Sinh viên tự thuyết trình (Student presentation) 13.5 Đóng kịch (Role play) 13.6 Đọc to trước lớp (Reading aloud by students) 13.7 Vẽ sơ đồ biểu đạt nội dung đọc (Drawing a mind map) 13.8 Đọc lắp ghép – nhóm phụ trách phần đọc sau thảo luận để hiểu nội dung tồn đọc (Jigsaw reading) 13.9 Tóm tắt nội dung đọc (Summarizing) 13.10 Kể lại nội dung truyện (Story retelling) 13.11 Phỏng vấn, hỏi trả lời vấn đề liên quan đến đọc (Interviewing) 188 13.12 Hỏi, chia sẻ ý kiến nội dung đọc (Sharing opinions on certain issues) 13.13 Kết hợp từ định nghĩa (Matching word with its definition) 13.14 Tìm từ đồng nghĩa (Matching word with its synonym) 13.15 Tìm từ trái nghĩa (Matching word with its antonym) 13.16 Tạo dàn ý nội dung đọc (Making an outline) 13.17 Đoán nghĩa từ trước sau đọc (Completing vocabulary prediction chart) 15.18 Sửa lỗi theo nhóm (Peer correction) 13.19 Báo cáo kết làm việc theo nhóm, theo cặp (Oral report) 13.20 Tranh luận, thể quan điểm nội dung đọc (Debating) 13.21 Viết lại nội dung đọc (Rewriting the content of the reading) 13.22 Viết lại, dựa kết sửa lỗi bạn nhóm (Rewriting an issue, based on peer feedback) 14 Trong số hoạt động liệt kê trên, em thường gặp khó khăn (những) hoạt động nào? Hoạt động 14.1 13.1 14.2 13.2 14.3 13.3 14.4 13.4 14.5 13.5 14.6 13.6 14.7 13.7 14.8 13.8 14.9 13.9 14.10 13.10 14.11 13.11 14.12 13.12 14.13 13.13 189 14.14 13.14 14.15 13.15 14.16 13.16 14.17 13.17 14.18 15.18 14.19 13.19 14.20 13.20 14.21 13.21 14.22 13.22 V Về việc dạy lồng ghép nhiều kỹ học môn “đọc hiểu” 15 Ý kiến em việc dạy mơn đọc hiểu mà có lồng ghép với kỹ khác nào? 15.1  thích 15.2  thích 15.3  bình thường 15.4  khơng thích 15.5  khơng thích 16 Em thích việc dạy lồng ghép nói xuất vào thời điểm học “đọc hiểu”? 16.1. trước đọc 16.2  đọc 16.3  sau đọc 16.4  suốt học 17.1 phản Rất đối Phản đối Không Đồng ý Rất đồng ý 17 Cụ thể, ‎ý kiến đóng góp em vấn đề liên quan đến cách dạy này? Giáo viên thơng báo với người học việc dạy tích hợp 17.2 Giáo viên nên cho hoạt động phù hợp với 190 trình độ sinh viên 17.2.1 Giáo viên cho người học tự chọn bạn nhóm với mình, tự phân nhóm 17.2.2 Giáo viên tạo nhóm cho người học, để người học làm việc với người bạn 17.2.3 Trước hoạt động nhóm, giáo viên phân nhóm theo khả người học 17.2.4 Giáo viên cho người học có mức độ khả khác làm việc nhóm 17.3 Giáo viên nên ý đến người học đồng đều, hoạt động cặp đơi, nhóm 17.4 Giáo viên nên cho người học đủ thời gian để hoàn thành hoạt động mà giáo viên đưa 17.5 Giáo viên nên gợi ý khuyến khích sinh viên trả lời, sinh viên yếu, thụ động 17.6 17.6.1 Người học cần nhiều thời gian để đọc 17.4.2 Giúp người học hiểu nội dung đọc 17.6.3 Người học muốn biết từ vựng đọc 17.6.4 Người học muốn biết thêm điểm ngữ pháp đọc 17.7 Nên có thêm nguồn tài liệu bổ sung (tin tức, báo, tạp chí, xem phim …) 17.8 Nên có kiểm tra kỳ thi đánh giá lúc nhiều kĩ ngôn ngữ người học 18 Ý kiến khác em, việc dạy đọc hiểu lồng ghép với kỹ khác, có? ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………… Cảm ơn em! Chúc em học tập đạt kết tốt! 191 APPENDIX 11 QUESTIONNAIRE SUMMARY Questions Content of the questions Part A: Personal information A.4 Part B: B.5 The importa nce of reading Self-evaluation of Listening English performance in Speaking term of Reading Writing Vocabulary Pronunciation Grammar The importance of Listening … to learning English Valid Percentage (f/ 114) Learners’ explanations Poor Fair Aver Good Exce age llent 46 55 13 40.4 48.2 11.4 39 69 1.8 34.2 60.5 2.6 0.9 43 62 4.4 39.5 57 3.5 13 71 30 11.4 62.3 26.3 61 44 7.9 53.5 38.6 20 56 31 17.5 49.1 27.2 6.2 11 48 53 9.6 42.1 46.5 1.8 Very Mode Less Not at import rately impor all ant impor tant tant 51 45 16 - is the most difficult skill 44.7 39.5 14 1.8 - a person of poor listening is because he read little English material - facilitating understanding spoken language 192 and method of teachin g reading Speaking Reading Writing B.6 Favorite method of teaching reading Separated Integrated Part C: Skills integration in reading classes C.7 C.8 General understanding of integrated skill teaching The preference for the implementation of integrative teaching Wrong answer Right answer Very often Sometimes Seldom Never C.9 The necessity of Yes integrative teaching Not sure 58 50.9 61 53.5 45 39.5 45 39.5 11 9.6 54 47.4 43 37.7 17 14.9 21 18.4 93 81.6 - is a receptive skill - a communicative skill - good at reading help understand spoken and written English; entail the overall improvement of skills - imitate word use, structure, style - improve pronunciation, critical thinking - is fundamental - a good reader is a good writer - difficult - is a productive skill - require a good knowledge of voc, structure, style, transition words, coherence, logic - familiar - not very difficult - interesting - engaged - use language 0 114 100 73 64 37 32.5 3.5 0 102 89.5 11 193 in reading classes II/ 9.6 No C.10 The benefits integrative teaching of 0.88 Scale Mean Standard deviation 46 44 10 14 1.93 0.993 40.4 38.6 8.8 12.3 50 37 13 1.96 1.128 43.9 32.5 11.4 7.9 4.4 48 46 1.94 1.147 42.1 40.4 7.0 2.6 7.9 21 35 21 24 13 2.76 1.292 18.4 30.7 18.4 21.1 11.4 16 20 21 36 21 3.23 1.324 14.0 17.5 18.4 31.6 18.4 21 21 12 25 35 3.28 1.520 18.4 18.4 10.5 21.9 30.7 50 49 1.84 1.061 43.9 43.0 4.4 2.6 6.1 29 17 37 25 3.11 1.542 25.4 65 14.9 37 5.3 32.5 21.9 1.67 1.010 57.0 32.5 2.6 14 21 7.9 21 34 24 3.23 1.402 18.4 12.3 18.4 29.8 21.1 Make reading lessons interesting Make learning atmosphere interactive Make students feel motivated Prepare learners for vocabularies Promote preimagining the content of the texts Improve reading ability Encourage using language Improve listening Improve speaking Improve listening speaking and 194 Improve linguistic knowledge Improve writing Foster natural use of English use English confidently Promote retention of the content Promote retention of vocabularies Promote retention of grammatical structures Facilitate interaction between teachers and learners Facilitate interaction among learners Be suitable to learners of all ages and backgrounds 2.26 1.415 1.62 0.733 33 23 3.12 1.434 13.2 28.9 20.2 27 36 3.36 1.458 8.1 5.3 23.7 31.6 47 11 1.87 0.973 41.2 1.2 9.6 5.3 2.6 55 42 1.76 0.962 48.2 36.8 7.9 4.4 2.6 17 20 27 29 21 3.15 1.325 14.9 7.5 3.7 25.4 18.4 26 28 18 26 16 2.81 1.388 22.8 24.6 5.8 22.8 14.0 66 31 1.70 1.072 57.9 27.2 7.0 2.6 5.3 53 33 12 2.03 1.265 46.5 8.9 7.0 10.5 7.0 45 32 18 19 39.5 28.1 15.8 46 16.7 57 50.0 40.4 7.0 2.6 22 21 15 19.3 18.4 13 32 11.4 47 195 C.11 III/ C.12 hindrances integrative teaching Specific hindrances encountered Satisfy different learners of different learning styles of yes 50 43 8 43.9 37.7 7.0 7.0 4.4 93 81.6 21 18.4 no Scale Teacher 1.uninformed about the advantages Less time on reading activities Integrated tasks used Too much integration Unequal attention paid to learners Learners lack of understanding about integration Mean 34 39 14 19 29.8 34.2 7.0 12.3 16.7 44 26 22 18 38.6 22.8 3.5 19.3 15.8 63 31 12 55.3 27.2 10.5 7.0 48 40 10 10 42.1 35.1 8.8 8.8 5.3 24 55 14 11 10 21.1 48.2 12.3 9.6 8.8 16 15 19 16 14.0 13.2 16.7 14.0 48 42.1 1.90 1.089 Standard deviation 2.52 1.453 2.51 1.541 1.69 0.923 2.00 1.160 2.37 1.177 2.46 1.512 196 insufficient time reading 22 13 19.3 11.4 7.9 7.0 40 12 11 10 36.0 35.1 10.5 9.6 8.8 33 39 20 10 12 34.2 17.5 8.8 10.5 57 14 25.4 50.0 6.1 12.3 6.1 11 40 47 9.6 35.1 7.0 41.2 7.0 13 35 10 43 13 11.4 30.7 8.8 37.7 11.4 22 34 19.3 29.8 10 8.8 2.6 10 31 62 54.4 lack of time to fulfill tasks Lack of language proficiency 10 Do not have good relationship 11 Not allowed to use English in pair or group work 12 Preference for segregated skills teaching 41 28.9 29 Teaching and learning condition 21 25 12 13 Hard to move during group & pair 18.4 21.9 10.5 work 53 43 14 many students in class 46.5 37.7 4.4 Testing system 15 Assessment of single 21 44 1.94 1.271 2.20 1.270 2.38 1.279 2.24 1.147 3.01 1.201 3.07 1.267 3.20 1.524 1.83 1.038 3.19 1.401 197 18.4 language performance IV/ C 13, 14 Reading activities Discussion the title and picture Discussion the listening Discussion the 7.0 38.6 8.8 C 13 inspire C.14 cause learners learners trouble 45 39.5 12 12.3 36 31.6 50 43.9 71 62.3 19 16.7 64 56.1 58 60.9 40 35.1 49 43 37 32.5 13 11.4 a 77 67.5 21 18.4 Jigsaw reading 79 69.3 65 57 31 27.2 20 17.5 57 50 53 46.5 43 37.7 21 18.4 41 36 17 14.9 reading Presentation Role play Reading aloud by students Drawing mind map Summarizing the story Story retelling Interviewing Sharing opinions on 27.2 198 certain issues or tasks Matching word with 55 48.2 27 23.7 46 40.4 13 11.4 41 36 21 18.4 42 36.8 19 16.7 18 15.8 29 25.4 34 29.8 32 28.1 41 36 49 43 34 29.8 30 26.3 58 50.9 18 15.8 38 62 definition Matching word with synonym Matching word with its antonym Making an outline Completing vocabulary prediction chart Peer correction Oral report Debating Rewriting the content Rewriting 199 based on peer 33.3 54.4 feedback C.15 C.16 Opinions teaching about integrated skill Like very much Like So so 42 36.8 32 28.1 12 10.5 44 38.6 2.6 50 43.9 17 14.9 Favorite stages of Pre integration While Post During C 17 Dislik Disli e ke very muc h 23 20.2 4.4 Opinions on teaching integrated skills Using tasks appropriate to learners‟ levels Let learners work with their favorite classmates Let learners work with new partners During pair and group work activities, teachers should stream learners according to their ability Let learners work in groups of students of various language levels Equal attention should be paid to every learner Give sufficient time to students for completing the tasks assigned Elicit answers from not only voluntary students but also f % 59 51.8 65 57 39 34.2 37 32.5 46 40.4 89 78 69 60.5 39 200 passive and quiet ones Give learners more time for reading Help learners understand more about the real content of the text Help learners know all the new words in the reading texts Help learners learn grammar points related to the reading texts Use more supplementary materials Enhance interaction among learners C.18 Other comments Assess learners‟ language performance in more than one skill at a time Should give more time on reading since reading is the focus of the lessons Use both integrated activities and reading activities in the same lessons Vary task level Give more attention to shy students Summarize the main points related to the reading at the end of the lessons 34.2 74 64.9 97 85.1 106 93 34 29.8 79 69.3 80 70.2 31 27.2 58 50.9 67 58.8 35 30.7 29 25.4 41 36 Note: 1: Strongly agree 2: Agree 3: Not sure 4: Strongly disagree 5: Disagree 201 202 ...STATEMENT OF AUTHORSHIP I certify my authorship of the thesis submitted today entitled ? ?Teaching integrated reading skills to English majors at An Giang University? ?? as the statement of... Reading classes RLs Reading lessons TIS Teaching integrated skills TIRS Teaching integrated reading skills TIRLs Teaching integrated reading lessons SST Segregated-skill teaching xii Chapter... integrating subsidiary skills with main language skills at the primary level, or main language skills with subsidiary at the preparatory levels, or total integration of all language skills at university