Cải thiện việc đọc hiểu của học sinh lớp 10 thông qua việc luyện tập chiến lược đọc hiểu tri nhận nghiên cứu hành động tại một trường cấp 3 tại hà nội​ 1

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES BUI THI HONG IMPROVING 10TH GRADERS’ READING COMPREHENSION THROUGH COGNITIVE READING STRATEGY TRAINING: AN ACTION RESEARCH PROJECT AT A HIGH SCHOOL IN hanoi (Cải thiện việc đọc hiểu học sinh lớp 10 thông qua việc luyện tập chiến lược đọc hiểu tri nhận: Nghiên cứu hành động trường cấp Hà Nội) M.A MINOR THESIS Field : English Teaching Methodology Code : 8140231.01 Hanoi-2020 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES BUI THI HONG IMPROVING 10TH GRADERS’ READING COMPREHENSION THROUGH COGNITIVE READING STRATEGY TRAINING: AN ACTION RESEARCH PROJECT AT A HIGH SCHOOL IN HANOI (Cải thiện việc đọc hiểu học sinh lớp 10 thông qua việc luyện tập chiến lược đọc hiểu tri nhận: Nghiên cứu hành động trường cấp Hà Nội) M.A MINOR THESIS Field : English Teaching Methodology Code : 8140231.01 Supervisor : Dr Hoang Thi Xuan Hoa Hanoi-2020 DECLARATION I hereby state that I – Bui Thi Hong, being an M.A candidate of the Faculty of Post-graduate Studies, ULIS, VNU, certify my authority of the study entitled “Improving students’ reading comprehension through cognitive reading strategy training: An action research at a high school in Hanoi” This thesis is the study of my own research and the substance of the thesis has not, wholly or in part, been submitted for a degree to any other universities or institutions Hanoi, 2020 Bui Thi Hong Approved by SUPERVISOR (signature and full name) T.S Hoàng Thị Xuân Hoa Date: i ACKNOWLEDGEMENTS First of all, I would like to express my deep gratitude and love to my supervisor, Dr Hoang Thi Xuan Hoa, for her guidance, comments and especially her sympathy throughout the whole research process I am also grateful to all lecturers at the Faculty of Post-Graduate Studies, ULIS, VNU, whose lectures and guidance have contributed to my understanding of the problem and led to the completion of this thesis My words of thanks would also go to the examiners who will spend their time reading and commenting on this thesis Especially, I wish to show my appreciation to my students of class 10X1 at a high school in Hanoi, who were really helpful and cooperative in the implementation of the study Last but not least, I would also like to take this opportunity to send my love to my family who aslo encourage and support me whole-heartly ii ABSTRACT Reading in foreign language is considered one of the most challenging and difficult tasks that most of EFL learners face Due to the complexity of this skill, many students suffered from reading for their failure in the achievement of reading comprehension For the reason, this action research aimed at improving reading comprehension among 10th graders at a high school in Hanoi through cognitive reading strategy training After a preliminary investigation had been carried out, the cognitive reading comprehension instruction course was designed, and then implemented in the first semester of the school year 2019-2020 with the participation of 43 students from a class of grade 10 at a high school in Hanoi The data collected through the pre-and post-questionnaires, pre-and post-tests and semi-stuctured interviews revealed that the cognitive reading comprehension strategy course resulted in a slight improvement in the students’ reading comprehension, but the students also encountered some obstacles in applying the strategies iii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS .iv ABBREVIATIONS .vii LIST OF TABLES .viii LIST OF FIGURES viii CHAPTER 1: INTRODUCTION 1.1 Rationale of the study 1.2 Aim of the study .2 1.3 Scope of the study 1.4 Significance of the study 1.5 Research method of the study 1.6 Organization of the study CHAPTER 2: LITERATURE REVIEW 2.1 Teaching and learning reading skills in foreign language teaching and learning 2.1.1 The importance of teaching and learning reading skills 2.1.2 Definitions of reading and reading comprehension 2.1.3 Reading comprehension difficulties 2.2 Reading comprehension strategies 12 2.2.1 Definitions of reading comprehension strategies 12 2.2.2 Categories of reading strategies 13 2.2.3 The importance of reading strategies 13 2.3 Classification of cognitive reading strategies 15 iv 2.3.1 Deduction 15 2.3.2 Imagery 16 2.3.3 Getting the Idea Quickly .16 2.3.4 Elaboration 16 2.3.5 Guessing the meaning of words 17 2.3.6 Resourcing 17 2.3.7 Repetition 18 2.3.8 Grouping 18 2.3.9 Summarizing .18 2.4 Previous Studies .19 2.4.1 Foreign research on reading strategies 19 2.4.2 Vietnamese research on reading strategies 22 2.5 Summary 24 CHAPTER 3: RESEARCH METHODOLOGY 25 3.1 Research context 26 3.2 Research Questions 27 3.3 Research Approach 27 3.4 Participants .29 3.5 Data collection instruments 29 3.5.1 Questionnaires .29 3.5.2 Pre-test and post-test 30 3.5.3 Interview 30 3.6 Action Research Procedures 31 3.7 Data Analysis Procedures .35 3.7.1 Pre-questionnaires before the pre-test 35 3.7.2 Pre-test and Post-test 36 3.7.3 Post-questionnaires after the post-test 36 v 3.7.4 Interview 36 3.8 Summary 37 CHAPTER 4: RESULTS AND DISCUSSION 38 4.1 Preliminary investigation 38 4.1.1 Findings .38 4.1.2 Discussion 43 4.2 Evaluation 45 4.2.1 Research question 45 4.2.2 Research question 48 4.3 Summary 53 CHAPTER 5: CONCLUSION 54 5.1 Summary of main findings .54 5.2 Pedagogical implications 55 5.3 Limitations of the research .56 5.4 Suggestions for further research 56 REFERENCES 58 APPENDICES I vi ABBREVIATIONS EFL : English as a Foreign Language CAR : Classroom Action Research vii LIST OF TABLES Table 3.1: The Eight – Week – Plan of Reading Strategy Instruction in Class 10X1 32 Table 4.1: Frequency of Use of Reading Comprehension Strategies before the Pretest 41 Table 4.2: Descriptive Statistics of Pretest and Posttest 45 Table 4.3: Paired Samples Statistics 46 Table 4.4: Paired Samples Correlation 46 Table 4.5: Paired Samples Test 46 Table 4.6: The Cognitive Reading Strategies Students Find Difficult to Apply 48 Table 4.7: Frequency of Use of Reading Comprehension Strategies after the Post-Test 50 viii 30 31 32 33 34 35 36 37 38 39 40 41 42 43 XL Ss30 Ss31 Ss32 Ss33 Ss34 Ss35 Ss36 Ss37 Ss38 Ss39 Ss40 Ss41 Ss42 Ss43 APPENDIX 12: SCHEDULE FOR 10 WEEKS OF TRAINING COGNITIVE READING STRATEGIES Week Week Topic Ecosystem Health Education Country City Life City Life Better Community Tourism Week Family Week Learning Week Online Learning Week Week Week Week Week 10 XXVII Te Text (guid Text 2.1 (se Text (guid Text 3.1 (se Text (guid Text 4.1 (se Text (guid Text 5.1 (se Text (guid Text 6.1 (se Text (guid Text 7.1 (se Text (guid Text 8.1 (se Text 9(guid Text 9.1 (se post-pr APPENDIX 13:SAMPLE LESSON FOR WEEK –TEXT I.Level: 43 students – Pre-intermediate level of English II III Time allowance: 45 minutes Aims: at the end of the lesson, the students can use some of the reading strategies when encountering some kinds of reading questions IV V Assumed knowledge: students have some ideas of the topic Anticipated problems: students may not have enough vocabulary and background knowledge related to the topic or necessary strategies to finish the reading VI Teaching aids: handouts of reading texts, lesson plan VII Procedures: Stage Lead in Pre reading Teacher’ activities - To motivate the students to learn the lesson and introduce the reading strategies which were helpful in doing the readings Task 1: - The teacher asks Ss to match column A with XXXIX column B in pairs Matching the definitions of column A with column B Column A Deduction Repetition Guessing Getting the idea quickly Summarizing Keys: call on some pairs to present their answers Give feedback and correct answers b a c XL e d While reading Task 2: - The teacher asks Ss to read the questions of Text and choose the best options A,B,C,or D + Question 1: - Ask ss to work in groups of three and then guide Ss how to find out the answer by selecting one a suitable strategy for this question and deduction strategy was used for the question - Call on some groups to present and explain their answers in front of the class - Feedback and give correct answer Key for question 1: A + Question 2: Similary, the teacher asks Ss to work individually under the teacher’s instruction The teacher shows Ss how to this kind of question and give an appropriate strategy For this question, Ss should conbine the strategies “scanning and repetition” to find out the answer - call on some students to present their answers, XLI then the teacher would give a hint for this question based on the reading strategy - feedback and give correct answer Key for the question 2: A + Question 3: The teacher asks Ss to work independently to find out the answers under the teacher’s guidance about the strategy In this question, the teacher would recommend to Ss the strategy “skimming” Call Ss randomly and give their answer feedback and give correct answers Key for the question 3: B + Question 4: Like the previous questions, Ss are asked to work in pairs The teacher instructed Ss how to handle this kind of question by giving tips, hints or proper strategies In this question, Ss suggests to Ss to use “scanning and repetition” strategies call on some pairs to compare their answers together - feedback and give correct answer XLII Post reading Key for the question 4: + Question 5: The teacher asks Ss to work individually and finish the final question feedback and give correct answer Synthesize some reading strategies taught in the lesson Ask some students to repeat the benefits of the strategies Task 3: Self practice text 2.1 Assign Ss to Text 2.1 at class individually for further practice Give feedback and answers XLIII APPENDIX 14:SAMPLE LESSON FOR WEEK – TEXT VIII Level: 43 students – Pre-intermediate level of English IX Time allowance: 45 minutes X Aims: at the end of the lesson, - The students can use some of the reading strategies when they their reading texts XI Assumed knowledge: students have some idea of the topic XII Anticipated problems: students may not have enough vocabulary and backgr XIII Teaching aids: handouts of reading texts, lesson plan XIV Procedures: topic Stage Pre – reading Teacher’ activities - Teacher activates the students’ background knowledge about the topic “Heathy lifestyle” and review useful words and phrases and ask Ss to work in pairs to know more about the topic - Ask some pairs to present their preparations and give feedbacks XLIV - Look at the title of the text and ask Ss to guess the content of the text While reading - Work individually and give their answer: Task 1: The teacher asks Ss to read Text and choose the best options A,B,C,or D and guide Ss how to find out the answer by selecting one a suitable strategy for this question + Question 1: The teacher asks Ss to read the first question and gives students hints which strategy they should choose for this question - The teacher has Ss work indiviually - Call on some Ss to read and explain their answers in front of the class - Feedback and give correct answer: Key for the question 1: D + Question 2: Similary, the teacher asks Ss work in pairs - call on some pairs to present their answers, then the teacher would give a hint for this XLV question based on the reading strategy - feedback and give correct answer: Key for question 2: C +Question 3: The teacher asks Ss to work invidually and find out the answers - feedback and give correct answer: Key for the question 3: A + Question 4: Like the previous questions, Ss are asked to work in a group of three - The teacher instructed Ss how to handle this kind of questions by giving tips, hints or proper strategies - call on some groups to compare their answers together - feedback and give correct answers Key for the question 4: B + Question 5: the teacher asks Ss to work XLVI Post reading individually and finish the final question - feedback and give correct answer: Key for the question 5: C - Synthesize some reading strategies taught in the lesson - Ask some students to repeat the benefits of the strategies Task 3: For self practice 3.1 - The teacher assigns Ss to Text 3.1 at class individually and then check the result with the whole class Keys for the self practice XLVII APPENDIX 15: Language Learning Strategies (O’Maley and Chamot, 1990) Metacognitive Strategies Planning Advance organizers Directed attention Functional planning Selective attention Self management Monitoring Selfmonitoring Evaluating Self-evaluation Checking the outcomes of one’s own language against a standard after it has been completed Cognitive Strategies Resourcing XXXIX repetition Grouping Deduction Imagery Auditory Key word method Elaboration Transfer Inferencing summarizing Recombination XL Translation Using the first language as a base for understanding and/or producing the second language Social/ Affective Strategies Question for classification Cooperation Self-talk XLI ... 10 thông qua việc luyện tập chiến lược đọc hiểu tri nhận: Nghiên cứu hành động trường cấp Hà Nội) M.A MINOR THESIS Field : English Teaching Methodology Code : 814 0 2 31 . 01 Supervisor : Dr Hoang... 10 TH GRADERS’ READING COMPREHENSION THROUGH COGNITIVE READING STRATEGY TRAINING: AN ACTION RESEARCH PROJECT AT A HIGH SCHOOL IN HANOI (Cải thiện việc đọc hiểu học sinh lớp 10 thông qua việc luyện. .. 15 2 .3. 2 Imagery 16 2 .3. 3 Getting the Idea Quickly .16 2 .3. 4 Elaboration 16 2 .3. 5 Guessing the meaning of words 17 2 .3. 6 Resourcing 17 2 .3. 7