An investigation into some common errors in using auxiliary verbs made by first year students at the faculty of information technology thai nguyen university

Vietnam national university, Hanoi University of Languages and international studies faculty of Post-graduate Studies KIỀU THỊ VÂN IMPROVING STUDENTS’ READING COMPREHENSION THROUGH THE USE OF GRAPHIC ORGANIZERS AT MILITARY MEDICAL UNIVERSITY: AN ACTION RESEARCH (Nâng cao kỹ đọc hiểu sinh viên bằng phương pháp sử dụng công cụ bảng biểu Học Viện Quân Y – Nghiên cứu hành động) MA MINOR THESIS Field: English Teaching Methodology Code: 60 14 10 Hanoi, 2011 Vietnam national university, Hanoi University of Languages and international studies faculty of Post-graduate Studies KIỀU THỊ VÂN IMPROVING STUDENTS’ READING COMPREHENSION THROUGH THE USE OF GRAPHIC ORGANIZERS AT MILITARY MEDICAL UNIVERSITY: AN ACTION RESEARCH (Nâng cao kỹ đọc hiểu sinh viên bằng phương pháp sử dụng công cụ bảng biểu Học Viện Quân Y – Nghiên cứu hành động) MA MINOR THESIS Field: English Teaching Methodology Code: 60 14 10 Cohort: MA 18 Supervisor: Lương Quỳnh Trang, M.A Hanoi, 2011 iv TABLE OF CONTENTS Declaration i Acknowledgements ii Abstract iii Table of content iv List of Abbreviations vii List of figures viii List of tables ix PART A: INTRODUCTION 1 Rationale Research questions Methods of the study Research procedure Scope of the Study Significance of the study Design of the study PART B: DEVELOPMENT CHAPTER ONE: LITERATURE REVIEW 1 Action research 1 What is action research? 1 Why does a teacher need action research? 1 How does a teacher perform action research in a language classroom? 1 Summary Reading 1.What is Reading? 2 What is Reading Comprehension? Reading Comprehension Process The Schema Theory Bottom – up and Top-down processing 3 Interactive Processing An Overview of ESP What is ESP? English in Medicine 10 Approaches to Teach Reading 10 Grammar – Translation Approach 10 1.2.5 Communicative Language Teaching Approach 11 v Content-Based approach 11 2 Task-Based approach 12 Techniques to teach EE reading 12 In Pre-reading 12 In While-reading 13 In Post-reading 13 Reading Comprehension Levels 13 Graphic organizers 14 Definition of Graphic Organizers 14 Roles of Graphic Organizers 14 3 Types of graphic organizers employed in the research 15 3 Mind maps 15 3 The KWL 15 3 Venn Diagram 15 3 The “5 W’s” 15 Previous studies 15 CHAPTER TWO: METHODOLOGY 17 Setting and participants 17 2 Stages of the action research 18 2.2.1 PRE – IMPROVEMENT STAGE 18 STEP 1: IDENTIFY THE PROBLEM 18 2 1 Conducting a survey to get information from students 18 2 Employing reading pre-test to evaluate students’ reading levels 18 STEP 2: FINDING CAUSES OF THE PROBLEM 19 2.1 Reading professional books and journals for ideas or suggestions 19 2 English language learners (ELL) 19 2 1.3 Factors Influencing Comprehension 20 2 TRY – OUT STAGE 20 STEP 3: DESIGNING STRATEGIES FOR IMPROVEMENT 20 2 Using a mind map 20 2.2 2 Using the KWL 20 2 Using the W’s 21 2 Using Venn diagram 21 STEP 4: TRYING – OUT STRATEGIES 21 2 POST – IMPROVEMENT STAGE 23 STEP 5: EVALUATING THE TRY – OUT 23 2 Using Final Questionnaire to collect data 23 2 Employing reading post – test to evaluate students’ reading levels 23 vi CHAPTER 3: RESULTS AND DISCUSSION 24 Results of Student Questionnaire 24 1 The results of the Initial Student Questionnaire 24 The results of the Final Student Questionnaire 28 Results of the DRA 32 Result of Initial DRA 32 2 Result of Final DRA 32 CHAPTER 4: IMPLICATIONS FOR READING TEACHING 34 Summary and discussion of the main findings 34 Implications for more effective reading lessons 36 PART C: CONCLUSION 38 Conclusion 38 Limitations of the Study 38 Suggestions for further Research 38 References 39 Appendices X The Sample Lesson Plans XXI vii LIST OF ABBREVIATIONS DRA Developmental Reading Assessment EM: English in Medicine ESP: English for Specific Purposes MMU: Military Medical University L: Level SLP: Sample Lesson Plan viii LIST OF FIGURES Figure 1: Initial Questionnaire: Question results Figure 2:Initial questionnaire: Question results Figure 3:Initial questionnaire: Question results Figure 4:Initial questionnaire: Question results Figure 5:Initial questionnaire: Question results Figure 6:Initial questionnaire: Question results Figure 7:Initial questionnaire: Question results Figure 8:Final questionnaire: Question results Figure 9:Final questionnaire: Question results Figure 10:Final questionnaire: Question results Figure 11:Final questionnaire: Question results Figure 12:Final questionnaire: Question results Figure 13:Final questionnaire: Question results Figure 14:Final questionnaire: Question results Figure 15: Reading Comprehension Levels ix LIST OF TABLES Table 1: Initial Student DRA (Developmental Reading Assessment) scores Table 2: Final Student DRA (Developmental Reading Assessment) scores PART A: INTRODUCTION Rationale In teaching and learning English as a foreign language in Viet Nam, reading seems to be the most important and useful activity in any language class, especially for the students of English as a foreign language Of the four language skills, reading has always received a great deal of attention, which is emphasized by Carrell (1981: p1) that “For many students, reading is by far the most important of the four macro skills in a second language, particularly in English as a second teaching of foreign language” In fact, reading is considered an indispensable tool for academic study and career advancement And it is quite true to the case of Military Medical University, where the author is teaching Reading comprehension is crucial to a student’s success at school and further to becoming to a lifelong learner However, many students at Military Medical Academy are struggling with reading comprehension They find it difficult to catch the main ideas of the text, to distinguish facts and details, and to retain information longer Basically, they are at literal reading comprehension level Therefore, they often fail to catch the author’s thought From this fact, as a teacher of English, the author herself thinks that it is essential to find something new to improve her students’ reading comprehension level so that they can improve their reading comprehension As a result, the author decided to carry out the entitled study: “Improving students’ reading comprehension through the use of graphic organizers” The purpose of the study is to find out if graphic organizers can help students read more effectively The author of this research chose to carry out the action research to find out how much graphic organizers affected the students’ reading comprehension Based on the results of this action research, some changes and improvement were applied in the author’s lessons, and some appropriate strategies needed to be designed with the hope that the students would work more effectively in a reading lesson Research questions How much does the use of graphic organizers provide in developing the reading comprehension skill for students? How does the use of graphic organizers affect the students’ reading comprehension levels? Methods of the study This action research study used qualitative and quantitative research methods The goal of this study is to determine whether the examined techniques and strategies used to enhance students’ comprehension skills would have a positive affect on the ability of students to make sense of what they read Students would be able to build their comprehension skills of written material because of the exposure to and practice of the graphic organizers strategy Using these strategies would be increasingly beneficial to students as time goes on and they become comfortable and accustomed to applying them to their reading activities Allowing the students to apply these strategies to ESP texts would assist them in recognizing how the strategies could be flexible in helping them to gather an understanding of any genre of text for any comprehension skill For this action research project the author used two kinds of data collection instruments to gather information about the students involved, monitor the progress of the students when they applied the strategies throughout the research, and determine the effectiveness of the strategies based on the pre-tests and post-tests DRA is an assessment in which the students are given a passage to read and answer comprehension questions based on the reading Comprehension is the most important thing tested during this assessment This test was used to get a baseline comprehension score for the students The pre-tests were necessary to assess the reading comprehension level and skills the students possessed before the intervention of the strategy and used as a baseline score The post-tests were used to determine the effectiveness of the strategy used by the students during the research process by comparing the pre-test scores to the ones taken at the end of the six practice reading lessons The questionnaire was a useful way of gaining insight on the feelings the students have toward reading before exposure to the reading strategies and how those feelings were altered if any after exposure to the strategies Each of these tools was extremely useful in determining the effectiveness of the strategies being examined in this research project Research procedure This action research consists of three main stages: Pre – improvement stage, Try – out stage and Post – improvement stage Stage 1: Pre - improvement 27 Figure 6: Initial questionnaire: Question results The last question focused on the students’ reading behaviors at home and whether or not they read at home, either alone or with someone All students answered that they read at home at least sometimes, with only four students (25%) saying that they always read at home The results are shown in Figure Figure 7: Initial questionnaire: Question results The data from the initial questionnaire shows the results of each question answered by the students For many of the questions, most of the students answered with the same answer Only Question 6, “Do you use the strategies you have learned from your teacher to help you read better had answers ranging from “always” to “never” This data shows that most of the students have the same views about the reading process and possess the same reading practices both in and outside of school Many of the students questioned expressed that they did not use strategies taught in school or learn new ways to help them to read as 28 often as one would hope As their teacher, I would hope that they would acknowledge that they did retain the strategic knowledge presented to them in the classroom to help them understand of the reading texts at school The data also showed that only four of the 16 students are always reading at home, whether alone or with someone The results of the Final Student Questionnaire The data collected from the final questionnaire, entitled Student Questionnaire about Reading and Comprehension (Appendix A), is presented with answers from each of the sixteen students for all seven questions that were asked The questionnaire was distributed to each student at the end of the data collection period The instructions were once again explained and the students put up privacy folders framing their desks to ensure that other students would not see their answers The information gathered from the questionnaire would be used to determine if they had grown as readers over the last six practice reading lessons The students again had the opportunity to answer each question with either always, often, sometimes, or never The results were compiled and presented in seven individual pie charts, showing the percentages of each answer for each one of the questions The charts are labeled with the question asked and the answers given by the students The data are shown on the following pages in Figures through 14 Students were asked again how often they liked to read Figure shows that 12 out of 16 (75%) students said they always liked to read, which is far better than the results for this question in the initial questionnaire The students still refrained from answering with sometimes or never (0%) for this question Figure 8: Final questionnaire: Question results How often you like to read? Students were then asked again if reading was hard for them 14 out of 16 students (87%) said that reading was either often or sometimes hard while only two (12%) continued to say they never have trouble reading The data for this question is shown in Figure 29 Figure 9: Final questionnaire: Question results Students were then asked again if they thought reading important Figure 10 shows that all of the students (100%) felt that reading was always important, which is different from the results of the initial questionnaire Figure 10: Final questionnaire: Question results The next question concentrated on how often the students understood the books they normally read 12 out of 16 students (75%) answered that they always understand the books they read while the last four students (25%) concluded that they often had an understanding of the books they read The data is shown in Figure 11 30 Figure 11: Final questionnaire: Question results Questions five and six in the questionnaire asked the students again about their reading tendencies at university to determine if there was any change in their habits during the last six practice reading lesson Question five asked the students if they learnt at school some ways to better understand the texts they read 12 students (75%) chose always and four students (25%) chose often, completely changing the results for this question from the initial questionnaire Question six focused on whether or not the students used the strategies learned from their teacher to read and comprehend the texts, and if so, how often The data shows that only fourteen out of sixteen students (87%) said they always or often used the strategies taught, while two students (13%) reported that they sometimes used the strategies taught in the classroom The data for both questions are shown in Figures 12 and 13 Figure 12: Final questionnaire: Question results When you are at university, you learn ways to help you to understand what you read better? 31 Figure 13: Final questionnaire: Question results The last question once again focused on the students’ reading behaviors at home and whether or not they read at home, either alone or with someone All but two students (87%) answered that they read at home at least always or often The rest two students (13%) said that they sometimes read at home This data is show in Figure 14 Figure 14: Final questionnaire: Question results The data from the questionnaires for all of the questions shows the results has changed The students tended to answer more questions positively with answers such as always or often This data shows that most of the students have changed their ideas, feelings, and behaviors toward reading 32 Results of the DRA Result of Initial DRA The sixteen students participating in this study were given a reading pre-test (Appendix B) in order to gather baseline data scores for the start of the research to quantify their reading comprehension levels (Figure A) The students were all tested on the same day, one day before the interventions began The results of the initial DRA assessment are show in Table Table 1: Initial Student DRA scores Level Level Level Level Level No % No % No % No % No % 43,75 25 12,5 6,25 6,25 The data showed that most students’ reading comprehension levels were at literal It proved that many of them encountered the problem with decoding the text 2 Result of Final DRA After the six practice reading lessons, the students were again given another DRA assessment to determine if there was any growth in their comprehension For the DRA assessment, the students were first tested at their initial level and were moved up or down in level based on their scores of the test given at their prior level Due to the growth in their comprehension skills, all students’ DRA levels had to be adjusted accordingly Their posttest scores for the DRA and the changes in level for each student are presented in Table Table 2: Final Student DRA scores Level Level Level Level Level No % No % No % No % No % 6,25 12,5 12,5 31,25 37,5 The final DRA scores showed that after six practice reading lessons most students have moved up at least one level in comprehension, with many of them moving up two or three levels in comparison with the initial DRA scores Chapter summary This chapter discusses the findings to answer the two research questions proposed 33 Firstly, the students chosen during the study have positive attitudes towards the use of graphic organizers in reading comprehension and they are aware of the importance of reading skill in English The author’s effort to better students’ reading comprehension, to a large extent, effective, as shown both from the questionnaire results and the DRA scores Secondly, the data illustrated above have shown that the teaching strategy examined, graphic organizers, can lead to a growth in comprehension skills of students The data collection instruments used to gather information about the students involved, monitor the progress of the students, and assess the students, both prior to the intervention as well as after its conclusion, have been extremely useful in this research It can be said that using graphic organizers is a realistic practice to enhance students reading comprehension 34 CHAPTER 4: IMPLICATIONS FOR TEACHING READING Summary and discussion of the main findings This research concentrated on determining the effectiveness of comprehension strategies, the use of graphic organizers From the data collected, it might be concluded that repeated exposure to these strategies can be beneficial in assisting the students to increase their reading comprehension skills, thus allowing them a more rewarding reading experience The students showed significant progress throughout the six practice reading lessons in their ability to respond to the reading through use of the targeted strategies During my teaching experience, I have noticed that some comprehension skills are more difficult for students to grasp and understand, such as identifying the main idea of a passage or comparing and contrasting two different things There could be various reasons behind this issue It could be as simple as the students not possessing enough life experiences to relate to the text or something more academic such as students not possessing enough comprehension skills to use critical thinking to determine the main idea of what they have read From my experiences teaching comprehension, students have an easier time with literal comprehension such as sequencing the beginning, middle, and end of a text or identifying the text elements This could be because the answers are found within the text and the students can go back to retrieve them With more in-depth comprehension skills, higher level thinking is required and some students are just not at the level necessary to be successful in answering these questions In ESP texts, students come across a number of words that are essential for comprehending the text Many students, especially ELLs, have trouble grasping an understanding of these words; resulting in their lack of knowledge about the text The knowledge and use of vocabulary is a vital component in the reading comprehension process and lacking it causes struggles for those learning how to read Students who lack the necessary reading comprehension skills to succeed in reading will also see themselves falling behind in other subjects because of the connection between those subjects and reading As a teacher, it is my job to provide my students with reading strategies that will work for them in expanding their ability to gain comprehension skills so they are able to tackle the difficulties of learning how to read From this research, the author can conclude that the strategies used in this study have provided the students with ways to guide them in making connections with the text to further their understanding of the reading Allowing them the opportunity to break 35 down the text into smaller pieces and focusing their concentration on one aspect at a time proved to be beneficial in increasing their understanding of what they were reading During the intervention period, the author noticed the students paid more attention to the reading and becoming more involved in the process The author also saw improvements in the students’ quality of work, whether it was written or through discussions Based on the data discussed above, the author can conclude that practice with the strategies over the six reading lessons assisted students with increasing their reading comprehension skills The students exposed to the graphic organizers were able to understand the material more and more as time went on By using the graphic organizers, the students were able to map out parts of the text, allowing them to concentrate on a specific part of the text, and apply that comprehension skill This strategy worked very well for the students that needed to focus on one part of the text at a time to gain full understanding Overall, using these strategies allowed each of the students to view the texts or passages differently than they had previously done As the students became more familiar with the strategies, they were able to use them more independently and use what they had learned to understand the material better The fact that they had become more comfortable with learning the strategies and used them to gain more comprehension skills was evident after they were post-tested In comparing the pre-test baseline data with the post-test scores, the students experienced an increase in their reading comprehension skills Their assessment scores showed that each student was able to successfully gain knowledge of skills aimed to assist in the comprehension process, thus increasing their assessment scores The students also experienced a slight change in their attitudes and behaviors toward the reading process In comparing the initial student questionnaire results with the final results, it is shown that a number of students changed their answers to reflect a more positive response to the questions asked More students answered that they, in fact, use strategies taught in the classroom and learnt ways to help them understand what they were reading From the author’s experience in the classroom, she has noticed that the students who are able to read fluently and understand what they are reading carry a better outlook and attitude about the reading process They are more willing to take chances with what they read and challenge themselves to read more difficult texts and stories These students themselves are happy and feel more accomplished These students also feel comfortable reading outside of school on their own, increasing their reading skills, and making themselves better readers with continued practice As a teacher, the author’s hope is that each and every student has the opportunity to feel this sense of confidence and 36 accomplishment with what they in the classroom Unfortunately, this is not always the case Most students who struggle with reading have a bad sense of the process altogether They are intimidated by it and only participate when forced to These students generally continue to be poor readers until their attitude about reading changes During the research, the author saw the attitudes of most students changed for the better Once they understood that there were more efficient ways to comprehend the text and there were strategies they could use to assist them, they became more welcoming to the idea of reading This was reflected in the results of the final survey given to the students The author noticed that some students answered the questions with more positive responses than previously recorded on the initial survey It is the author’s intention that teaching the students how to use these strategies would give them the focus and confidence needed to expand their skills and allow them to become better readers It is her hope that they would continue to use these strategies and skills throughout their academic career so that they can succeed what they in and outside the classroom Implications for more effective reading lessons Reading comprehension has been a concern of a classroom teacher Learning what strategies work in helping to build the comprehension skills of students is imperative so students can have every opportunity to experience success Research has shown that those students who participate in self-initiated reading become better readers overall with a higher level of fluency and comprehension than those that not read outside of school (Morrison & Moser, 1998) These goals might be achieved by using the strategies chosen for this research The students learned how to use these strategies to become better readers and how to concentrate on a specific area of the text to get the necessary information needed to answer a specific question This is evident by the significant improvement in most students’ reading levels The reading comprehension skills these students have gained from implementing these strategies are imperative to the success of their future academic career As the students move through grade levels, they will experience an increase in the difficulty of the subject matter they will be studying, thus, experiencing the same increase in the difficulty in reading In the intermediate grades, students will also be exposed to more standardized tests, which requires more advanced reading The importance of standardized testing is becoming increasingly evident in schools all over the country Many students struggle with the way questions are worded on tests and therefore cannot begin to answer a question they are unsure of (Liben & Liben, 2005) This is where the students need to use the strategies that 37 they have been taught in the classroom They find themselves on their own and in need of using their metacognitive awareness and self-monitoring skills to approach each question Instead of just looking at each question and trying to answer it, they must delve deeper into what is being asked, using inference and questioning skills, to come to a viable conclusion From experiences in the classroom, the author can conclude that the sooner students are introduced to the importance of using comprehension strategies to pull apart text in search of answers to specific questions, the better chance they have at succeeding at reading in the future she hopes that by providing students the chance to use and practice these strategies, she will help them have a better chance at becoming more successful at standardizing testing and other tests they are challenged to later on Exposure and practice with reading comprehension strategies can prove to be nothing but beneficial to those students willing to use them Another important aspect of this study is the attitudes of the students It is extremely important to note the increase in the students’ attitudes about reading, their feelings about the importance of reading and initiatives they are taking to become better readers It has been shown that a reader’s attitude has a direct effect on how well he or she reads (Roberts & Wilson, 2006) During observations the author noticed an increase in the enthusiasm and motivation in her students Their willingness to challenge themselves was rewarding for them and for their teacher It is essential for teachers to form an understanding of what works well in the classroom and what the students tend to respond to It is the author’s hope that other teachers will use this study to benefit the students they will teach who struggle with acquiring reading comprehension skills Further studies should also be done to determine other types of strategies that can be used to assist in gaining some understanding for those students that experience difficulties in reading and comprehending written texts Students are not the same; therefore, they not learn in the same manner Being teachers, it is our responsibility to anything we can to make each and every student’s time in our classroom worthwhile and rewarding 38 PART C: CONCLUSION Conclusion The action research was carried out with the aim of finding the effects of graphic organizers on students’ reading comprehension at Military Medical University It has been revealed from the data analysis that graphic organizers are effective strategies, which can help students, understand and memorize ideas These tools are helpful study guides for most students In conclusion, my attempt to inspire my students in developing reading skill, to a certain extent, is productive Both in class and outside class, the data showed that the students became more focused, and they put more endeavor into practicing reading, this is shown through the improvement in their scores on reading comprehension measures Despite these positive findings the author finds there are still a few areas that should be improved in the future Limitations The study has some limitations First of all, the study is conducted in a small – scale, which focuses on only two sources of data: questionnaires and tests This might be subjective on the side of the informants, so the researcher cannot guarantee the reliability of the information collected What is more, the area of the study is only restricted to classroom in the texts ESP - textbook published by People’s Army Publishing House, thus any application outside the classroom context requires careful thoughts and consideration Finally, there were still some problems that this study could not solve absolutely during the try – out stage: the students’ poor vocabularies and the insufficiency of background knowledge This needs time to realize the improvement Hopefully, the above problems could be solved in other studies after this research in the near future Suggestions for further research With the scope of the study, the recommendations are made for further research Firstly, the subjects of the study were at MMU, which is one of some colleges in military A similar study on the students at other institutions would be conducted Secondly, the material chosen was English in Medicine, which was one of the many kinds of English for Specific Purposes Similar studies may be about other ESPs Finally, this study was done with the reading skill Other Studies in in other language skills, such as listening, speaking and writing, would bring interesting findings 39 REFERENCES Anders, D J 1988 Action Research.In the Action Research Reader.Deakin University, pp 121-2 Bromley, K Et.al (1995) Graphic Organizers.Scholastic Brown, C L (2007) Supporting English language learners in content-reading.Reading Improvement, 44(1), 32-39 Brown, H.Douglas (2001) Teaching by Principles: An Interactive Approach to Language Pedagogy, Second Edition New York: A Pearson Education Company Carrel.Et.al (1989).Interactive Approaches to Second Language Reading Cambridge: Cambridge University Press Corey, S M 1953 Action 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Oxford: Macmilian Publishers Limited Thank you for evaluating AnyBizSoft PDF Merger! To remove this page, please register your program! Go to Purchase Now>> AnyBizSoft PDF Merger  Merge multiple PDF files into one  Select page range of PDF to merge  Select specific page(s) to merge  Extract page(s) from different PDF files and merge into one ... describing data analysis in detail and a thorough discussion of the findings of the study Some explanations and interpretations of the findings are also presented in this chapter Chapter gives the. .. providing information that is share with other processes The information obtained from each type of processing is combined to determine the most appropriate interpretation of the printed pages” In. .. resolving these problems by setting goals and creating, initiating a plan of actions, as well as, reflecting on the degree to which the plan work At another level, it can be about addressing educational