The merits of extensive reading to the english majors at the university of finance marketing in ho chi minh city

VIETNAM NATIONAL UNIVERSITY - HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES FACULTY OF ENGLISH LINGUISTICS AND LITERATURE  THE MERITS OF EXTENSIVE READING TO THE ENGLISH MAJORS AT THE UNIVERSITY OF FINANCE - MARKETING IN HO CHI MINH CITY Submitted to the Department of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL By LE VU HOANG VY Supervised by Assoc Prof Dr NGUYEN THANH TUNG HOCHIMINH CITY, MAY – 2013 CERTIFICATE OF ORIGINALITY I certify my authorship of the thesis submitted today entitled THE MERITS OF EXTENSIVE READING TO THE ENGLISH MAJORS AT THE UNIVERSITY OF FINANCE - MARKETING IN HO CHI MINH CITY in term of the Requirements for Theses in Master’s Program issued by the Higher Degree Committee The thesis has not previously been submitted for any degree or diploma at Universities and Institutions Ho Chi Minh, May 5th, 2013 Le Vu Hoang Vy i RETENTION AND USE OF THE THESIS I hereby claim that I, Le Vu Hoang Vy, being the candidate for the M.A in TESOL Degree, accept the requirement 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 the purposes of study and research, in accordance with the normal conditions established by the Library for the care, loan or reproduction of theses Ho Chi Minh City, May 5th, 2013 Le Vu Hoang Vy ii ACKNOWLEDGEMENTS I would like to express my sincere gratitude to the following people who have made a great contribution to the completion of my M.A thesis First and foremost, I would like to express my deepest gratitude to my respected supervisor, Assoc Prof Dr Nguyen Thanh Tung, for his enthusiastic guidance, insightful advice and critical feedback on my thesis, without all of which this thesis would never have been accomplished I would also like to sincerely thank the Dean, Dr Nguyen Hoang Que and all my colleagues at the Department of Foreign Languages in the University of FinanceMarketing for their encouragement, suggestions and support during my time of conducting the research I owe many thanks to all the students of classes 11DTA1 and 11DTA2 who wholeheartedly participated in this study and shared with me all the ups and downs throughout the study I really appreciate their valuable cooperation which has made great contribution to the success of my study I am greatly indebted to some of my best friends who are willing to talk to me and share with me their ideas on my study Last but not least, my special thanks must go to my parents, sisters and brother who are always beside me and give me strong support and encouragement during my years of being a postgraduate student iii ABSTRACT Extensive reading has been reported to be beneficial to most of the readers in various ways in much research around the world As pointed out by Day and Bamford (1998) the benefits of extensive reading include “not only the obvious improvements in students’ reading skills and reading speed but changes in their general language proficiency and in their attitudes toward reading and language learning.” To examine whether students’ reading comprehension and their attitude toward reading in English would positively change in the Vietnamese context, an empirical study was conducted at the University of Finance-Marketing in Ho Chi Minh One hundred English major freshmen were assigned into two groups The control group followed the traditional teaching method; meanwhile the experimental one was guided with an extensive reading program besides the traditional one The data, both qualitative and quantitative, were collected through the pre- and post-test, the pre- and postquestionnaire, and the weekly journals The findings showed that there was a significant improvement in the experimental students’ reading comprehension, especially their Reorganization and Inference skills Likewise, their reading attitude toward reading English books, especially their enjoyment, positively changed In the light of findings, some recommendations for a better program were given iv TABLES OF CONTENTS Certificate of originality ……………………………………………………………….i Retention and use of the thesis ……………………………………………………… ii Acknowledgements …………………………………………….…………………….iii Abstract……………………………………………………………………………….iv Table of contents …………………………………………………………….……… v List of tables ………………………………………………………………… …… xi List of charts ………………………………………………………………… ……xiii List of abbreviations …………………………………………………………… ….xiv CHAPTER 1: INTRODUCTION 1.1 Background of the study 1.2 Aim of the study 1.3 Research hypotheses and questions 1.5 Significance of the study 1.6 Organizations of the study CHAPTER 2: LITERATURE REVIEW 2.1 The nature of reading comprehension 2.2 Definitions of ER 2.3 An ERP in practice 11 2.3.1 Ways of implementing an ERP 11 2.3.2 Materials used in an ERP 15 2.3.3 Teacher’s roles 17 2.4 The role of ER in developing reading comprehension 19 v 2.4.1 The effects of ER on reading comprehension from a theoretical perspective 19 2.4.1.1 Automatizing word recognition 19 2.4.1.2 Raising lexical access 19 2.4.1.3 Supplying background knowledge 20 2.4.2 The effects of ER on reading comprehension in empirical research 20 2.5 The influence of ER on the attitude toward English book reading 23 2.5.1 From a theoretical perspective 23 2.5.2 The effects of ER on reading attitude in empirical research 24 2.6 Summary 27 CHAPTER 3: METHODOLOGY 28 3.1 Study setting 28 3.2 Participants 29 3.3 Empirical application of the ERP 31 3.3.1 The practice of the ERP 31 3.3.1.1 Preparation stage 31 3.3.1.1.1 Book selection and preparation 31 3.3.1.1.2 In-class post-reading activities 33 3.3.1.2 The ERP in practice 36 3.3.2 Evaluative instruments 37 3.3.2.1 Pre-test and post-test 37 3.3.2.2 Pre-questionnaire and post-questionnaire 40 3.3.2.3 Weekly journal 41 3.4 Analytical framework 41 vi 3.4.1 Quantitative analysis of the pre- and post-tests 42 3.4.2 Quantitative analysis of the pre- and post-questionnaires 42 3.4.3 Qualitative analysis of weekly journals 43 3.5 Summary 43 CHAPTER 4: DATA ANALYSIS AND DISCUSSION 44 Results of students’ reading comprehension through the pre- and post-test 44 4.1.1 Comparison between two groups in the pre-test 44 4.1.2 Comparison between two groups in the post-test 46 4.1.3 Comparison of the mean differences of two groups between the pre- and posttest ……………………………………………………………………… 48 4.1.4 Summary 50 Results from the pre- and post-questionnaire 51 4.2.1 The overall attitudinal changes of the control and experimental group through the pre- and post-questionnaire 51 4.2.1.1 The control group’s attitudinal changes through the pre- and postquestionnaire 51 4.2.1.2 The experimental group’s attitudinal changes through pre- and postquestionnaire 52 4.2.1.3 Comparison of the attitudinal changes between the pre- and postquestionnaire of the control and experimental group 52 4.2.2 A detailed analysis of the result of the pre- and post-questionnaire of the experimental group 53 4.2.2.1 Changes of four aspects of reading attitude in the pre- and postquestionnaire of the experimental group 53 vii 4.2.2.2 Changes of each individual item in the reading attitude through the preand post-questionnaire of the experimental group 55 4.2.2.2.1 Utility 55 4.2.2.2.2 Development 57 4.2.2.2.3 Enjoyment 58 4.2.2.2.4 Escape 59 4.2.2.2.5 Summary 60 4.2.3 Summary of students’ weekly journals on the benefits of reading English books 61 4.2.3.1 Utility 61 4.2.3.2 Development 63 4.2.3.3 Enjoyment 66 4.2.3.4 Escape 69 4.2.3.5 Summary 70 4.2.4 Students’ record of the time spent reading English books through weekly journals 70 4.2.5 The students’ preference for post-reading activities 72 4.2.6 The students’ evaluation of the overall ERP 73 4.2.7 The execution of the ERP in the next semester 74 4.2.8 The suggestions for future program 74 4.3 Discussion of the findings 76 4.3.1 Students’ performance on reading comprehension 76 4.3.2 Students’ attitude toward reading English books and their reflection on the ERP ……………………………………………………………………… 78 viii 4.3.2.1 Positive findings on the general reading attitude 78 4.3.2.2 Findings on four specific aspects of reading attitude 80 4.3.2.2.1 Questionnaires 80 4.3.2.2.2 Weekly journals 81 4.3.2.2.3 Students’ suggestions for a better ERP 82 4.3 Summary 84 CHAPTER 5: CONCLUSION AND RECOMMENDATIONS 85 5.1 Answers to the research questions 85 5.2 Limitations of the study 86 5.3 Recommendations for the practice of an ERP in the coming terms 87 5.3.1 The practitioners of ERP and the teachers of English 87 5.3.2 Educational administrators 89 5.4 Suggestions for further study 90 REFERENCES 91 APPENDICES 96 Appendix 1: Reading Comprehension Test 96 Appendix 1.1: Pre-test 96 Appendix 1.2: Post-test 101 Appendix 2: Questionnaire 106 Appendix 2.1: Pre-questionnaire in English version 106 Appendix 2.2: Pre-questionnaire in Vietnamese verson 109 Appendix 2.3: Post-questionnaire in English version 112 Appendix 2.4: Post-questionnaire in Vietnamese version 115 ix Enjoyment 13 Reading English books is generally boring 14 Reading English books is an exciting pastime 15 My imagination is barely if at all stimulated by reading English books 16 When reading an English book, I enjoy identifying with a character in the book 17 I enjoy daydreaming about the things I have read 18 I enjoy transporting myself mentally into another world I’ve read about Escape 19 When I am bored, I read an English book 20 I often read English books to kill time 21 I often read English books when I have nothing else to 22 Reading English books helps me to momentarily forget my worries 23 By reading an English book, I can briefly escape from the drag of daily routine 24 I often read an English book when there’s nothing interesting on TV Thank you for your co-operation! 108 APPENDIX 2.2: PRE-QUESTIONNAIRE IN VIETNAMESE VERSON PHIẾU KHẢO SÁT Phiếu khảo sát sử dụng để thu thập liệu cho nghiên cứu “Lợi ích chương trình đọc mở rộng sinh viên chuyên ngữ Trường Đại học Tài Chính -Marketing Thành phố Hồ Chí Minh” Câu trả lời bạn có giá trị cho nghiên cứu Vì vậy, bạn vui lịng dành thời gian để hồn thành phiếu khảo sát Chúng cam đoan liệu thu thập từ bảng hỏi giữ kín sử dụng cho mục tiêu nghiên cứu Hướng dẫn: Có mức độ đánh giá câu sau từ ‘Hồn Tồn Đồng Ý’ tới ‘Hồn Tồn Khơng Đồng Ý’ Các bạn đánh dấu  vào mức độ mà bạn chọn I THÔNG TIN CÁ NHÂN Tuổi: …………… Tên: ………………………… Giới tính: Nam Nữ Lớp: ………………………… Quê quán: ……………………………………… Điểm thi môn tiếng Anh kỳ thi Đại học 2011: ………………… Số năm học Tiếng Anh: …………………… II CÂU HỎI NGHIÊN CỨU 109 Hồn tồn đồng ý Nếu tơi muốn thành cơng xã hội, bạn cần phải đọc Đồng ý Khơng có ý kiến Theo tơi, đọc sách Tiếng Anh vơ ích Khơng đồng ý Hồn tồn khơng đồng ý Về tính hữu ích nhiều sách Tiếng Anh Đọc sách Tiếng Anh khơng thể giúp tơi nâng cao khả nói chuyện chủ đề mang tính chất cụ thể Đọc nhiều sách tiếng Anh giúp nâng cao khả đọc hiểu đọc khó Đọc sách Tiếng Anh nâng cao kiến thức nghĩa từ Đôi đọc sách Tiếng Anh để cải thiện cách viết Về tính phát triển Tơi chẳng học qua việc đọc sách tiếng Anh Tôi đọc sách Tiếng Anh để tìm hiểu thêm vấn đề mà tơi quan tâm Đọc sách Tiếng Anh đóng vai trị quan trọng việc hình thành nhân cách cá nhân 10 Đọc sách tiếng Anh giúp tơi hình thành cho quan điểm vấn đề khác 11 Đọc sách tiếng Anh giúp nâng cao kiến thức thân 12 Đọc sách Tiếng Anh cách để biết phong tục thói quen người khác Về tính thích thú 13 Đọc sách tiếng Anh nói chung chán 14 Đọc sách tiếng Anh trị giải trí thú vị 15 Trí tưởng tượng tơi hồn tồn trống rỗng đọc sách Tiếng Anh 16 Khi đọc sách Tiếng Anh, tơi thích khám phá nhân vật sách 17 Tơi thích mơ tưởng thứ mà tơi đọc 110 18 Tơi thích để tâm trí suy nghĩ giới khác mà vừa đọc qua Về tính giải trí 19 Khi cảm thấy chán nản, đọc sách Tiếng Anh 20 Tôi thường đọc sách Tiếng Anh để giết thời gian 21 Tôi thường đọc sách tiếng Anh khơng có để làm 22 Đọc sách Tiếng Anh giúp tạm quên lo lắng 23 Tơi khỏi bận tâm công việc ngày cách đọc sách Tiếng Anh 24 Tôi thường đọc sách Tiếng Anh khơng có chương trình thú vị TV ******* Cám ơn bạn ****** 111 APPENDIX 2.3: POST-QUESTIONNAIRE IN ENGLISH VERSION POST - QUESTIONNAIRE This questionnaire is designed to collect some information for our study about “The Merits of Extensive Reading to English Majors at the University of Finance Marketing (UFM) in Ho Chi Minh city” Your accurate response to the questions will make a valuable contribution to our study So, please spend a little time on our questionnaire The data collected from this questionnaire will be used for the research purposes only Direction: respond to the following statements honestly after reading them carefully You are asked to respond to each statement by indicating to what extent you agree or disagree with the statement from – strongly disagree to - strongly agree I RESEARCH QUESTIONS OF READING ATTITUDE I don’t read English books to improve my ability to converse about particular topics By reading a lot of English books, I can improve my ability to comprehend difficult texts Reading English books increases my knowledge of the meaning of words 112 Strongly agree If I want to succeed in society, I have to read a lot of English books Agree Undecided In my opinion, English book reading is useless Disagree Strongly Disagree Utility Sometimes I read English books to improve my writing style Development I don’t learn anything by reading English books I read English books to find out more about matters that interest me English book reading is of importance in molding an individual’s personality 10 English book reading helps me to form an opinion about different issues 11 English book reading improves my self-knowledge 12 Reading English books is a way to learn about other people’s customs and practices Enjoyment 13 Reading English books is generally boring 14 Reading English books is an exciting pastime 15 My imagination is barely if at all stimulated by reading English books 16 When reading an English book, I enjoy identifying with a character in the book 17 I enjoy daydreaming about the things I have read 18 I enjoy transporting myself mentally into another world I’ve read about Escape 19 When I am bored, I read an English book 20 I often read English books to kill time 21 I often read English books when I have nothing else to 113 22 Reading English books helps me to momentarily forget my worries 23 By reading an English book, I can briefly escape from the drag of daily routine 24 I often read an English book when there’s nothing interesting on TV II RESEARCH QUESTIONS OF THE ERP EVALUATION How you evaluate extensive reading program? Useful Normal Boring Would you like to continue this program next semester? Yes No Put these post-reading activities in order of your preference by number from (most preferable) to (least preferable)  Guess who?  What’s next?  Book summarizing and responses  4/3/2 technique  Book sharing  Act it out In what way should extensive reading program be improved?  Teacher should provide more reading materials with various types  There should be more post-reading activities both inside and outside class  Students should be given more encouragement during extensive reading program  Teacher should have greater involvement in post-reading activities  Instructions to activities in extensive reading should be explained more clearly  Other suggestions (please specify): Thank you for your co-operation! 114 APPENDIX 2.4: POST-QUESTIONNAIRE IN VIETNAMESE VERSION PHIẾU KHẢO SÁT Phiếu khảo sát sử dụng để thu thập liệu cho nghiên cứu “Lợi ích chương trình đọc mở rộng sinh viên chuyên ngữ Trường Đại học Tài Chính -Marketing Thành phố Hồ Chí Minh” Câu trả lời bạn có giá trị cho nghiên cứu Vì vậy, bạn vui lịng dành thời gian để hồn thành phiếu khảo sát Chúng cam đoan liệu thu thập từ bảng hỏi giữ kín sử dụng cho mục tiêu nghiên cứu Hướng dẫn: Có mức độ đánh giá câu sau từ ‘Hoàn Toàn Đồng Ý’ tới ‘Hồn Tồn Khơng Đồng Ý’ Các bạn đánh dấu  vào mức độ mà bạn chọn I CÂU HỎI NGHIÊN CỨU VỀ THÁI ĐỘ CỦA SINH VIÊN ĐỐI VỚI VIỆC ĐỌC SÁCH TIẾNG ANH Đọc sách Tiếng Anh khơng thể giúp tơi nâng cao khả nói chuyện chủ đề mang tính chất cụ thể Đọc nhiều sách tiếng Anh giúp nâng cao khả đọc hiểu đọc khó Đọc sách Tiếng Anh nâng cao kiến thức nghĩa từ 115 Hoàn toàn đồng ý Nếu muốn thành công xã hội, bạn cần phải đọc nhiều sách Tiếng Anh Đồng ý Khơng có ý kiến Theo tôi, đọc sách Tiếng Anh vô ích Khơng đồng ý Hồn tồn khơng đồng ý Về tính hữu ích Đôi đọc sách Tiếng Anh để cải thiện cách viết Về tính phát triển Tơi chẳng học qua việc đọc sách tiếng Anh Tơi đọc sách Tiếng Anh để tìm hiểu thêm vấn đề mà quan tâm Đọc sách Tiếng Anh đóng vai trị quan trọng việc hình thành nhân cách cá nhân 10 Đọc sách tiếng Anh giúp tơi hình thành cho quan điểm vấn đề khác 11 Đọc sách tiếng Anh giúp nâng cao kiến thức thân 12 Đọc sách Tiếng Anh cách để biết phong tục thói quen người khác Về tính thích thú 13 Đọc sách tiếng Anh nói chung chán 14 Đọc sách tiếng Anh trò giải trí thú vị 15 Trí tưởng tượng tơi hoàn toàn trống rỗng đọc sách Tiếng Anh 16 Khi đọc sách Tiếng Anh, tơi thích khám phá nhân vật sách 17 18 Tơi thích mơ tưởng thứ mà tơi đọc Tơi thích để tâm trí suy nghĩ giới khác mà vừa đọc qua Về tính giải trí 19 20 21 Khi cảm thấy chán nản, tơi đọc sách Tiếng Anh Tôi thường đọc sách Tiếng Anh để giết thời gian Tôi thường đọc sách tiếng Anh khơng có để làm 116 22 Đọc sách Tiếng Anh giúp tạm quên lo lắng 23 Tơi khỏi bận tâm công việc ngày cách đọc sách Tiếng Anh 24 Tơi thường đọc sách Tiếng Anh khơng có chương trình thú vị TV II CÂU HỎI ĐÁNH GIÁ CHƯƠNG TRÌNH ĐỌC MỞ RỘNG Bạn đánh chương trình đọc mở rộng? Hữu ích Bình thường Chán Bạn có muốn chương trình tiếp tục thực vào học kỳ tới khơng? Có Khơng Hãy xếp hoạt động sau theo mức độ thích thú từ (rất thích) đến (ít thích nhất)  Guess who?  What’s next?  Book summarizing and responses  4/3/2 technique  Book sharing  Act it out Chương trình đọc mở rộng cần phải cải thiện điểm sau đây: (đánh dấu  vào câu chọn)  Giáo viên nên cung cấp nhiều tài liệu với nhiều thể loại  Nên có nhiều hoạt động sau đọc (post-reading activities) lớp học  Sinh viên nên khuyến khích động viên nhiều suốt chương trình đọc mở rộng  Giáo viên nên tham gia nhiều vào hoạt động sau đọc  Hướng dẫn hoạt động sau đọc nên rõ ràng Đề xuất khác: ……………………………………………………………… …………………………………………………………………………… ******* Cám ơn bạn ****** 117 APPENDIX 3: FORM OF WEEKLY JOURNALS WEEKLY BOOK REPORT Your name: Week: _ Book title: Numbers of pages in the book: Author _ Publisher: _ Level: I read pages of the book Starting date: _ Finishing date: _ Total reading time: hours Summarize the book in 4-5 sentences What is it about? What happens? _ _ _ _ Respond to the book in some way, in 4- sentences (for example, how did you like it? Why? What did it make you think about? What experiences or memories did it remind you of? What comments you have?) _ _ _ _ Book rating (circle one): Good Fair This book was (circle one): too easy Poor at a good level too difficult Any other notes, questions, comments? _ _ _ _ 118 APPENDIX 4: HANDOUT “ORAL QUESTIONS” Title of the book: Task 2: Personal response Task 1: The Facts The setting Your impressions When does the story take place? What did you like best (or least)? Where does it take place? What would you change in the The characters story? Who are they? You Your feelings and experiences What are they like? Have you ever experienced The action something similar to what happens What happened? in the story? Do you identify with any of the character? Did you find anything interesting cultural information? What did you learn from the reading? APPENDIX 5: HANDOUT “ACT IT OUT” ACT IT OUT Part 1: Getting ready Choose a scene from your book What is the name of the book? What are the page numbers the scene is taken from? What are the name of the characters? What is happening in the scene? (write sentences describing the event.) Part 2: Performance Your performance has to be at least three minutes long Remember to speak like you would speak in a theatre; everybody (even in the back of the room) has to hear you! 119 APPENDIX 6: LIST OF GRADED READERS USED IN THE ERP No Titles of the book Aladdin and the enchanted lamp A Christmas Carol A tale of two cities A Taste of Murder A tidy ghost A time to kill African adventure 10 11 12 13 14 15 Alice in wonderland Cinderella Man Daniel Radcliffe David Copperfield Death in the freezer Desert, Mountain, sea Dracula Dr Jekyll and Mr Hyde 16 17 18 19 20 Dublin People Ear-rings from Frankfurt Forrest Gump Four weddings and a funeral Ghost stories 21 22 Gulliver’s Travels How I met myself 23 24 25 26 27 Kidnapped Life exchange Life Lines Little women Love or money? 28 Love story 29 30 31 32 33 Millo My fair lady New Yorker On the edge One-way ticket Author Publishers EPER Level Judith Dean Oxford Bookworms E David A Hill Ralph Mowat Peter Viney Peter Viney Christopher Tribble Margeret I & Julia A Mary Tomalin Paul Shipton Vicky Shipton Clare West Tim Vicary Sue Leather Diane Mowat Rosemary Border Jennifer Bassett Reg Wright John Escott Richard Curtis Rosemary Border Clare West Penguin Readers Oxford Bookworms Story Lines Story Lines Penguin Readers C B D D A Story Lines D Penguin Readers Penguin Readers Penguin Readers Oxford Bookworms Oxford Bookworms Oxford Bookworms Oxford Bookworms Oxford Bookworms D B E A D B D B Oxford Bookworms Oxford Bookworms Penguin Readers Penguin Readers Oxford Bookworms X D C A A Oxford Bookworms Cambridge English Readers Oxford Bookworms Express Publishing Story Lines Oxford Bookworms Oxford Bookworm B D B E Oxford Bookworms C Story Lines Penguin Readers Oxford Bookworms Oxford Bookworms Oxford Bookworms D B D C E Philip Prowse Clare West Jenny Dooley Peter Viney John Escott Rowena Akinyemi Rosemary Border Jennifer Bassett Alan J Lerner Diane Mowat Clare West Jennifer Bassett 120 C 34 35 36 37 57 58 59 60 61 62 63 64 Return to earth Robinson Crusoe Romeo and Juliet Shakespeare – his life and plays Sherlock Homes and the Duke’s son Sherlock Homes and the Mystery of Boscombe Pool Space Affair Stories from the five towns Summer of my German Soldier Sunny Vista City Sweet valley high - secrets Tales of mystery and imagination Taste and other tales (Roald Dahl) The adventure of Tom Sawyer (Mark Twain) The Beatle The boys from Brazil The Call of the Wild The Canterville Ghost and other stories – The crown of violet The Death of Karen Silkwood The Diary The Edge The gift of the Magi and other stories The Hitch Hiker The Hound of the Baskervilles The lost love and other stories The love of a king The mystery of Allegra The Monkey’s paw The phantom of the opera The Piano 65 66 67 68 The railway children The Secret Garden – The silver sword The thirty-nine steps 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 Susan Binder Diane Mowat Will fowler Oxford Bookworms Oxford Bookworms Penguin Readers Penguin Readers D D C B Jennifer Bassett Oxford Bookworms E J Y K Kerr Penguin Readers C Peter Viney Nick Bullard Karen Homes Story Lines Oxford Bookworms Oxford Bookworms D D C Peter Viney Annette Barnes Margaret Naudi Story Line Penguin Readers Oxford Bookworms D D C Micheal Caldon Penguin Readers A Jacqueline Kehl Penguin Readers E Paul Shipton Cherry Gilchist Nick Bullard John Davage Penguin Readers Penguin Readers Oxford Bookworms Penguin Readers C B C B John Escott Joyce Hannam Paul Steward Robin Waterfield Nancy Taylor Oxford Bookworms Oxford Bookworms Penguin Readers Oxford Bookworms Penguin Readers C D D X E Tim Vicary Patrick Nobes Jan Carew Peter Dainty Peter Foreman Diane Mowat Jennifer Bassett Rosemary Border John Escott Clare West John Escott J Y K Kerr Story Line Oxford Bookworms Penguin Readers Oxford Bookworms Oxford Bookworms Oxford Bookworms Oxford Bookworms Oxford Bookworms D B D D D E E D Oxford Bookworms Oxford Bookworms Oxford Bookworms Penguin Readers C C B C 121 69 70 Too old to rock and roll Tooth and Claw 71 72 The Wind In The Willows The Wizard of Oz 73 74 75 The witches of Pendle Three Men In A Boat Tinkers Island 76 77 Treasure Island Washington Square 78 79 80 81 82 White Fang William Shakespeare Who, sir? Me, sir Woman in business Wuthering Heights Diane Mowat Rosemary Border Jennifer Bassett David Foulds & Luxfield Ltd Rowena A Diane Mowat Andy H & Jocelyn P John Escott Kieran McGovern Robin Waterfield Jennifer Bassett Diane Mowat David Evans Clare West 122 Oxford Bookworms Oxford Bookworms D C Oxford Bookworms Oxford Progressive English readers Oxford Bookworms Oxford Bookworms Penguin Readers C D Oxford Bookworms Oxford Bookworms B B Penguin Readers Oxford Bookworms Oxford Bookworms Penguin Readers Oxford Bookworms B D C B A E B E ...CERTIFICATE OF ORIGINALITY I certify my authorship of the thesis submitted today entitled THE MERITS OF EXTENSIVE READING TO THE ENGLISH MAJORS AT THE UNIVERSITY OF FINANCE - MARKETING IN HO CHI MINH. .. Department of the University of Finance - Marketing in Ho Chi Minh City This university was formerly the Southern Training School of Price Cadres Then in 1994 it was upgraded to the Marketing College... years later, in 2004, it was again upgraded to the University of Marketing In 2008, with the agreement of the Ministry of Finance, its name was changed to the University of Finance - Marketing The