Thói quen đọc tiếng anh của học sinh lớp 10 tại trường THPT khoa học giáo dục

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ******************** NGUYỄN PHƯƠNG ANH ENGLISH READING HABITS OF GRADE 10 STUDENTS AT HIGH SCHOOL OF EDUCATION SCIENCES THÓI QUEN ĐỌC TIẾNG ANH CỦA HỌC SINH LỚP 10 TẠI TRƯỜNG THPT KHOA HỌC GIÁO DỤC M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 8140231.01 Hanoi, 2020 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ******************** NGUYỄN PHƯƠNG ANH ENGLISH READING HABITS OF GRADE 10 STUDENTS AT HIGH SCHOOL OF EDUCATION SCIENCES THÓI QUEN ĐỌC TIẾNG ANH CỦA HỌC SINH LỚP 10 TẠI TRƯỜNG THPT KHOA HỌC GIÁO DỤC M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 8140231.01 Supervisor: Prof Dr Hoàng Văn Vân Hanoi, 2020 DECLARATION I, Nguyen Phuong Anh, hereby certify that the thesis entitled ―English reading habits of grade 10 students at High school of Education Sciences‖ is the result of my own research, and that the thesis has not been submitted for any degrees at any other universities or tertiary institutions Hanoi, May 2020 Student‘s signature Nguyen Phuong Anh Approved by SUPERVISOR (Signature and full name) Prof Dr Hoang Van Van Date: i ACKNOWLEDGEMENTS I would like to express my most sincere gratitude to my respectable supervisor, Prof Dr Hoang Van Van for his restless and sympathetic encouragement, valuable advice and patient guidance until the completion of this study My sincere thanks also go to my dear colleagues at High School of Education Sciences for all their help, support and encouragement when I encountered difficulties I wish to acknowledge my thankfulness to my students for their enthusiastic participation in the project Finally, I am deeply indebted to my beloved parents, my siblings, and my post-graduate friends for their sacrifice, encouragement and care Hanoi, May 2020 Student‘s signature Nguyen Phuong Anh ii ABSTRACT This research investigated English reading habits and the effect of factors on English reading habits of grade ten students at High School of Education Sciences (HES) The quantitative approach was adopted for this research The data is collected from a survey of 170 high school students at HES The survey questionnaire is built based on the number of practicing reading, the length of time to read, the number of the text read, the number of books read, the purpose of reading, English reading motivation, beliefs about reading English books and claims about their English reading habits Results showed that although students have faith in reading English to improve knowledge as well as having good English learning engine but most of them read only to English reading and not build an English reading habit In addition, other students spend more regular time reading English which help them build an English reading habit better than others To conclude, the research suggested some possible ways to establish good English reading habits for students iii LIST OF TABLES Table 4.1: The Amount of Reading Practice 24 Table 4.2: The Length of Time of Having Reading Habits 25 Table 4.3: The Types of Text Read 27 Table 4.4: The Number of Books Read 28 Table 4.5: The Number of English writing exams that got basic level 29 Table 4.6: Students‘ Purposes of Reading English Texts 30 Table 4.7: The Motivation of the Students to Read English 31 Table 4.8: The Beliefs of the Students about Reading English 32 iv LIST OF ABBREVIATIONS EFL English as a Foreign Language ESL English as a Second Language HES High School of Education Sciences v TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF TABLES iv LIST OF ABBREVIATIONS v TABLE OF CONTENTS vi CHAPTER I: INTRODUCTION 1.1 Rationale 1.2 Aim and objective of research 1.2.1 Aim of research 1.2.2 Objectives of research 1.2.3 Research questions 1.3 Research method 1.4 Scope of the research 1.5 Significance of research 1.6 The structure of research CHAPTER II: LITERATURE REVIEW 2.1 Review of related theories 2.1.1 English reading habits 2.1.2 Social factors that affect English reading habits 2.1.3 Teachers as reading models and motivators 2.1.4 Adolescent readers 12 2.2 Review of related studies 15 CHAPTER III: RESEARCH METHODOLOGY 19 3.1 Research type 19 3.2 Participants 19 3.3 Data collection procedure 19 3.4 Sample-size determination 19 3.5 Questionnaire 20 3.6 Pilot study 23 vi 3.7 Data analysis 23 CHAPTER IV: RESULTS AND DISCUSSIONS 24 4.1 Results addressing the first research question: HES students‘ current situation of English reading 24 4.2 Results addressing the second research question: factors affecting HES students‘ English reading habits 29 4.3 Solutions to improving students‘ effectiveness in reading English 33 CHAPTER V: CONCLUSION 36 5.1 Research conclusion 36 5.2 Implication of the study 39 5.3 Research limitations 40 5.4 Suggestions for further studies 41 REFERENCES 42 APPENDIX I vii CHAPTER I: INTRODUCTION 1.1 Rationale In developed societies, learning English may be the cornerstone for success, especially for students – the future generation of the country In the context of globalization, having proficiency in English helps you communicate and integrate well with the changing world Students are more likely to be able to study and work in all sorts of exciting places Foreign languages in general and English in particular play an important role in education and training along with the development of the country The use of foreign languages well does not only bring in-depth knowledge or capture the innovation of technology but also a necessary competence for modern Vietnamese To learn English well, students need to have good learning skills such as reading, writing, listening, speaking Reading is one of the most important skills of every language and it is an essential tool for lifelong learning and self-education to all learners Reading provides individuals with experience so that they may expand their horizons, identify, extend and intensify their interests and gain deeper understanding of themselves and other human being and of the world (Noor, 2011) Reading, therefore, is essential for students to keep knowledge up-to-date Especially, reading habits plays a crucial role in enhancing the proficiency of the students in the target language Regarding the importance of reading, it is essential for students to establish good English reading habits because they are much involved in and greatly benefit from English reading practices Yopp and Yopp (2003) summarized the belief of many professionals in the reading community when they asserted that ―time spent on reading is related to growth in vocabulary, fluency in word recognition, and comprehension‖ Therefore, this study analyses common English reading habits and the factors that affect English reading habits of students in grade 10 at HES The research then suggested some possible ways to  For parents Home is an ideal environment to establish reading habits for students To boost the reading culture of students from an early age, the writer suggested that families have their own bookshelf It is easy for parents to have a storybook in any language today, especially by exchanging books with other parents Children who are too young to question the language you are reading to them, they will be more interested in the "ritual" of reading bedtime stories This gives them a great opportunity to "sneak" to build up their reading habits in a memorable way Parents may set good models for students by accompanying with students in reading Parents should provide students with variety of English books The writer absolutely agreed with Horace Mann who said ―No man has a right to bring up his children without surrounding them with books‖  For school Schools can help our future generation by forming English reading clubs and organizing extracurricular activities related to reading for students In addition, it is necessary to improve the quality as well as upgrade infrastructure of libraries at schools The school libraries should focus on investing in foreign books which attract young reader 35 CHAPTER V: CONCLUSION 5.1 Research conclusion This study has provided the status on the issue of English reading habits of students at HES to draw out the real situation of English reading habits of students at present, especially the 10-grade students Besides, the thesis considers both internal and external factors that impact students‘ reading habits strongly or weakly More importantly, the thesis offers some possible solutions to help increase the effectiveness of learning English through English reading habits Specifically, firstly, the average reading time of students hour/day constitute the majority This implies that HES students not have a good habit in reading English; secondly, students are taught and encouraged to learn to read books and materials while learning English at primary level Although they started learning English from elementary school it did not guarantee that they would have a good English reading habit Most of the students spend less than hour for reading and read less books for a week so that they not have many English writing exams got basic level; thirdly, students read English books to improve their English and knowledge enhancement Students who have a good belief about reading English will have a good English reading habit To help students increase the effectiveness of learning English through English reading habits, school and family should raise up this habit by some simple methods Books have been the best source of knowledge of human kind for thousands of years, and there are a lot of things that we can learn from them All of the universities from all over the world, even the most famous and modern ones like Cambridge or Harvard still use books as their main teaching materials Other electric devices such as computers, laptops, smartphones or tablets can also be good sources for reading and gaining information; however, they have many other things that can distract the readers When we read books, we not have to pay attention to the messages or notifications that pop up on the screen or the interesting games that keep reminding us Books can increase our ability to focus, and it helps our 36 brain to exercises Researches show that one of the main reasons for human‘s absent mindedness is we not spend enough time to read Books really have a lot of benefits for us if we know how to use them properly Therefore, we should always spend a little each day to read different kinds of book It can be seen from the findings above that the high school student‘s English reading habits are relatively good but there are still problems that need to be solved to improve their reading habits In this study, the researcher tried to display the very important roles of English reading habits in the development of reading skill for students The results of the analysis have answered the research questions into five points: First, the results show the HES students‘ current situation of English reading: they spend not much time for reading (about hour per day for reading), they are taught and encouraged to learn to read books and materials while learning English at primary level, most students read less than books per week, students spend less time on reading led to low writing skills, the purpose of reading English is for improving English skills and for improving knowledge This may indicate that students are not different between good or not good enough to get a good exam result However, this percentage may not evaluate exactly English level because there are other English exam parts such as listening, speaking… The results showed that planned students can schedule work for a week or a month, and they will also need to schedule study each week Make a weekly to-do plan to find out when they can and need to complete your homework, enhance good reading habits quite soon This way they will know the amount of time they need to set aside for each subject and the most appropriate time to study Second, factors affecting HES students‘ English reading are the support of teachers, internal motivation and support from their parents Teachers who share a love of reading will help students establish English reading habits When students have the internal motivation, they will have the power for studying and learning English Besides, parents also play an important role to help students in the beginning step of the reading habit 37 Third, the study also offers some solutions to improve the habit of reading English in regard to students, teachers, parents and schools Students need to be aware of the significance of having a good reading habit Students should have both internal and external motivation to read in English Habits are conditional actions that are shaped by daily maintenance To create a habit students need to keep in mind and constantly remind themselves to take it seriously For teachers, it is undeniable that teachers play an important role in nourishing students‘ reading habits Teachers may encourage students to read English material which match their interests and needs Teachers may provide students with correct orientations and suggested English materials to form a good reading habit What is more, initially forming for student reading skills and helping students to have an understanding about culture of English-speaking countries Thus, they may find it easier to read in English Home is an ideal environment to establish reading habits for students To boost the reading culture of students from an early age, the writer suggested that families have their own bookshelf Creating more opportunity as play with them, role-play, watch international channel are the good ways to help your childs Schools can help our future generation by forming English reading clubs and organizing extracurricular activities related to reading for students Fourth, benefits only available to students to read: Reading helps develop students' ability to read quickly and think quickly: The first benefit of reading is to help them more in contact with letters Whatever the type of book, they can help you practice your ability to read fast, think quickly and think faster Reading helps students gain knowledge that the school does not have enough time to teach: The bookstore is one of the most infinite and valuable sources of knowledge of mankind, there are countless types of books belonging to many different areas such as nature, society, literature, the world, tourism, etc If students read a lot, they can receive knowledge that the school does not teach Thereby, improving intelligence, makes school learning simpler 38 Fifth, reading has long been considered one of the most effective ways to stimulate the mind and to improve yourself Reading is the process of exploring knowledge, looking for new interesting things It helps us shape logic thinking, the ability to see things clearly Through the book, we cultivate ourselves the necessary knowledge and skills such as coherent thinking, the ability to use words fluently, writing skills, etc A good book does not just give us the feelings of excitement but also help with forming our emotions, positive attitude, being ready to face up all the challenges of life I have read somewhere that reading many books does not make you become rich, but there is a certainty that the rich all read books Mark Twain used to say that: ‗A person who won‘t read have no advantage over one who cannot read‘, maybe it is the wealth of experience, skills, knowledge that books bring about So, reading a book, a little work, but bringing us a lot of benefits Each person should keep themselves this positive habit 5.2 Implication of the study While these findings may offer a somewhat favorable picture of the reading habits of grade ten students at HES and a less positive portrayal of teachers, a number of limitations must be taken into account Perhaps the most important is the fact that participants are enrolled in the most academically prestigious highschool in the country and their self-reported English grades were quite high This indicates that these students are perhaps more academically successful than most of their peers and it is hard to generalize the reading habits of these relatively high achievers to other ten-grade students at HES Moreover, the exploratory nature of the research and the somewhat limited data collection instrument mean that the current research merely sought an overview of the issue and did not attempt to examine it in greater detail about English reading habits While this exploration was considered important given the relative lack of topic-related research at the highschool level in Vietnam, it is, nonetheless, necessary for further research to explore the reading habits of Omani students in greater depth, especially if reliable assertions about learners‘ reading habits and the influence of teachers are to be made Thanks to the 39 book, many students can gain a different sense of life, a way of looking at the world around them, thereby, living more positively, more effectively and forming dreams of themselves In some places, students still have difficulties in accessing entertainment facilities, they need great books, helping them to gain more knowledge and have more fun every day 5.3 Research limitations This section presents the strengths and limitations of the proposed research in the following areas: research approach, population selection, data collection tools, and data analysis As stated before, the quantitative method is adopted for this research The strengths of the quantitative method are to allow the researcher to summarize vast sources of information and facilitate comparisons across categories and over time, thus providing condensed and accurate results Moreover, due to controlled responses, the research can achieve high levels of reliability and validity of collected data The quantitative approach can also allow for a broader study which involves a greater number of subjects and enhances the generalization of the results However, when the quantitative approach is adopted, a large number of subjects must be studied since the more participants are researched, the more statistically accurate the results will be Apart from that, the research is limited in terms of its generalizability to the total Vietnamese EFL students since the subjects of the research are only 170 students at HES, which results in the limitation in the findings In contrast, the small number of participants can allow more depth of understanding regarding the group on which the research will focus (Vietnamese EFL students) For this study, an English questionnaire with closed-ended questions is designed in order to call for responses, which will narrow down the field of inquiry, since participants choose among fixed responses Questionnaires have advantages over some other types of surveys in that they are cheap, not require as much effort from the researcher as verbal or telephone surveys, and often have 40 standardized answers that make it simple to compile data Correspondingly, it is much easier to analyze the data since the responses can be directly compared and simply aggravated Besides, the questionnaire does not take much time of participants since many questions can be answered in a short time However, it should also be noted that close-ended questions could lead to bias since participants are offered limited alternative replies Last but not least, when any methods are used, the results are subject to the known reliability and validity of that method Although some information about the method in regard to reliability and validity is known, the method may have limitations in measuring what it purports to measure Only subsequent research with other subjects and other methods can help further the understanding of the topic studied in the research 5.4 Suggestions for further studies Overall, the combination of findings in the current work provides some support for the conceptual premise that English reading habit, English exam result, overall school result are interconnected It is argued that the integration of these interrelated skills in daily activities may lead to successful language acquisition It is also argued that in line with the change in students‘ reading habit and their high reliance on Internet and the social network, social media platform should be used as instructional tools for expanded reading instruction and vocabulary acquisition Despite its exploratory nature, this study offers some insights into the possible initiatives that English language teachers could implement to develop vocabulary acquisition, and good reading habits, then to further studies in near future 41 REFERENCES Anderson, R C., Hiebert, E H., Scott, J A., & Wilkinson, I A (1985) Becoming a nation of readers: The report of the Commission of Reading Washington, DC: The National Institute of Education Bright, J.A., & McGregor, G.P (1970) Teaching English as a Second Language London: Longman Carlsen, G R., & Sherrill, A (1988) Voices of readers: How we come to love books Urbana, IL: National Council of Teachers of English Cassidy, J., & Cassidy, D (2002) What‘s hot, what‘s not for 2003: Seventh annual survey examines key topics in reading research and practice Reading Today, 20(3), 1-18 Cassidy, J., & Cassidy, D (2004) What‘s hot, what‘s not for 2005: Scientific evidence-based reading research and instruction tops list Reading Today, 22(3), 1-9 Cassidy, J., & Cassidy, D (2009) What‘s hot for 2010: 14th annual survey needs some ―crumbling pillars‖ of reading instruction Reading Today, 27(3), 1-8 Cassidy, J., & Grote-Garcia, S (2012) Defining the literacy agenda: Results of the 2013 what‘s hot, what‘s not literacy survey Reading Today, 30(1), 9-12 Cassidy, J., & Loveless, D J (2011) Taking our pulse in a time of uncertainty: Results of the 2012 ―What‘s hot, what‘s not‖ literacy survey Reading Today, 29(2), 16-21 Cassidy, J., & Wenrich, J K (1997) What‘s hot, what‘s not for 1997: A look at key topics in reading research and practice Reading Today, 14(4), 34 Cassidy, J., Garrett, S D., & Barrera, E S (2006) What‘s hot in adolescent literacy 1997-2006: The authors look back on 10 years of the ―what‘s hot, what‘s not‖ lists to identify some trends in adolescent literacy Journal of Adolescent & Adult Literacy, 50(1), 30-36 42 Cassidy, J., Ortlieb, E., & Shettel, J (2010) What‘s hot for 2011: Survey reveals a focus beyond primary grades Reading Today, 28(3), 1, 6-7 Cassidy, J., Valadez, C M., Garrett, S D., & Barrera, E S (2010) Adolescent and adult literacy: What‘s hot, what‘s not Journal of Adolescent & Adult Literacy, 53(6), 448-456 Chettri, K and Rout, S.K (2013) Reading Habits: An overview Journal of Humanities and Social Science (I05R-JH55, 14(6), 13-17 Christenbury, L., Bomer, R., & Smagorinsky, P (Eds.) (2009) Handbook of adolescent literacy research New York, NY: The Guilford Press Dao Thi Dieu Linh (2017) ―Some factors affecting English learning recruitment skills for grade students‖ Fatimayin, F.F & Lawal, A (2010) Techniques Used in Teaching Difficult Vocabulary in English Reading Passages by Senior Secondary School Teachers in Lokoja, Nigeria In D.D Kuupole and I.Bariki (eds) Applied Social Dimensions of Language Use and Teaching in West Africa, 260-266 Florence, F F (2012) Effects of Environmental Factors on Students‘ reading Habits in Yagba East Local Government Area of Kogi State Universal Journal of Education and General Studies, 1(6), 153-157 Greene, B (2001) Testing reading comprehension of theoretical discourse with cloze Journal of Research in Reading, 24(1), 82-98 Henderson, A T., & Berla, N (1994) A new generation of evidence: The family is critical to student achievement Columbia, MD: National Committee for Citizens in Education Huong Duyen (2014) ―Evaluation of the possibility and habits of using English documents for students, master students and reality at Can Tho University material center‖ Industrial Relations Act, 2012 (Act No X of 2012), Freedom of association, collective bargaining and industrial relations, Law, Act 43 Iftanti, E (2012) A Survey of the English Reading Habits of EFL Students in Indonesia TEFLIN Journal, 23(2), 149-164 Lesesne, T S (2006) Naked reading: Uncovering what tweens need to become lifelong readers Portland, Maine: Stenhouse Publishers McKool, S., & Gespass, S (2009) Does Johnny‘s reading teacher love to read?: How teachers‘ personal reading habits affect instructional practices Literacy Research and Instruction, 48(3), 264-276 Morrison, Jacobs, & Swinyard, (1999) Do teachers who read personally use recommended literacy practices in their classrooms? Reading Research and Instruction, 38(2), 81-100 Mour, S I (1977) Do teachers read? The reading teacher, 30(4), 397-401 Noor, N M (2011) Reading Habits and Preferences of EFL Post Graduates: A Case Study Indonesian Journal of Applied Linguistics, 1(1), 1-9 Palani, K K (2012) Promising Reading Habits and Creating Literate Social International Reference Research Journal Vol III Issue 2(1) pp 91 Potter, H (2011) Reading Habits in Children http://www.copperwiks.org/index Pozzer-Ardenghi, L., & Roth, W M (2010) Toward a social practice perspective on the work of reading inscriptions in science texts Reading Psychology, 31(3), 228-253 Doi:10.1080/02702710903256361 Purcell-Gates, V (1996) Stories, coupons, and TV Guide: Relationship between home literacy experiences and emergent literacy knowledge Reading Research Quarterly, 31(4), 406 - 428 Schoenback, R., Greenleaf, C L., Cziko, C., & Hurwitz, L (2000) Reading for understanding: A guide to improving reading in middle and high school classrooms San Francisco, CA: Jossey-Bass Publishers Schoenbach, R., & Greenleaf, C L (2009) Fostering adolescents‘ engaged in academic literacy In L Christenbury, R Bomer, & P Smagorinsky (Eds.)., Handbook of adolescent literacy research New York, NY: The Guilford Press 44 Shen, L B (2006) Computer technology and college students‘ reading habits Chia-nan Annual Bulletin, 32(1), 559-572 Snow, C (1983) Literacy and language: Relationships during the preschool years Harvard Educational Review, 53(2), 165-189 Strauss, M J (2009) Reading habits and attitudes of Thai L2 students (Doctoral dissertation) Wagner, S (2002) The reading habits of teams Journal of Reading Today, 46(3-4), 122-123 Wolk, S (2008) Joy in school Educational Leadership, 66 (1), 8-15 Yopp, R.H., & Yopp, H.K (2003) Time with text The Reading Teacher, 57(3), 28 45 APPENDIX READING HABITS QUESTIONNAIRE This small-scale survey is designed to collect information about English reading habits of Vietnamese EFL students The information you provide could help bring some suggestions for establishing good English reading habits; therefore, we would appreciate your honesty Knowing full well the value of time for respondents in completing this questionnaire, it is the writer‘s intention to use the information as effectively as it can be The results collected will not be used for any other purposes but the research purpose and the author can make sure that your personal answers will be kept totally confidential Thank you in advance for the interest, co-operation, and time given in support of this research I Demographic: (Please tick (x) to your answer) Q1: Gender:  Male  Female Q2: What is your GPA (only English subject ) rank in the first semester?  High-distinction (8.0-10)  Distinction (7.0-7.9)  Credit (6.0-6.9)  Pass (5.0-5.9) Q3: Are you going to study abroad or study in Vietnam for your higher education?  Study abroad  Study in Vietnam  Not decided yet I II Survey‘s information Q4: How much time you read in a general day? I read more than five hours every day I read about five hours every day I read about four hours every day I read about three hours every day I read about two hours every day I read about one hour every day I read less than one hour every day I not always read every day I seldom read Q5: The length of time of having English reading habits playgroup I have read English since I was in elementary school I have read English since I was in junior high school I have read English since I was in junior high school I have read English since I was in senior high school I have read English since I was in school I read only when it is assigned by my teachers/lecturers I read English when my parents accompany me to read I rarely read English Q6: What are the types of text that you read? I read various kinds of reading texts I only read fiction texts such as drama, short story, novel, comic strips, legend, fairy tales, and poem II I only read nonfiction texts such as newspaper, magazines, leaflet, menu, letters, diaries, textbooks on various topics, travel brochures, and advertisements I read e-text a lot in my daily reading practices Q7: How many books you read in a week?  I read five books every week  I read less than five books every week  I read more than five books every week Q8: How many English writing exams that you scored at least marks? I not have any English writing exams that I scored at least marks I have some English writing exams that I scored at least marks I have a lot of English writing exams that I scored at least marks I am bilingual but not English Q9: What are your purposes of reading English texts? (tick as many as you want)  I read English for pleasure  I read English for doing assignments  I read English for improving my knowledge  I read English because my parents support me to read  I read English to improve my English skills  I read English to spend my spare time Q10: What is the motivation for you to read English? (tick as many as you want) I read English although my parents not provide me with English books I read English because my parents provide me with a lot of English books I read English because my parents also read English I read English because my parents support me to read I am not motivated to read English because English is difficult I read English although it is difficult I read English because my teachers support me to read III Reading is my pastime activity Q11: What you think about reading English? (tick as many as you want) I believe that reading English can improve my English skills I believe that reading English can improve my knowledge I not believe that reading English can improve my English skills I not believe that reading English can improve my knowledge I believe that reading English can support my future career I not believe that reading English can support my future career I believe that reading English can support my academic success I not believe that reading English can support my success of the study Thank you for joining the survey! IV ... ******************** NGUYỄN PHƯƠNG ANH ENGLISH READING HABITS OF GRADE 10 STUDENTS AT HIGH SCHOOL OF EDUCATION SCIENCES THÓI QUEN ĐỌC TIẾNG ANH CỦA HỌC SINH LỚP 10 TẠI TRƯỜNG THPT KHOA HỌC GIÁO DỤC M.A MINOR PROGRAMME... Dr Hoàng Văn Vân Hanoi, 2020 DECLARATION I, Nguyen Phuong Anh, hereby certify that the thesis entitled ―English reading habits of grade 10 students at High school of Education Sciences‖ is the... levels These include Fatimayin and Lawal (2 010) , Potter (2011) and Bright and McGregor (1971), among others Reading, according to Fatimayin and Lawal (2 010) , connotes the ability to read well not