The use of cognitive and meta cognitive views in teaching reading for second year english majors in hcm city open university obstacles and solutions

BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC MỞ THÀNH PHỐ HỒ CHÍ MINH ∞0∞ PHẠM ĐÔNG QUÂN THE USE OF COGNITIVE AND META-COGNITIVE VIEWS IN TEACHING READING FOR SECOND-YEAR ENGLISH MAJORS IN HCM CITY OPEN UNIVERSITYOBSTACLES AND SOLUTIONS KHÓA LUẬN TỐT NGHIỆP NGÀNH NGƠN NGỮ ANH TP HỒ CHÍ MINH, NĂM 2020 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC MỞ THÀNH PHỐ HỒ CHÍ MINH ∞0∞ PHẠM ĐÔNG QUÂN THE USE OF COGNITIVE AND META-COGNITIVE VIEWS IN TEACHING READING FOR SECOND-YEAR ENGLISH MAJORS IN HCM CITY OPEN UNIVERSITYOBSTACLES AND SOLUTIONS Mã số sinh viên: 1557010192 KHÓA LUẬN TỐT NGHIỆP NGÀNH NGÔN NGỮ ANH Giảng viên hướng dẫn: ThS BÙI ĐỖ CƠNG THÀNH TP HỒ CHÍ MINH, NĂM 2020 TRƯỜNG ĐẠI HỌC MỞ THÀNH PHỐ HỒ CHÍ MINH KHOA NGOẠI NGỮ CỘNG HÒA XÃ HỘI CHỦ NGHĨAVIỆT NAM Độc lập – Tự – Hạnh phúc GIẤY XÁC NHẬN Tôi tên : Phạm Đông Quân Ngày sinh: 11/10/1997 Nơi sinh: TP.HCM Chuyên ngành: Ngôn ngữ Anh Mã học viên: 1557010192 Tơi đồng ý cung cấp tồn văn thơng tin khóa luận tốt nghiệp hợp lệ quyền cho Thư viện trường đại học Mở Thành phố Hồ Chí Minh Thư viện trường đại học Mở Thành phố Hồ Chí Minh kết nối tồn văn thơng tin khóa luận tốt nghiệp vào hệ thống thơng tin khoa học Sở Khoa học Công nghệ Thành phố Hồ Chí Minh Ký tên (Ghi rõ họ tên) Phạm Đông Quân Ý KIẾN CHO PHÉP BẢO VỆ KHÓA LUẬN TỐT NGHIỆP CỦA GIẢNG VIÊN HƯỚNG DẪN Giảng viên hướng dẫn: ThS Bùi Đỗ Công Thành Học viên thực hiện: Phạm Đông Quân Lớp: DH15AV04 Ngày sinh: 11/10/1997 Nơi sinh: TP.HCM Tên đề tài: “The use of cognitive and meta-cognitive views in teaching reading for second-year English majors in HCM city Open University – Obstacles and Solutions” Ý kiến giáo viên hướng dẫn việc cho phép học viên bảo vệ khóa luận trước Hội đồng: Thành phố Hồ Chí Minh, ngày .tháng .năm Người nhận xét ACKNOWLEDGEMENTS Firstly, I would like to express my gratitude towards my mentor, M.Ed Bui Do Cong Thanh But for his guidance and support, I would have found it almost impossible to conduct this graduation paper Moreover, many thanks are given to my family for their unconditional love and sacrifice that truly encouraged me to make greater attempts in the completion of the thesis Also, I would like to acknowledge and appreciate the active participation of not only the students but also the lecturer in the survey, thanks to which I could collect critical and useful data for analysis and interpretation Such contribution has paved the way for my enlightenment in the instructions of reading comprehension at tertiary education Finally, I would like send my sincere thanks to the Faculty of Foreign Languages of Ho Chi Minh City Open University, particularly all of the lecturers of English for providing me with an unparalleled opportunity to conduct this graduation paper iii STATEMENT OF AUTHORSHIP I certify that the thesis entitled “The utilization of cognitive and meta-cognitive views to teach reading skills to second-year English majors at HCM city Open University – obstacles and solutions” is my own work Except where reference is made in the text of the thesis, this thesis does not contain materials published elsewhere or extracted in whole or in part from a thesis by which I have qualified for or been awarded another degree or diploma No other person’s work has been used without due acknowledgement in the main text of the thesis This thesis has not been submitted for the award of any degree or diploma in any other tertiary institution Ho Chi Minh City, August 2020 Pham Dong Quan ii SUPERVISOR’S REMARKS I hereby certify to the best of my knowledge that:  the research and the writing embodied in the thesis are that of the candidate except where due reference is made in the text  the candidate demonstrated his strong commitment to meeting the supervisor’s fundamental requirements during the implementational process of the thesis  the language use in the entire thesis is academic and thus being appropriate for the BA thesis  the findings are significant and greatly contribute to the problem solving of the existing issues From the above-stated, the thesis is properly presented and worthy of consideration forthe thesis defence Signature Date iv ABBREVIATIONS HCMC OU: Ho Chi Minh City Open University IELTS: International English Language Testing System FFL: Faculty of Foreign Languages L1: The first language L2: The target language ESL: English as a Second Language EFL: English as a Foreign Language v ABSTRACT The aim of this paper is to delve deeper into reading comprehension problems that secondyear English majors encounter and propose some practical solutions for these problems in HOU context The data of this study is collected through the questionnaire and interview 100 second-year English majors took part in answering the questionnaire to give a snapshot about their reading problems in practice An experienced teacher in teaching reading comprehension is interviewed to unveil the obstacles in teaching reading skills and suggest some solutions to such problems The data from the questionnaire and the interview indicates that the main obstacle for students to comprehend a text is the lack of vocabulary and the lack of prior-knowledge, and those for teachers to apply cognitive and meta-cognitive is different learners’ needs Also, these findings indicate the activating and building prior knowledge gives the students a reason to read Therefore, integrated and content-based teaching methods should be considered as remedial action against students’ reading comprehension problems Key words: cognitive views, meta-cognitive views, prior knowledge, reading comprehension, traditional views vi TABLE OF CONTENT ACKNOWLEDGEMENTS III SUPERVISOR’S REMARKS IV ABSTRACT VI TABLE OF CONTENT VII CHAPTER 1: INTRODUCTION 1.1 Background of the study 1.2 Problem statements 1.3 Research Aims 1.4 Research Questions 1.5 Research Significance 1.6 Overview CHAPTER 2: LITERATURE REVIEW 2.1 Views of reading 2.1.1 Traditional view 2.1.2 Cognitive views 2.1.3 Meta-cognitive view 2.2 Obstacles in utilizing cognitive and meta-cognitive views in EFL reading classes .10 2.3 Guideline for teachers to enhance student’s reading comprehension .11 2.3.1 Pre-reading strategies 11 2.3.2 While-reading strategies 12 2.3.3 Post-reading strategies 13 CHAPTER 3: METHODOLOGY 16 3.1 Research design 16 3.2 Research setting 16 3.3 Participants 17 vii Chart 9: The frequency of the skills used in reading In generals, all of the reading skills are frequently used in reading As the chart reveals the most frequently used one is reading for gist, which is followed by deducing word meaning In contrast, monitoring reading process is almost rarely used Another noticeable feature is that prior-knowledge plays an important role in students’ reading skills This illustrates that cognitive view of reading is frequently applied in reading classed by the students The meta-cognitive view is applied in reading as anticipating what comes next in the text, which is also often used The traditional view is almost outweighed by the other views since it resulted in that students can deduce the word meaning through word formation and contextual clues, and only one student voiced that he have to look for the meaning of every word in the text Therefore, Pardede’s while-reading guideline for enhancing students’ comprehension is currently applied by lecturers in HCMCOU context However, 8out of the students voiced that they paid more attention to answering questions and its keywords rather than understanding the text This is a result of high-stakes tests which make students try to get nothing but the correct answer of the questions provided This once again highlighted the impact of high-stake tests on the students’ reading comprehension in Wexler’s viewpoint Another interesting point is that one expressed his difficulty in understanding “the authors’ emotion”; and by listening to audio books he got better understanding of the text This means that learners’ learning styles remain a real challenge in applying cognitive and meta-cognitive views in teaching reading skills because audio books benefit auditory learners more than kinaesthetic ones 4.1.3.3 The frequently used post-reading techniques 25 Chart 10: The frequently used post-reading techniques The chart illustrates the post reading techniques used by teachers in reading classes According to the chart, answering question related to the text or topic of the text is the most favorite follow-up technique (70.6%) Discussing and summarizing the text have proved its efficiency in expanding student knowledge of the topic and monitoring student reading process (49% and 54.9% respectively) 38 students claimed that listening to or reading related material on the topic was an effective way to build prior-knowledge Other techniques such as making questions, filling form and charts are also quite often implied However, monitoring techniques is still an unfamiliar concept in reading classes, resulting in the rare implication of reading logs after each lesson Role play is the least useful postreading technique when there were only students confessing that it is done in their class One student claimed that his teacher expanded vocabulary relevant to the topic whilst the other one said she usually checked the answers with her teacher or peers 4.2 Data from interview An experienced lecturer in teaching reading at HCMCOU agreed to engage in an interview in order to illuminate the stated issue In his report, he highlighted the importance of prior knowledge and always started his lessons with schemata activation “Through contextualizing and setting scenes for the topic, students will have a great opportunity to empower themselves and share their knowledge, and this can be a way to build students’ engagement and interest making the topic worth investigating” he claimed “Although it can be cut short due to the time limit, students will not have a strong sense of reading 26 purposes Yet, this process encourages them to read with the intention of expanding their topical knowledge.” From his perspective, cognitive views can be implied through top-down approaches and meta-cognitive can be utilized as helping the students to identify the purposes of reading a text or relating themselves to the understanding of the text Therefore, the cognitive and meta-cognitive views argued that the instruction should focus less on the linguistic aspects but more on the reading experience Not only should students have a clear purpose of why they’re reading, but the activity leading intensive reading comprehension should also be engaging and meaningful There are two obstacles in applying these views in reading class First, “it is difficult to know if the students are reading Second, the students expect to read more materials like those in IETLS exam, and the curriculum is not IELTS oriented.” He also proposed some effective solution to those issues “In order to get student involved in reading tasks, showing the students the value of reading extensively is a good way to convince them to read non-IELTS oriented materials” he stated Moreover, he adopted different forms of writing products, in which students could be asked to illustrate one or two particular interesting points in the text Besides, he pointed out that “topics can be made for reflective reading and writing, giving students a chance to comment on their friends’ work to show how much they have understood the text while receiving a good model from their instructor” Through integrated reading class, both reading and life experience are shared among the students helping them to know how to improve themselves as a reader and as a writer 4.3 Discussion It is clearly to see that there are two factors hindering the incorporation of such theories in reading classes - one from the teaching aspects and one from the learning aspects In terms of identifying the reading views the student are following, the second-year HCMCOU English majors are heavily affected by the traditional view of reading However, the idea of cognitive has been starting to grow in their mind set The majority of the students underlined the importance of prior-knowledge in their reading Unfortunately, the meta-cognitive view, represented by knowing the happening reading process, is quite an unfamiliar terms for the students From students’ perspective, grammar, vocabulary, and level of the text were the most challenging factor in their reading text, and seemed to outweigh other aspects, namely 27 familiar or interesting topic, and cultural aspects They claimed that they still benefited from the lessons delivered by their lecturers, regardless of methods They also declared that high-stake tests along with cultural aspects are big issues Surprisingly, they didn’t find the levels of the text inappropriateness Moreover, limited applied reading strategies are recorded among the students Such familiar skills as reading for gist, deducing word meaning and reading in chunks are repeatedly used From the lecturer’s perspective, there are only two obstacles in utilizing cognitive and meta-cognitive views in their reading lessons Firstly, they cannot know if their students are actually reading Without precise monitoring, it is hard to give the suitable teaching method, and all the attempts to get students involved in reading activity are ruined Secondly, learners’ need is quite a big hindrance for the lecturers Many students insist on reading IELTS oriented materials in class for their personal goal while the curriculum is not IETS oriented one Therefore, lecturers have to their utmost to convince them to read other materials In order to overcome the problems, many solutions have been proposed First of all, the three-stage model of reading lesson has proven its efficiency (pre-reading, while reading, and post reading stage) In pre-reading stage, various types of activities can be made to warm up and get student involved in reading text by activating their prior knowledge and building schemata While-reading stage is an ideal place to introduce different reading techniques and show students how to put those skills into practice Post-reading stage helps the students to associate the information they acquired in the text with their existed one 28 CHAPTER 5: CONCLUSION OF THE STUDY This chapter is going to provide a conclusion of the study, recommendations, limitation and suggestion 5.1 Conclusion In conclusion, this paper is conducted to find out the obstacles in teaching reading to HCMCOU second-year English-majors and provide some viable solution to them The obstacles come from not only the students but also the lecturers’ Due to the dominant of the traditional reading view, students find it difficult to comprehend a text without the knowing all the vocabulary in it, and rarely they recognize the important role of priorknowledge in cognitive and meta-cognitive views Some of external factors like highstakes tests and cultural aspects may result in such problems The biggest problems for lecturers to deliver an effective reading lesson are the learners’ needs and that they cannot sure that the students are actually reading To overcome the problems, lecturers have to their utmost to activate students prior-knowledge and give them a reason to read Furthermore, they can apply top-down process, integrated reading class, or three-stage reading model in order to help students link the information they read with their priorknowledge 5.2 Recommendation Lecturers may help the students to recognize the benefit of reading extensively, which can provide them a reason to read Not only should different authentic materials be adapted but the topic should also be made reflexive for reading and writing so that student can improve as both reader and writer Along with that, having them share their reading experience and life experience has proved the best way to apply cognitive and metacognitive views in reading lessons Besides lecturers can teach these skills to students to help them enhance their comprehension, including:  Anticipating (expect) and predicting what will come next in the text  Deducing the meaning of words by understanding word formation and contextual clues  Identifying the main idea and other salient (important/noticeable) features  Integrating prior knowledge  Skipping insignificant parts  Reading in chunks 29  Pausing  Paraphrasing  Monitoring Moreover, “follow-up” exercises in post-reading stage can benefit learners by either transferring reading skills to other texts or integrating reading skills with other language skills For instance,  discussing the text: written/oral  summarizing: written/oral  making questions: written/oral  answering questions: written/oral  filling in forms and charts  writing reading logs  completing a text  listening to or reading other related materials  role-playing 5.3 Research Limitations Although many efforts have been made to undertake this research, it still has some limitations Firstly, only reading skills and teaching methods are covered in this paper Secondly, the investigation of obstacles and recommendations of the utilization of cognitive and meta-cognitive views to teach reading skills are merely designed for secondyear English majors and only one lecturers Lastly, the outcome of this study derives from a small-scale research on one of the lecturers who is currently teaching reading skills and the English majored sophomores of the FFL at HCMCOU 5.4 Suggestions There are some suggestions for further research First of all, more lectures should be interview in order to get deeper insights of the problems they encounter in applying the views in teaching reading Secondly, further survey should expand on a larger scale such as different levels of learners or non-English majors Finally, there should be a test to check if the solutions proposed above are effective in HCMCOU context 30 REFERENCES Anderson, R (2018) Role of the reader’s schema in comprehension, learning, andmemory In D E Alvermann, N J Unrau, & R B Ruddell, Theoretical Models and Processes of Literacy (pp 136-145) New York: Routledge Anderson, R C., & Pearson, P D (1988) A schema-theoretic view of basic processes in reading Interactive Approaches to Second Language Reading, 37-55 Block, E L (1992) See How They Read: Comprehension Monitoring of L1 and L2 Readers TESOL Quarterly 26(2), (p 319) Bransford, J (1994) Schema activation and schema acquisition: Comments on Richard C.Anderson’s remarks In R B Ruddell, R M R., & H Singer, Theoretical models and processes of reading (pp 95-483) Newark, DE: International Reading Association Carrell, P L (1984) The Effects of Rhetorical Organization on ESL Readers TESOL Quarterly, 18(3),, 441 Chen, H.-C., & Graves, M F (1995) Effects of Previewing and Providing Background Knowledge on Taiwanese College Students' Comprehension of American Short Stories TESOL Quarterly, 29(4),, 663 Goodman, K (1988) The 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(2008) A Review on Reading Theories and its Implication to the Teaching of Reading English Department Bimonthly Forum of FKIP-UKI Jakarta Rao, P S (2019, January) The importance of english in the modern era Asian Journal of Multidimensional Research (AJMR), 7-19 Smith, F (1994) Understanding reading: a psycholinguistic analysis of reading and learning to read New York: Holt, Rinehart and Winston Stanovich, K E (1980) Toward an Interactive-Compensatory Model of Individual Differences in the Development of Reading Fluency Reading Research Quarterly, 16(1), 32 Tarchi, C (2010, October) Reading comprehension of informative texts in secondary school: A focus on direct and indirect effects of reader's prior knowledge Learning and Individual Differences, 20(5),, 415-420 Tarchi, C (2015) Fostering reading comprehension of expository texts through the activation of readers’ prior knowledge and inference-making skills International Journal of Educational Research, 72,, 80-88 Tierney, R j., & Pearson, P D (1981) Learning to Learn from Text: A Framework for Improving Classroom Practice Reading Education Report No 30 ERIC ClearingHouse Tuoi Tre News (2014, December 03) Education Retrieved from Tuoi Tre News: https://tuoitrenews.vn/education/24423/vietnam-listed-among-countries-with-lowenglish-proficiency Vaezi, S (2006, April) Theories of reading Iranian Language Institute Language Teaching Journal, Wexler, N (2019, January 23) Why We're Teaching Reading Comprehension In A Way That Doesn't Work Retrieved from Forbes: https://www.forbes.com/sites/nataliewexler/2019/01/23/why-were-teachingreading-comprehension-in-a-way-that-doesnt-work/#45a535937e0f APPENDICES Appendix A: Questionnaire QUESTIONNAIRE I Part 1: Views of reading Do you agree that every word in the text must be known in order to understand a reading text?  Strongly agree  Agree  Neither agree nor disagree  Disagree  Strongly disagree In your opinion, how important is the prior-knowledge (what you have known before) in receiving new information?  Very Important  Important  Neither importance nor unimportant  Unimportant  Very unimportant Have you ever realized the reading strategies you used when you read a text?  Always  Usually  Sometimes  Rarely  Never II Part 2: Obstacle in utilizing cognitive and meta-cognitive views in EFL reading classes Which aspects of a reading text help you to understand it better? (rating in order of importance with is the most importance) _ Grammar _ Vocabulary _ Topic you have already known _ Level of the text _ Cultural aspects _ Topic you are interested in Others: … How does your teacher teach you reading skills?  Giving a difficult text and teach necessary skills  Teaching the skills then give an easy text to demonstrate  No reading skills are taught  Others: … Does it help you understand the text better?  Very helpful  Helpful  Neither helpful nor helpless  Helpless  Totally helpless What are the reasons for your difficulties in understanding a text?  High-stakes test (you learn reading just for the final exam)  Not enough vocabulary  Little or no reading skill provided  No interest in the text  Little or no knowledge of the topic  Cultural aspects  The level of the text is inappropriate  Others: … You can learn more from …  Easy enough texts  Difficult texts with enough help from the teachers How often these activities happen in your reading class? Always Introduction of the types of text and key concept Usually Sometimes Rarely Never Discussion on the topic of the text Giving a reason to read the text III Part 3: Guideline for teachers to enhance student’s reading comprehension 10 How often you use these skills to comprehend a reading text? Always Anticipating (expect) Usually Sometimes and predicting what will come next in the text Deducing (get) the meaning of words by understanding word formation and contextual clues Identifying the main idea & other important features Activating prior knowledge Skipping insignificant parts Reading in chunks (reading groups of words together) Paraphrasing Pausing Monitoring (asking if reading and understanding the text has met your need or not) Others: … 11 Which activities you usually in the end of a reading class?  Discussing the text Rarely Never  Summarizing  Making questions  Answering questions  Filling in forms and charts  Writing reading logs  Completing a text  Listening to or reading other related materials  Role-playing  Others: … Appendix B: Interview questions Good morning Thank you very much for your participation in this interview Would you mind if I ask you a few questions? Do you think activating students’ prior knowledge about the topic is important? Why? How did you utilize cognitive and meta-cognitive views in your reading classes? What are the obstacles for doing so? Do you have any solutions for those problems? Thank you very much Have a nice day Appendix C: Interview transcript  Hi Quan, this is Tien I’m glad to participate in your research project Currently, I’m lecturer at FFL HCMCOU, I’ve been working here for more than years Here are my responses to your questions  Question 1: Do you think activating students’ prior knowledge about the topic is important?  Yes, definitely, in my reading lessons, I always start with schemata activation, in which I would set the scene or contextualize the topic so that the students have an opportunity to empower and to share their knowledge about the particular topic For our reading lessons, it’s probably beyond knowledge activation It’s also how I build engagement and interest so that the student may think, “Oh, this topic is worthwhile; this topic is worth investigating It would be interesting in finding more about the topic.”  What would happen if we didn’t activate students’ prior knowledge? You can cut short due to the time limit, when you move directly to reading comprehension question I don’t think that’s a complete reading question because I don’t think the students would be ready to read, they don’t have a strong sense of reading purpose “Why would I read this, what’s the point of reading this? So you can say another reason for this is to link what they have learnt or known to a new realm in which they’re encourage to read the topic to expand their knowledge  For question number 2, and How did you utilize cognitive and meta-cognitive views in your reading classes? What are the obstacles for doing so and are there any solutions for those problems?  Ok first, cognitive view means top-down approaches and meta-cognitive views means, as I mentioned before, helping the students to identify the purposes of reading a text or relating themselves to the understanding of the text So the cognitive and meta-cognitive views argued that the instruction should focus less on the linguistic aspects but more on the reading experience, the top down approaches Again, as I mentioned before, in my reading lesson, students have clear purpose of why they’re reading The activity leading intensive reading comprehension should be interesting, engaging And how I know if the students are reading? So then we participate in different reading activities such as discussion, micro writing task or collaborative reading/ jigsaw reading Different activities activate students’ participation rather than telling them to answer question 1, 2, 3,  The obstacle for doing this is that some students expect that we should read more cut materials, IELTS As our curriculum is not IELTS oriented, which is heavily bottom up At first I have to convince them that the value of reading extensively, reading a lot, reading for pleasure Then we move to the cognitive and metacognitive views We also adopt blog writing, so the students would be asked to set up a blog reflecting on their reading experience or writing book review or chapter review So in the writing they could be asked to illustrate one or two particular interesting points in the text I made the topics for reflective reading and writing, and not only limited to analysis but we adopt different forms of writing products It can be a drawing, a comparison piece, it can be in a spoken format; and they could comment on their friends’ work to show how much they have understood the text As an instructor, I would cherish/pick some very good pieces to provide students with the model for reflective reading and reflective writing I mean the way I see a reading class is not a tradition reading class but more like integrated one, more like content focused And the students are encouraged to share with their friends not just their reading experience but also life experience The important thing is learning about learning, about how we improve as reader and how we improve as writer Yes, very often I would link reading to writing and we’re changing our curriculum A better way to test students’ reading ability is via their written or spoken products  So, I hope that my answers are helpful for your research project Thank you and goodbye Quan ... Ngày sinh: 11/10/1997 Nơi sinh: TP .HCM Tên đề tài: ? ?The use of cognitive and meta -cognitive views in teaching reading for second- year English majors in HCM city Open University – Obstacles and Solutions? ??... CHÍ MINH ∞0∞ PHẠM ĐÔNG QUÂN THE USE OF COGNITIVE AND META -COGNITIVE VIEWS IN TEACHING READING FOR SECOND- YEAR ENGLISH MAJORS IN HCM CITY OPEN UNIVERSITYOBSTACLES AND SOLUTIONS Mã số sinh... three views of reading: traditional, cognitive, and metacognitive views along with their implications in teaching reading in HCMCOU’s context There are obstacles in utilizing cognitive and meta- cognitive