The impact of phrase reading on reading comprehension of non english major students at thu duc college of technology

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH OPEN UNIVERSITY - - HUYNH DOAN PHUONG DUNG THE IMPACT OF PHRASE READING ON READING COMPREHENSION OF NON-ENGLISH MAJOR STUDENTS AT THU DUC COLLEGE OF TECHNOLOGY A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE GEGREE OF MASTER OF ARTS (TESOL) i Ho Chi Minh City, August 2019 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH OPEN UNIVERSITY - - HUYNH DOAN PHUONG DUNG THE IMPACT OF PHRASE READING ON READING COMPREHENSION OF NON-ENGLISH MAJOR STUDENTS AT THU DUC COLLEGE OF TECHNOLOGY Major: Teaching English to Speakers of Other Languages Major code: 158140111 MASTER OF ARTS IN TESOL Supervisor: BUI THI THUC QUYEN, Ph.D Ho Chi Minh City, August 2019 i STATEMENT OF AUTHORSHIP I declare this thesis entitled “THE IMPACT OF PHRASE READING ON READING COMPREHENSION OF NON-ENGLISH MAJOR STUDENTS AT THU DUC COLLEGE OF TECHNOLOGY” is the result of my own work except as cited in the reference The thesis has not been accepted for any degree and it is not currently submitted in candidature of any other degree Ho Chi Minh, 2019 Huynh Doan Phuong Dung ii ACKNOWLEGEMENTS This thesis would not have been possible without the kind support and help of many individuals and organization I would like to extend my sincere thanks to all of them I am highly indebted to my thesis supervisor, Dr Bui Thi Thuc Quyen for her guidance and constant supervision as well as for her immense knowledge regarding the study Her guidance help me in all the time of research and writing of this thesis I could not have imagined having a better advisor and mentor for my M.A thesis I also fell thankful for my colleagues and students at Thu Duc College of Technology who facilitated my data collection, so I could successfully collect the data Finally, I would like to dedicate this thesis to my family for giving me the greatest care, support, and love throughout writing this thesis and my life in general iii ABSTRACT The purpose of the study was to examine the impacts of using phrase reading on student reading comprehension at Thu Duc College of Technology (TDC) This study also explored how phrase reading influences the students’ attitudes To achieve this, an experimental research was employed This project was done in four months with twogroup design of 60 students from TDC A set of questionnaire, a pre-test and a post-test were used as the main method for data collection The result proved that applying phrase reading improves students’ reading comprehension and the students of the experiment group had positive attitudes towards phrase reading This study also suggested that phrase reading should be introduced to language classes in order to help students read more effectively iv LIST OF ABBREVIATIONS TDC : Thu Duc College of Technology PR : Phrase reading CG : Control group EG : Experimental group SD : Standard Deviation SPSS : Statistics Package for the Social Siences Sig : significance KET : Key English Test v LIST OF TABLES Table 3.1: Personal Information………………………………………………………18 Table 3.2 Summary of the questionnaire…………………………………………… 23 Table 3.3 Summary of teaching procedure……………………………………………24 Table 3.4 Teaching procedures for the experimental group in the treatment stage……25 Table 4.2 Table of grouping scores of pretest…………………………………………30 Table 4.3 Group Statistics for pre-test results……………………………………… 31 Table 4.4 Independent Samples Test for pre-test results…………………………… 32 Table 4.5 Table of grouping scores of posttest……………………………………….33 Table 4.6 Comparison of the experimental group’s performance on the pretest and posttest…………………………………………………………………………………34 Table 4.7 Group Statistics for post-test results……………………………………… 35 Table 4.8 Independent Samples Test for post-test results…………………………….36 Table 4.9 Reliability statistics……………………………………………………… 38 Table 4.10 Frequency and percentage of the participants’ problems in Phrase reading…………………………………………………………………………………38 Table 4.11 Means and modes of students’ attitudes towards phrase reading…………39 Table 4.12 Frequency, percentage of the students’ attitude towards phrase reading….40 Table 4.13 Means and modes of students’ attitudes towards phrase reading……… 40 Table 4.14 Frequency, percentage of conditions to make phrase reading successful…41 Table 4.15 Frequency, mean, mode and percentage of students’ attitude on the creation of phrase reading’s motivation…………………………………………………………42 vi LIST OF FIGURES Figure 2.1 Level of processing in reading comprehension (from Kirby, 2007)……….6 Figure 4.1 Plots of pre-test results………………………………………………… 29 LIST OF CHARTS Chart 4.1 Students’ possibility of phrase reading…………………………………… 43 vii TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEGEMENTS ii ABSTRACT iii LIST OF ABBREVIATIONS iv LIST OF TABLES v LIST OF FIGURES vi LIST OF CHARTS vi CHAPTER 1: INTRODUCTION 1.1 Background of the study 1.2 Statement of the problem .2 1.3 Aim of the study 1.4 Research questions 1.5 Significance of the study 1.6 Organization of the study .3 1.7 Summary CHAPTER 2: LITERATURE REVIEW 2.1 Theoretical framework 2.1.1 Definition of reading 2.1.2 Reading process 2.1.3 Purpose of reading 10 2.1.4 Phrase reading 11 2.1.5 Reading comprehension 13 2.1.6 Factors in reading comprehension 14 2.2 Empirical studies 16 2.3 Summary 17 CHAPTER 3: METHODOLOGY 18 viii 3.1 Research site 18 3.2 Participants 18 3.3 Research design .20 3.4 Instruments 21 3.4.1 Pretest and Posttest 21 3.4.2 Questionnaire 23 3.5 Teaching procedures 24 3.6 Methods of data analysis 28 3.6.1 Analysis of the questionnaire 29 3.6.2 Analysis of pre- and post-tests 29 3.7 Summary 29 CHAPTER 4: DATA ANALYSIS 30 4.1 Test of normality of the data 30 4.2 Results from pre-test and post-test 33 4.2.1 Pre-test results 33 4.3 Post-test results .36 4.4 Results of the questionnaire 40 4.4.1 Reliability of the questionnaire 40 4.4.2 Validity of the questionnaire 41 4.4.3 Analysis of the questionnaire 41 4.5 Discussion of the findings .47 4.5.1 Students’ performance on reading comprehension 48 4.5.2 Students’ attitude towards phrase reading 49 4.6 Summary 49 CHAPTER 5: CONCLUSIONS 50 5.1 Conclusion .50 5.2 Implications 51 5.3 Limitations .52 5.4 Recommendations for further studies .53 77 78 79 80 APPENDIX C ENGLISH VERSION 81 82 10 APPENDIX D VIETNAMESE VERSION 83 84 85 11 APPENDIX D LESSON PLAN FOR EXPERIMENTAL GROUP Teacher’s name: HUYNH DOAN PHUONG DUNG Week: Subject: English Date: May 19th 2018 Lesson : Student Life at the University of Toronto Class: OBJECTIVES - At the end of the lesson, students are able to 1/ Knowledge: - Understand a typical day of a student at the University of Toronto 2/ Skills: - skim and scan to the tasks 3/ Attitude: - have active attitude in learning PREPARATION Teacher - Textbook: Miles, C (2013) Breakthrough, A2 Macmillan - Teaching aids: blackboard, chalk, projector, marker Students - Textbook: Miles, C (2013) Breakthrough, A2 Macmillan All period taught: Period: CLASSROOM PROCEDURE I Checking attendance There are three options for checking attendance (Teachers can choose one of them depending on the situation) Take a roll-call of all students Give the monitor the attendance list and ask her/him to pass the whole class to sign (Teachers will count the number of the students later) Call out any names in the attendance list II LESSON ( 40 minutes) 12 Content Warm-up 13 Time 14 Teaching aids minutes 15 Teacher’s activities -T asks Ss: ”What you every 16 Students’ activities -Ss answer the day?” question -T calls some Ss to answer Pre-reading: 10 minutes Projector, paper, -T writes a reading passage on the -Ss identify the verb marker, board, chalk board and asks Ss to identify the phrase verb phrase -T give the correction to students -T teaches Ss structures of verb phrase VP= Head V 86 Ex: She cries VP= Auxiliary + V Ex: She is crying VP= V + modifiers Ex: She goes to school While-reading 20 minutes Book (p.15) T asks Ss to read for the main idea of the text -T calls some Ss to anwer - Ss listen and take note Ss exercise - T gives the correct answer T asks Ss to read in phrases and find the answer for the tasks - T asks some students identify verb phrases in the text -T write answers on the board and correct Post-reading 10 -T asks Ss to work in pair and tell minutes their partner what they in their tyical day 87 -Ss work in pair to ask and answer -Ss identify the verb phrase - T asks Ss to write their typical day and give it to their partner and identify the verb phrase 17 APPENDIX C LESSON PLAN FOR CONTROL GROUP Teacher’s name: HUYNH DOAN PHUONG DUNG Week: Subject: English Class: Date: May 19th 2018 Lesson : Student Life at the University of Toronto OBJECTIVES - At the end of the lesson, students are able to 1/ Knowledge: - Understand a typical day of a student at the University of Toronto 2/ Skills: - skim and scan to the tasks 3/ Attitude: - have active attitude in learning PREPARATION Teacher - Textbook: Miles, C (2013) Breakthrough, A2 Macmillan - Teaching aids: blackboard, chalk, projector, marker 88 All period taught: Period: Students - Textbook: Miles, C (2013) Breakthrough, A2 Macmillan CLASSROOM PROCEDURE I Checking attendance There are three options for checking attendance (Teachers can choose one of them depending on the situation) Take a roll-call of all students Give the monitor the attendance list and ask her/him to pass the whole class to sign (Teachers will count the number of the students later) Call out any names in the attendance list II LESSON ( 40 minutes) 18 Content Warm-up 19 Time minutes 20 Teaching aids 21 Teacher’s activities -T asks Ss: ”What you every 22 Students’ activities -Ss answer the question day?” -T calls some Ss to answer Pre-reading: 10 minutes Projector, paper, -T asks Ss to read for the main idea of -Ss read and find the marker, board, chalk the text main idea - Ss amswer -T calls some Ss to anwer - T gives the correct answer 89 While-reading 20 minutes Book (p.15) -T asks Ss to open their book and -Ss exercise Exercise a -T calls some students to read out loud the answers -T write answers on the board and correct -T asks Ss to Exercise b -T calls some Ss to correct Post-reading 10 minutes -T asks Ss to work in pair and tell their partner what they in their tyical day 90 -Ss work in pair to ask and answer 91 ...MINISTRY OF EDUCATION AND TRAINING HO CHI MINH OPEN UNIVERSITY - - HUYNH DOAN PHUONG DUNG THE IMPACT OF PHRASE READING ON READING COMPREHENSION OF NON- ENGLISH MAJOR STUDENTS AT THU DUC COLLEGE OF. .. STATEMENT OF AUTHORSHIP I declare this thesis entitled ? ?THE IMPACT OF PHRASE READING ON READING COMPREHENSION OF NON- ENGLISH MAJOR STUDENTS AT THU DUC COLLEGE OF TECHNOLOGY? ?? is the result of my own... presented the methodology used to measure the impact of phrase reading on reading comprehension of non- English major students at Thu Duc College of Technology It described the research site of this