The effects of extensive reading on high school efl learners’ language proficiency

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY TRAN THI NGOC MAI THE EFFECTS OF EXTENSIVE READING ON HIGH SCHOOL EFL LEARNERS’ LANGUAGE PROFICIENCY MASTER’S THESIS IN TESOL NGHE AN, 2019 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY TRAN THI NGOC MAI THE EFFECTS OF EXTENSIVE READING ON HIGH SCHOOL EFL LEARNERS’ LANGUAGE PROFICIENCY FIELD: THEORY AND METHODS OF TEACHING ENGLISH Code: 8.14.01.11 MASTER’S THESIS IN TESOL Supervisor: Dr Tran Thi Ngoc Yen NGHE AN, 2019 i STATEMENT OF AUTHORSHIP I hereby acknowledge that this study is my own work The data and findings discussed in the thesis are true, used with permission, and have not been published elsewhere Nghe An, August 4th, 2019 Author Tran Thi Ngoc Mai ii ABSTRACT Reading is one of the most important skills that should be mastered both for school and for life success Research in this area has concentrated on the effects of a number of different reading methods on learners’ reading comprehension The purpose of this study is to examine the effects of extensive reading on EFL learners’ reading fluency and vocabulary development The survey was carried out at an upper secondary school in Quang Binh, Viet Nam with two intact groups randomly assigned to be treatment group and control group For the treatment group, the researcher used extensive reading method The data were collected from pre-test and post-test, then analyzed in terms of reading speed (words per minute), reading comprehension and vocabulary development The results showed considerable differences between the treatment and control groups in both aspects The treatment group read with a higher speed, and made bigger gains in comprehension and vocabulary development compared with the control group This suggests that extensive reading has positive effects on EFL learners' reading fluency and vocabulary development Hence, it is recommended that teachers use extensive reading method in teaching for the sake of student’s reading ability development and vocabulary learning iii ACKNOWLEDGEMENTS Firstly, I would like to thank my sincere gratitude to my supervisor, Dr Tran Thi Ngoc Yen, who has supported me throughout my study with her valuable direction, keen insight, precious orientation, warm encouragement, and continuous support Her enthusiasm and positive attitudes were sparkling in such a way that it helped to make my research a serious yet fun task to fulfil Besides my supervisor, I am also grateful to the teachers at Vinh university for their precious lectures, useful suggestions and instructions I wish to sincerely thank all my friends and my students that helped me in different ways My grateful thanks are also extended to the students of the two classes I worked with so as to collect data for my research Finally, I would like to delicate this work to my parents and family, who have been always supporting me with love and sympathy iv TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ABSTRACT .ii ACKNOWLEDGEMENTS iii TABLE OF CONTENTS iv LIST OF TABLES viii LIST OF FIGURES ix CHAPTER INTRODUCTION 1.1 Rationale 1.2 Aims of the study 1.3 Research questions 1.4 Scope of study 1.5 Design of thesis CHAPTER LITERATURE REVIEW 2.1 The reading process 2.1.1 Definition of reading 2.1.2 The role of reading in language learning 2.1.3 Reading skills and reading strategies 2.2 Reading fluency 2.2.1 Reading speed 2.2.1.1 Factors affecting reading speed 2.2.1.2 Measuring reading speed 11 2.2.2 Reading comprehension 13 2.2.2.1 Factors affecting reading comprehension 16 2.2.2.2 Measuring reading comprehension 17 2.3 Methods to improve reading fluency 20 2.3.1 Repeated reading 20 2.3.2 Speed reading 22 2.3.3 Extensive reading 23 2.4 Extensive reading in EFL learning 24 v 2.4.1 Definition 24 2.4.2 Principles of extensive reading 25 2.5 Vocabulary development 29 2.5.1 Definition 29 2.5.2 Word aspects 29 2.5.3 The role of vocabulary in language learning 31 2.5.4 Factors affecting vocabulary acquisition 32 2.5.5 Assessing EFL learners’ vocabulary development 33 CHAPTER METHODOLOGY 37 3.1 Participants 37 3.2 Instruments 37 3.3.1 The general English test 37 3.3.2 Pre-test and Post-test 38 3.3.3 Pre and post treatment vocabulary level test 38 3.3.4 Textbook 38 3.3.5 Lesson plans 39 3.3 Procedures 40 CHAPTER FINDINGS AND DISCUSSION 43 4.1 Results 43 4.1.1 Results of the general English test 43 4.1.2 The effects of extensive reading on vocabulary development 44 4.1.2.1 Results of the pre-test 44 4.1.2.2 Results of the post-test 46 4.1.2.3 The difference between pre-test and post test 48 4.1.3 The effects of extensive reading on reading fluency 49 4.1.3.1 Pre-test results 49 4.1.3.2 Post-test results 52 4.1.3.3 The difference between pre-test and post-test 55 4.2 Discussion of the main findings 57 4.2.1 The effects of extensive reading on EFL learners' vocabulary development 57 4.2.2 The effects of extensive reading on EFL learners' fluency 57 vi CHAPTER CONCLUSION 60 5.1 Summary of findings 60 5.2 Implications 60 5.3 Limitations and suggestions for further research 61 REFERENCES 63 APPENDIX A 68 APPENDIX B 73 APPENDIX C 78 APPENDIX D 83 APPENDIX E 89 APPENDIX F 94 APPENDIX G 97 APPENDIX I 101 APPENDIX J 103 APPENDIX K 105 APPENDIX L 107 APPENDIX M 109 vii LIST OF ABBREVIATIONS EFL: English as foreign language ER: Extensive reading RC: Reading comprehension RS: Reading speed WPM: Word per minute viii LIST OF TABLES Table 2.1 What is involved in knowing a word 39 Table 3.1 The topics of sixteen units in Tieng Anh 11 48 Table 4.1 The general English test scores for both groups 52 Table 4.2 Means and SD of vocabulary level for both groups on pre-test 54 Table 4.3 Means and SD of vocabulary level for both groups on post-test 55 Table 4.4 Summary of pre-test and post test results on vocabulary level 57 Table 4.5 Means and SD of reading speed for both groups on pre-test 58 Table 4.6 Means and SD of RC for both groups on pre-test 60 Table 4.7 Means and SD of reading speed for both groups on post-test 61 Table 4.8 Means and SD of RC for both groups on post-test 63 Table 4.9 Summary of pre-test and post-test results on RS for both groups 64 Table 4.10 Summary of pre-test and post-test results on RC for both groups 65 96 parent _ going to a far place urge scale trick original attack private _ first charm _ gold and silver royal _ not public lack _ pleasing quality slow _ all added together pen _ not having sorry something total shadow treasure brave cream electric _ commonly done factory _ part of milk firm _ wanting food nail _ a lot of money hungry _ having no fear pupil _ person who is local studying usual sacrifice wealth 97 APPENDIX G The general English test scores Participants Control group scores Participants Treatment group scores A1 12 B1 11 A2 13 B2 13 A3 14 B3 15 A4 12 B4 12 A5 12 B5 11 A6 14 B6 12 A7 16 B7 12 A8 15 B8 11 A9 14 B9 18 A10 15 B10 14 A11 10 B11 10 A12 11 B12 12 A13 11 B13 10 A14 14 B14 11 A15 16 B15 16 A16 11 B16 13 A17 18 B17 12 A18 12 B18 11 A19 11 B19 13 A20 13 B20 14 98 Participants Control group scores Participants Treatment group scores A21 10 B21 17 A22 15 B22 15 A23 10 B23 12 A24 12 B24 15 A25 13 B25 11 A26 16 B26 13 A27 12 B27 17 A28 11 B28 11 A29 12 B29 13 A30 17 B30 16 A31 14 B31 12 A32 12 B32 13 A33 11 B33 10 A34 13 B34 16 A35 17 B35 11 N = 35 459 N = 35 453 Mean 13,1 Mean 12,9 SD 2,14 SD 2,16 99 APPENDIX H Word meaning scores and means of the Pre-treatment Participants Control group scores Participants Treatment group scores A1 16 B1 16 A2 15 B2 13 A3 14 B3 17 A4 19 B4 17 A5 14 B5 18 A6 23 B6 16 A7 23 B7 14 A8 15 B8 19 A9 14 B9 24 A10 14 B10 14 A11 18 B11 18 A12 15 B12 15 A13 15 B13 15 A14 15 B14 14 A15 23 B15 15 A16 15 B16 17 A17 23 B17 24 A18 14 B18 18 A19 13 B19 23 A20 15 B20 18 100 Participants Control group scores Participants Treatment group scores A21 15 B21 23 A22 15 B22 14 A23 16 B23 16 A24 20 B24 15 A25 18 B25 16 A26 20 B26 15 A27 15 B27 22 A28 18 B28 17 A29 18 B29 18 A30 20 B30 20 A31 20 B31 19 A32 16 B32 15 A33 15 B33 15 A34 15 B34 18 A35 21 B35 18 N = 35 595 N = 35 606 Mean 17.0 Mean 17.3 SD 3.00 SD 2.93 101 APPENDIX I Word meaning scores and means of the Post-treatment Participants Control group scores Participants Treatment group scores A1 17 B1 22 A2 18 B2 22 A3 17 B3 21 A4 20 B4 21 A5 20 B5 24 A6 25 B6 24 A7 25 B7 23 A8 19 B8 21 A9 19 B9 27 A10 16 B10 18 A11 17 B11 22 A12 16 B12 21 A13 16 B13 22 A14 18 B14 23 A15 25 B15 21 A16 16 B16 22 A17 24 B17 24 A18 16 B18 24 A19 16 B19 25 A20 16 B20 22 102 Participants Control group scores Participants Treatment group scores A21 18 B21 28 A22 21 B22 20 A23 19 B23 21 A24 22 B24 23 A25 18 B25 25 A26 20 B26 22 A27 18 B27 26 A28 20 B28 22 A29 17 B29 22 A30 21 B30 27 A31 23 B31 26 A32 18 B32 23 A33 16 B33 22 A34 17 B34 22 A35 24 B35 24 N = 35 668 N = 35 802 Mean 19.1 Mean 22,9 SD 2.89 SD 2,12 103 APPENDIX J Reading speed scores (wpm) and means of the Pre-test Participants Control group scores (wpm) Treatment Participants group scores (wpm) A1 77 B1 88 A2 80 B2 91 A3 80 B3 96 A4 70 B4 75 A5 81 B5 91 A6 82 B6 78 A7 68 B7 71 A8 101 B8 102 A9 62 B9 72 A10 70 B10 97 A11 60 B11 71 A12 65 B12 68 A13 80 B13 79 A14 60 B14 67 A15 61 B15 62 A16 64 B16 65 A17 91 B17 97 A18 67 B18 62 A19 83 B19 70 A20 61 B20 62 104 Participants Control group scores (wpm) Participants Treatment group scores (wpm) A21 72 B21 69 A22 101 B22 66 A23 61 B23 62 A24 70 B24 77 A25 62 B25 60 A26 75 B26 76 A27 73 B27 74 A28 70 B28 77 A29 59 B29 70 A30 78 B30 70 A31 80 B31 70 A32 73 B32 84 A33 71 B33 75 A34 74 B34 79 A35 98 B35 65 N = 35 2580 N = 35 2638 Mean 74 Mean 75 SD 11.26 SD 11.24 105 APPENDIX K Reading comprehension scores of the Pre-test Participants Control group scores Participants Treatment group scores A1 11 B1 11 A2 14 B2 10 A3 B3 12 A4 14 B4 14 A5 14 B5 14 A6 15 B6 11 A7 15 B7 A8 12 B8 14 A9 14 B9 17 A10 B10 14 A11 11 B11 13 A12 14 B12 10 A13 10 B13 10 A14 B14 A15 14 B15 10 A16 10 B16 15 A17 15 B17 14 A18 B18 15 A19 12 B19 14 A20 10 B20 14 106 Participants Control group scores Participants Treatment group scores A21 11 B21 16 A22 14 B22 A23 14 B23 11 A24 17 B24 12 A25 14 B25 11 A26 15 B26 10 A27 11 B27 16 A28 14 B28 A29 10 B29 11 A30 15 B30 17 A31 17 B31 14 A32 14 B32 15 A33 10 B33 10 A34 B34 14 A35 14 B35 14 N = 35 440 N = 35 439 Mean 12.6 Mean 12.5 SD 2.39 SD 2.42 107 APPENDIX L Reading speed scores (wpm) and means of the Post-test Participants Control group scores (wpm) Treatment Participants group scores (wpm) A1 89 B1 108 A2 92 B2 110 A3 92 B3 120 A4 82 B4 105 A5 93 B5 105 A6 94 B6 108 A7 80 B7 101 A8 113 B8 120 A9 74 B9 102 A10 82 B10 120 A11 72 B11 101 A12 77 B12 98 A13 92 B13 100 A14 72 B14 103 A15 73 B15 74 A16 75 B16 95 A17 99 B17 120 A18 79 B18 92 A19 96 B19 100 A20 73 B20 92 108 Participants Control group scores (wpm) Participants Treatment group scores (wpm) A21 84 B21 99 A22 109 B22 95 A23 73 B23 73 A24 82 B24 102 A25 74 B25 75 A26 87 B26 106 A27 85 B27 104 A28 75 B28 99 A29 71 B29 100 A30 90 B30 100 A31 96 B31 100 A32 85 B32 102 A33 83 B33 101 A34 86 B34 99 A35 110 B35 95 N = 35 2589 N = 35 3524 Mean 85 Mean 101 SD 11.11 SD 10.93 109 APPENDIX M Reading comprehension scores of the Post-test Participants Control group scores Participants Treatment group scores A1 14 B1 13 A2 16 B2 15 A3 11 B3 17 A4 16 B4 19 A5 16 B5 18 A6 17 B6 16 A7 17 B7 13 A8 14 B8 19 A9 15 B9 20 A10 10 B10 19 A11 14 B11 18 A12 16 B12 17 A13 11 B13 15 A14 11 B14 13 A15 15 B15 15 A16 12 B16 18 A17 19 B17 19 A18 11 B18 19 A19 14 B19 19 A20 12 B20 19 110 Participants Control group scores Participants Treatment group scores A21 14 B21 19 A22 16 B22 16 A23 15 B23 13 A24 18 B24 17 A25 16 B25 17 A26 17 B26 13 A27 13 B27 19 A28 16 B28 15 A29 12 B29 16 A30 16 B30 19 A31 18 B31 16 A32 16 B32 18 A33 12 B33 15 A34 11 B34 18 A35 16 B35 18 N = 35 507 N = 35 590 Mean 14.5 Mean 16.9 SD 2.37 SD 2.13 ... has concentrated on the effects of a number of different reading methods on learners’ reading comprehension The purpose of this study is to examine the effects of extensive reading on EFL learners’. ..MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY TRAN THI NGOC MAI THE EFFECTS OF EXTENSIVE READING ON HIGH SCHOOL EFL LEARNERS’ LANGUAGE PROFICIENCY FIELD: THEORY AND METHODS OF TEACHING... 55 4.2 Discussion of the main findings 57 4.2.1 The effects of extensive reading on EFL learners' vocabulary development 57 4.2.2 The effects of extensive reading on EFL learners'