Adapting reading tasks in the textbook ‘tiếng anh 10’ to develop students’ reading comprehension

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYEN VIET MINH THU ADAPTING READING TASKS IN THE TEXTBOOK ‘TIẾNG ANH 10’ TO DEVELOP STUDENTS’ READING COMPREHENSION MASTER’S THESIS IN EDUCATION Nghệ An, 2017 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYEN VIET MINH THU ADAPTING READING TASKS IN THE TEXTBOOK ‘TIẾNG ANH 10’ TO DEVELOP STUDENTS’ READING COMPREHENSION MASTER’S THESIS IN EDUCATION SUPERVISOR: Assoc Prof., Ph.D Ngo Dinh Phuong Nghệ An, 2017 ABSTRACT Learning English is always stressful to the 10th grade students at Tran Dai Nghia High School, especially in reading lessons This study aims at investigating students’ options about the reading tasks in the textbook ‘Tieng Anh 10’ With the result of the survey, the writer conducted a research on applying task adaptation in teaching reading for the purpose of improving students’ reading comprehension The design of the study was based on the steps of conducting action research Two groups of the 10th grade students with 23 members for each group were chosen to participate in the research One was experiment group, the remainder was control group There were some similarities in quantity, age, sex, religion and English level between the two groups Survey questionnaire, pre-test and post-test were the main instruments used to collect students’ opinions and data for the study The opinion survey showed that most of the students felt bored with the reading tasks in the textbook and found it difficult to solve them And the deviation of the mean between the pre-test (3.87) and post-test (5.67) of the experiment group proved that the application of task adaptation in reading lessons motivated the students and helped them improved their reading comprehension i ACKNOWLEDGEMENTS A completed study would not be done without any assistance Therefore, the author, who conducted this research, would like to express her thanks to their support and encouragement during the time of doing this research First of all, I would like to express my sincere and deep gratefulness to my supervisor, Assoc Prof Dr Ngo Dinh Phuong His kindly support and continuous advices went through the process of completion my thesis His encouragement and comments had significantly enriched and improved my work Without his motivation and instructions, the thesis would have been impossible to be finished effectively I also acknowledge my thankfulness to all lecturers and staff of Postgraduate studies for their valuable lessons and precious helps Thanks to their lessons as well as needed supports, I could overcome obstacles when doing this research I would like to state my thanks to all the 10th grade students at Tran Dai Nghia High School, especially two groups from 10A4 and 10A5, who zealously participated in the survey and experiment Last of all, my special thanks come to my family and my friends for their kind assistances and motivation during the time I carry out the study ii LIST OF TABLES Table 1: The participants’ background 38 Table 2: The results of the pre-test of the two groups 52 Table 3: The results of T-Test examines before the experiment 53 Table 4: The post-test results of two groups 54 Table 5: The results of T-Test examines before and after the application 55 iii LIST OF CHARTS Chart 1: Students’ attitudes to reading skill 44 Chart 2: Students’ attitudes to reading lessons 44 Chart 3: The factors affecting students’ competence in reading comprehension 45 Chart 4: The students' evaluation about the number of reading tasks 46 Chart 5: Students' opinion about while-reading tasks 47 Chart 6: Students’ opinions about reading tasks in textbook ‘Tieng Anh 10’ 47 Chart 7: The way to solve the reading tasks of the students 48 Chart 8: The students' views on the difficulties of different types of reading tasks 49 Chart 9: The students' preference to different types of reading tasks 50 Chart 10: The students' wishes for the reading tasks 51 Chart 11: The percentage of the pre-test scores of the two groups 52 Chart 12: The percentage of the post-test scores of the two groups 54 Chart 13: The improvement of the two groups made 55 iv ABBREVIATION EFL: English as a Foreign Language ELT: English Language Teaching T: Teacher Ss: Students v TABLES OF CONTENTS ABSTRACT i ACKNOWLEDGEMENTS ii LIST OF TABLES iii LIST OF CHARTS iv ABBREVIATION v CHAPTER 1: INTRODUCTION 1.1 Rationale of the study 1.2 Aims of the study 1.3 Research questions 1.4 Scope of the study 1.5 Significance of the study 1.6 Research methodology 1.7 Thesis format CHAPTER 2: LITERATURE REVIEW AND THEORETICAL BACKGROUND 2.1 Definition of reading, types of reading and reading comprehension 2.1.1 Definition of reading 2.1.2 Types of reading 10 2.1.2.1 Intensive reading 10 2.1.2.2 Extensive reading 12 2.1.3 Reading comprehension 17 2.2 Approaches to teaching reading 19 2.2.1 The Top-Down (Concept-Driven) Approach 21 2.2.2 The Bottom-up (Serial) Approach 22 2.2.3 The interactive approach 23 2.3 The importance of teaching and learning reading 25 2.4 Reading tasks 28 2.4.1 Defining task and task-based language teaching and learning 28 2.4.2 Reading tasks and types of reading 29 2.5 Task adaptation 31 2.5.1 Definition of adaptation 31 2.5.2 Reasons for adapting tasks 32 2.5.3 Types of adaptation 32 2.5.4 Review of existing studies 34 CHAPTER 3: METHODOLOGY 35 3.1 Research context 35 3.2 Research approach 36 3.3 Participants 38 3.4 Data collection instruments 38 3.4.1 Questionnaires 38 3.4.2 Pre-test and Post-test 39 3.5 Research procedure 39 3.6 Data collection procedure 41 3.7 Data analysis procedure 42 CHAPTER 4: FINDINGS AND DISCUSSIONS 43 4.1 Findings 43 4.2 Results and discussions 43 4.2.1 Preliminary inquiry (questionnaires) 43 4.2.2 The pre-test and post-test 51 CHAPTER 5: CONCLUSION 57 5.1 Summary of the study 57 5.2 Suggestions for adapting tasks 58 5.2.1 Involving students in the adaptation process 58 5.2.2 Encouraging students to take active role in learning 58 5.2.3 Raising teachers’ awareness of adapting tasks 58 5.3 Limitations and recommendations for the future study 59 REFERENCES 60 APPENDICES 64 Appendix 1A: Questionnaires for students 64 Appendix 1B: Questionnaires for students (in Vietnamese) 67 Appendix 2: Pre-test 70 Appendix 3: Post-test 72 Appendix 4: Samples of adapted reading tasks 74 APPENDIX PRE-TEST Read the passage and answer the questions by choosing A, B, C or D Up to now, many people still think that films are things that are made to be shown on screen for entertainment It is not right There are many other kinds of films that are made for other purposes For example, educational films are made for school They are about the certain subjects that students are learning Especially, when a person is learning a foreign language, educational films in the target language are very useful Industry needs training films which introduce machinery and equipment, and how to operate and work on them Documentary films present factual events and circumstances of a social, political or historical nature It is films that help us widen our knowledge of countries, cultures and people Sitting in an armchair in front of a TV set, a viewer can enjoy the beauty of nature all over the world, see many historic spots and meet a lot of interesting people A film, either good or bad, is the result of the collaboration of many individuals with many different specific skills and talents And we, the viewers, should choose only suitable films to enjoy According to the passage, films are made _ A only for entertainment B to be shown in theaters C to help students study foreign language D for many purposes Educational films are made _ A for training manual workers B to entertain students C for teaching and learning D for schools and industry Documentary films _ A deal with real people and events 70 B are used for training in industry C play an important part in film industry D require a lot of actors and actresses Making a film _ A requires a lot of money and efforts B involve the talents of many people C can take a lot of time D is collaboration between filmmakers and viewers Which of the following sentences is NOT mentioned in the passage? A Not all films are made to be shown in theaters B You can learn a lot about other countries by seeing films C Foreign films are essential for people who learn foreign language D The finished film is not the work of a single person - The end - Key: 1-D 2-C 3-A 4-B 5-C 71 APPENDIX POST-TEST Read the passage and answer the questions by choosing A, B, C or D Probably the most famous film commenting on the 20th century technology is Modern Times, made in 1936 Charlie Chaplin was motivated to make the film by a reporter who, while interviewing him, happened to describe working conditions in industrial Detroit Chaplin was told that healthy young farm boys were lured to the city to work on automotive assembly lines Within four or five years, these young men’s health was destroyed by the stress of work in the factories Scenes of factory interiors account for less than one-third of the footage of Modern Times, but they contain some of the film’s most pointed social commentary as well as its funniest comic situation No one who has seen the film can ever forget Chaplin vainly trying to keep pace with the fast-moving conveyor belt, almost losing his mind in the process Clearly, Modern Times has its faults, but it remains the best film treating technology within a social context It does not offer a radical social message, but it accurately reflects the sentiments of many who felt they were helpless victims of an over-mechanized world The author’s main purpose of writing the passage is to _ A criticize the factory system in the 1930s B describe an important film C explain Chaplin’s style of acting D discuss how film reveals the benefits of technology According to the passage, Chaplin got the idea for the film Modern Times from _ A a newspaper article B a scene in a movie C a job he had once held 72 D a conversation with a reporter The author would probably use all the following words to describe the film Modern Times EXCEPT _ A revolutionary B humorous C memorable D satirical The word faults (line 13) means _ A responsibilities B advantages C values D flaws The author of the passage is probably an expert in the field of _ A labor relations B journalism C film criticism D industrial design - The end - Key: 1-B 2-D 3-A 4-D 5-C 73 APPENDIX SAMPLES OF ADAPTED READING TASKS Application 1: Unit – UNDERSEA WORLD – Task  Task (p 96) – Simplifying Original task: Read the passage again and then answer the following questions What percentage of the earth’s surface is covered by seas and oceans? How scientists now overcome the challenge of the depth? What can submarines to help scientists know about the undersea world? What can we learn from the satellite photos? What are the three groups of marine plants and animals? What would happen if the sea biodiversity were not maintained? Adapted task: Read the passage again and then decide whether the following statements are True (T) or False (F) Correct the false information …… The five oceans in the world come from one common ocean …… Each ocean consists of a lot of land and small seas …… Water covers 50% of the earth’s surface …… Without modern devices, marine life is still a mystery to scientists …… Spaceship is used to explore the seabed …… Marine plants and animals can be divided into three major groups …… Water currents can’t carry tiny organisms along …… Plants and animals of the sea contribute greatly to its biodiversity 5-F (Spaceship  Submarine) Key: 1-T 2-F (land  gulfs and bays) 6-T 3-F (50%  75%) 7-F (can’t  can) 4- T 8-T Procedure: 74 The original task in the The adapted task textbook (15’) Reasons for adapting - Students (Ss) are asked - Class is divided into - Ss always have trouble to study the questions groups of 4/ to solve with answering the question first the task tasks (original task) - Then teacher (T) checks - Each group receives a - This original task is too if they understand the piece of handout long and time-consuming questions or not containing the task and - There is not enough time - T gives some cues listens to the instruction for T to check all the students’ answers - Ss read the passages and from T the task individually - T tells Ss to study the - And the way Ss choose to and then compare the statements of the task solve this task is using answers with friends’ their and then read the reference books without passage to solve the task understanding - Ss give the answers in in 10 minutes - T adapts this task to make front of the class - When the time is up, T it easier to Ss - T gives comments invites the groups that - The adapted task motivate - Ss take note have the quickest and Ss, they feel comfortable to correct answers to it present their task They - Ss can extract specific will get points for information each correct answer - It helps Ss practice - Ss are asked to explain intensive reading skills their answers - And getting the points will - The other Ss listen and keep give comments - T gives the in last  Note: the original task be homework 75 motivated learning feedback and announces can the scores Ss assigned as Application 2: Unit 11 – NATIONAL PARKS – Task &  Task (p 113) – Simplifying in combination with guessing game Original task: Find the word in the passages that best suits each of the following definitions establish to start an organization that is intended to continue for a long time _ to have something inside _ a group/ groups of animals or plants _ a state of continuing to live or exist _ related to an area near a tropical area _ a state of being polluted Adapted task: These words appear in the reading text, underline and then match them with the suitable definitions survival contain species contamination sub-tropical Procedure: The original task in the The adapted task textbook (13’) - Teacher (T) Reasons for adapting asks - T divides class into - Ss feel bore with the students (Ss) to read the groups of 4/ original task definitions carefully, and - T gives Ss the list of - It is obviously hard for then skim the reading words that they will have Ss text to find the right to indicate words - Ss to understand definitions; the moreover, - Ask each group to scan they must find out the the task the reading text and pick new words corresponding 76 individually up the words as quickly as to - After that T tells some they can in one minute Ss to give the answers This explanations is really a - The group with the challenging task to many - T checks and gives quickest feedback these and correct Ss answers will be the winner, - Few Ss use dictionary they will receive 10 points and they take a lot of time - Next round, T continues to look up if they have giving each group the list one of definitions Ask them to - Some of Ss copy the discuss and match the answers from their friends words just found with the or reference books suitable definitions (7’) - They cannot remember - When the time is up, T the words and cannot use calls the representative of a them as an unavoidable random group to present result the answers - The aim of the adapted - Each group will be given task here is to: one word randomly and * keep Ss interested in they have to complete it by doing the task saying aloud the right definition * make the task easier to follow - If the chosen group can * make Ss involve in give the correct answer, the task they will get points; and * help Ss comprehend they will lose points for a and remember the words wrong answer * help Ss practice - At the end of the activity, skimming and scanning T gives comments and skills announces the winner 77  Task (p 114) – Simplifying Original task: Answer the following questions What is the area of the rainforest in Cuc Phuong National Park? Why would November be a suitable time to visit the park? What can people learn in Nairobi National Park? What kinds of animals are taken care of in the Orphanage? Why is the Everglades National Park endangered? What you think will happen to Everglades National Park if more chemicals are released into the water? Adapted task: Look at the information about three national parks Put a tick in the right column Cuc Information about the parks Phuong It is the smallest park in Kenya It contains over 200 square kilometers of rainforest It has plants and animals from both tropical and temperate zones We can learn about many different kinds of animals and plants there It is a sub-tropical wilderness in the southeastern United States The best time to visit it is from October to April It is a place where a lot of orphaned and abandon animals are looked after 78 Nairobi Everglades It is threatened by the contamination in the water People can go there to hike mountains, visit caves and study butterflies Cuc Phuong – 2, 6, Keys: Nairobi – 1, 4, Everglades – 3, 5, Procedure: The original task in the The adapted task textbook (15’) - Ss are asked to study the questions first T picks up Reasons for adapting some - Ss always have trouble information about the three with answering the - Then T checks if they parks given in the reading question tasks understand the questions text and T paraphrases - This original task is too or not some of them long and time-consuming - T gives some cues - T divides the class into - There is not enough time - Ss read the passages groups, every two groups for T to check all the and the task will play role of tourists to students’ answers and then visit one park assigned by - And the way Ss choose individually compare the answers T and they will compete to solve this task is using with their friends’ with one another reference books without - Ss give the answers in - T gives each group the understanding front of the class handouts in which there is - T adapts this task to - T gives comments the information about the make it easier to Ss parks - Ss find out The adapted task the motivate Ss, they feel information about the park comfortable to it they visit in minutes - Ss can get the gist of the - Three quickest groups reading text with the correct answers - It helps Ss practice will be the winners They intensive reading skills 79 get points for each correct answer - T checks and gives feedback Application 3: Unit 13 – FILMS AND CINEMA – Task &  Task (p 133) – Simplifying and adding Original task: Find the word in passage that can match with the definition on the right column film-making industry series of related events or actions a period of ten years quickly and in a short time part of a film a person in a film Adapted task: The words in A appear in the passage but they are missed the first and last letters Skim the passage, complete them and then match them with the suitable definitions in B A B _ EQUENC _ a with a little or no movement _ OTIO _ b a person in a film _ CEN _ c people watching films 80 _ HARACTE _ d film-making industry _ TIL _ e become widely known _ ECAD _ f series of related events or actions _ PREA _ g the act of moving _ UDIENC _ h a period of ten years _ INEM _ i part of a film Key: SEQUENCE – f CHARACTER – b SPREAD – e MOTION – g STILL – a AUDIENCE – c SCENE – i DECADE – h CINEMA – d Procedure: The original task in the The adapted task textbook (13’) Reasons for adapting - T asks Ss to read the - T divides class into - This kind of original definitions carefully, and groups of 4/ 5, each group task always makes Ss then skim the reading text is delivered a piece of bored and to find the right words handout in which - Ss the task in pairs content of the task is cannot complete it - After that T tells some given the because stressful they almost - The brief definitions are Ss to give the answers and - T sets the task and too difficult for Ss to explain them guides the Ss how to it understand - T checks and gives - First round, Ss are asked - The adapted task brings feedback to skim the passage and a release from difficulty complete the words in - And doing the task in minute combination with - When the time is up, the competition will make Ss group has the correct and more 81 excited and quickest answer will be motivated the winner, and they get - It helps Ss practice plus mark for this activity skimming skill - T checks their answers in front of the class - Next step, the groups continue to finish the second demand of the task - They are told to discuss and guess the meaning of the words from the context, and then match the words in A with the suitable definitions in B (7’) - Then T calls the volunteers of the group to give the answers one by one sentence - T gives feedback and they get point for each correct answer - At the end of this activity, T announces the scores and the winner  Task (p 133-134) – Simplifying Original task: 82 Work in pairs Answer these questions When did the history of cinema begin? What did scientists discover at that time? Did films in the early days have sound? When were audiences able to see long films? When was sound introduced? What form of films appeared as the old silent films were being replaced by spoken ones? Adapted task: Read the passage and complete the table below Time/ Number Events 19th century (1) (2) minute The length of films in the early days (3) Films were about or 10 minutes long 1910s (4) (5) The cinema became an industry 1920s (6) _ Key: (1) – The history of cinema began (2) – (one) (5) – 1915 (3) – 1905 (6) – Sound was introduced (4) – Audiences were able to enjoy the first long films Procedure: The original task in the The adapted task textbook (15’) Reasons for adapting - Ss study the questions - T writes the task in an - Ss always have trouble and read the text again to A0 paper in advance 83 with answering the question find out the answer - Ss the - T attaches the paper on tasks (original task) task the board and sets the - This original task is too individually - Then when task long and time-consuming time - Ss read the passage - There is not enough time allowed time is up, T again and the task in for T to check all the calls the volunteers to groups of 4/ students’ answers write down the answers - Each group will write - And the way Ss choose to on the board the answers in a piece of solve this task is using - Ss are asked to explain paper (10’) reference books without the answers - T chooses the first two understanding - T corrects Ss’ answers groups to give points - T adapts this task to make - The others listen and For each correct answer, it easier to Ss take note they will get 1.5 point - The adapted task motivate - T checks and gives Ss, they feel comfortable to comments it - Ss can extract specific information - It helps Ss practice intensive reading skills  Note: the original task can be homework 84 assigned as ... taking into consideration and further, adapting to teach reading skill to the students The study focus on ? ?Adapting reading tasks in the textbook ‘Tiếng Anh 10’ to develop students’ reading comprehension? ??,...MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYEN VIET MINH THU ADAPTING READING TASKS IN THE TEXTBOOK ‘TIẾNG ANH 10’ TO DEVELOP STUDENTS’ READING COMPREHENSION MASTER’S THESIS IN EDUCATION... about while -reading tasks 47 Chart 6: Students’ opinions about reading tasks in textbook ‘Tieng Anh 10’ 47 Chart 7: The way to solve the reading tasks of the students 48 Chart 8: The students'