A study on student interaction in learning english reading comprehension at vinh university masters thesis in education

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYEN THI HONG THAM A STUDY ON STUDENT INTERACTION IN LEARNING ENGLISH READING COMPREHENSION AT VINH UNIVERSITY MASTER’S THESIS IN EDUCATION Nghệ An, 2014 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYEN THI HONG THAM A STUDY ON STUDENT INTERACTION IN LEARNING ENGLISH READING COMPREHENSION AT VINH UNIVERSITY Major: Teaching English to Speakers of Other Languages (TESOL) Code: 60.14.01.11 MASTER’S THESIS IN EDUCATION Supervisor: Ngo Dinh PhuongAssoc Prof., Ph.D Nghệ An, 2014 STATEMENT OF AUTHORSHIP I certify my authorship of the M.A thesis submitted today entitled: A study on student interaction in learning English reading comprehension at Vinh University I hereby acknowledge that this study in mine The data and findings discussed in the thesis are true and have not been published elsewhere Author NGUYEN THI HONG THAM i ACKNOWLEDGEMENTS Many people have helped me make this thesis possible First, I would like to express my profound gratitude to my supervisor, Assoc Prof Doctor Ngo Dinh Phuong, who generously supports my work by giving directions, priceless advice and enthusiastic encouragement during the completion of the study I would like to express my special thanks Dr Tran Ba Tien, the FDL‘s Dean, who gave me the chance and the time to come to the end of this study I would also like to express my thanks to the teachers and students at Vinh University who helped me in providing the materials, answering the survey questionnaire, taking part in the interviews actively and making constructive comments in the process of writing this thesis, without their help the thesis would not have been successful Finally, my special appreciation goes out to all the teachers who taught me during the two year course, my colleagues who are very hearty to give opinions and suggestions for my research, and to all my friends, my students, and my family who help me in different ways ii ABSTRACT This research aims to find out how classroom interaction effects on improving students‘ English reading skill Firstly, it defines the importance of interaction in reading classes Secondly, it seeks to answers what types of interaction patterns have been used in language classroom at Vinh University Thirdly, it investigates how these interaction patterns affect the students‘ participation and learning outcome The thesis involves 20 teachers and 100 students from two non-English major classes at Vinh University The data are collected by questionnaires, classroom observation, and interview and then statistically analyzed by tables and charts The findings of study show that both teachers and students at Vinh University think that interaction in class are important and useful The findings also show that there are three types of interaction patterns in reading classroom: teacher-student, student-student and student-content The data from questionnaire, observation and interview shows that the teacher-student mode is frequently used in pre-reading stage and student-student and student-content modes are used more frequently in while-reading and post reading stage The teachers applied many appreciate types of activities and interaction patterns increase students‘ interest in reading and interaction in classes depending on different reading tasks, students‘ English levels Students can improve their reading skill and language knowledge through these activities The effectiveness of classroom interaction described in the test result of two classes Finally, the researcher gives some suggestions with the hope that the students‘ English will be improved through promoting classroom interactions by teachers iii LIST OF TABLES STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF TABLES iv LIST OF ABBREVIATIONS vii THE LIST OF TABLES viii THE LIST OF CHARTS ix CHAPTER 1: INTRODUCTION 1.1 Rationales .1 1.2 Purpose of the study 1.3 Scope of the study 1.4 Research questions 1.5 Research materials 1.6 The Organization of the study CHAPTER 2: LITERATURE REVIEW AND THEORETICAL BACKGROUND 2.1 Previous studies related to the topic 2.2 Classroom interaction 2.2.1 Classroom interaction as a general term 2.2.2 Interaction in EFL Classes 2.3 Types of classroom interaction 2.3.1 Teacher – student interaction 2.3.1.1 Teacher – student / a group of students‘ interaction 2.3.1.2 Teacher - student interaction .9 2.3.2 Students‘ interaction 2.3.2.1 Student – student interaction .10 2.3.2.2 Student – students interaction 11 2.4 Teaching and learning activities promoting interaction 12 2.5 The role of the teacher in classroom interaction 13 2.6 Definitions of reading, reading comprehension, and reading strategy 13 iv 2.6.1 What is reading? .13 2.6.2 What is reading comprehension? 15 2.6.3 What is reading strategies? .17 2.6.4 Teaching reading comprehension 20 2.6.4.1 Principles of teaching reading comprehension 20 2.6.4.2 Stages of teaching reading comprehension .21 2.6 Summary 26 CHAPTER 3: METHODOLOGY 27 3.1 Research method 27 3.2 Research instruments .27 3.3 Context of the study .27 3.4 Participants .28 3.4.1 Teachers 28 3.4.2 Students 29 3.5 Instruments for data collection 30 3.5.1 Questionnaire 30 3.5.2 Classroom observation 31 3.5.3 Interview 31 3.5.4 Test 32 3.6 Data collection .32 3.7 Data analysis 33 3.8 Summary 33 CHAPTER 4: FINDINGS AND DISCUSSIONS 34 4.1 The reality of teaching and learning reading skills in EFL classes at Vinh University 34 4.1.1 The teachers‘ and students‘ attitudes toward the importance of teaching and learning reading skills 34 4.1.2 Reading strategies used in EFL classes at VU .39 4.2 Interaction pattern in the reading classes at VU 42 4.2.1 Teachers and students‘ perception of classroom interaction in English reading class 42 v 4.2.2 Interaction pattern in the reading classes at VU .46 4.3 Interaction‘s effect on English reading classes 49 4.3.2 Analysis of test results 50 4.3.2.1 Results of the test scores of the two groups 50 4.3.2.2 Frequency of Distribution 51 4.3.3 The test means‘ comparison 52 4.4 Suggestions for promoting interaction and communication in teaching and studying the reading skill 53 4.4.1 Improving students‘ reading interest 53 4.4.2 Diversifying appropriate interaction patterns in each type of reading tasks 56 4.4.3 Diversifying appropriate interaction patterns to student‘s English proficiency 57 4.5 Conclusion .60 CHAPTER 5: CONCLUSIONS AND IMPLICATIONS 61 5.1 Conclusions 61 5.2 Implications and sugestions 62 5.3 Limitations and suggestions for further research 63 REFERENCES 64 APPENDIXES 70 vi LIST OF ABBREVIATIONS CLT: Communicative Language Teaching ELT: English Language Teaching EFL: English Foreign Language ESL: English as Second Language VU: Vinh University vii THE LIST OF TABLES Table 1.1 Distribution of time and units in semesters Table 2.1 Reading skills in accordance with activities 24 Table 2.2 Definitions of some common post-reading strategies 26 Table 3.1.Teachers‘ background information 29 Table 3.2 Students‘ background information 30 Table 4.1: Reading strategies applied in reading classes at VU 40 Table 4.2 Sample strategies used at while-reading stage 41 Table 4.3 Teachers and students‘ perception of interaction patterns 45 Table 4.4 The activities teachers usually use in Pre-reading stage 47 Table 4.5 An observed reading class process at VU 48 Table 4.6 Frequency of distribution 51 Table 4.7 The statistic parameters of the two classes 52 Table 4.8 Sample activities in warm-up step used in ‗Blind date‘ 56 Table 4.9 Sample activities at while-reading stage 57 Table 4.10 Sample activities at post-reading stage depending on students‘ levels 59 viii C Some students not have the right attitude about the subject D Reading exercises in textbooks are boring, repeated How important you think classroom interaction? A Very important B Important C Not very important D Not important at all Which is the best description for your English reading learning situation? A They mainly memorize the vocabularies and grammatical structures B They mainly a lot of exercise to master their knowledge C They only ask teacher when they meet difficulties D They learn better when interacting with their friends and teachers 10 In English reading comprehension class, your teacher mostly ask you to: A Finish exercises by yourself B Interact with some close friends or person sitting next to you C Interact with your teacher D Interact with anyone you can 11 You learn best when interacting with: A Teacher B Students who have equivalent standard in English C Students who have higher standard in English D Students who have lower standard in English 12 What type of interaction which makes you feel most comfortable? A Student and student (work in pair) B Student and students (work in group) C Student and teacher D Student and content 13 In reading comprehension class, you mostly interact when: A Learning vocabulary B Doing reading comprehension practices C Exchanging answers 77 D Other ideas………………………………………………………… 14 Classroom interaction makes you: A Feel more interested in studying B Feel more pressure in studying C Feel more confident in communication D Learn more things from other students 15 What kinds of activities can promote interaction in reading stages? A Individual work B Pair work C Group work D Other ideas………………………………………………………… 16 In order to have an effective reading lesson, what factors you think are needed? ……………………………………………………………………………………… Thank you very much for your cooperation! 78 APPENDIX 2: INTERVIEWS TEACHER INTERVIEWS How important is classroom interaction? What are classroom interaction patterns most useful in improving students‘ reading interest and communication? What activities you use to promote students‘ interactions in reading lessons? What are greatest difficulties you face when promoting different type of classroom interaction? Do your students enjoy taking part in interaction? What types of interaction your students like most? STUDENT INTERVIEWS Trong lớp học đọc giáo viên thường sử dụng hoạt động gì? Theo bạn tương tác lớp học có quan trọng không? Trong lớp học bạn thường tương tác với giáo viên hay bạn bạn không? Bạn thích kiểu tương tác nhất? Bạn gặp khó khăn tương tác lớp học 79 APPENDIX 3: READING TEST Name:………………………………………………… Class:………………………………………………… Mark: Time allowed: 30 minutes Date of testing:……………………………………… I Read the text and choose the best answer Man discovered fire many thousands of years ago The first time he saw fire was probably when a tree was struck by lightning He soon learned how to make fire for himself Fire was very important to man He used fire to frighten away enemies and wild animals In some parts of the world he used fire to signal messages Fire was also used to give light Before the invention of the oil lamp, men used burning sticks as torches And before man discovered gas and electricity, he small fires in baskets from posts to light the streets One man even used fire to tell the time He invented a candle clock He made a candle that took exactly twelve hours to burn He lit the candle and could tell the time by counting the number of parts left of the burning candle But the candle clock did not always work well If there was a wind blowing on the candle, the flame burned too quickly When did man discover fire? A a thousand years ago B thousands years ago C a thousand century ago D thousands centuries ago Man probably first made fire A From a tree struck by lightning B By rubbing too sticks together C From wire baskets on posts D From a candle Man probably first used fire A To tell the time B to send signal C To light the streets D To keep warm at night According to the passage, fire could not be used to 80 A cook food B read book C frightening away wild animals D signal message Fire was used by Red Indians A To make gas and electricity B To burn down trees C To frighten away enemies D To send messages Which one was used before oil lamp? A electric lamp B gas lamp C Candle D burning stick torch The first street lights were A Large bonfires B Candles C Burning trees D Small fires in hanging baskets Man invented a candle lock to tell A the weather B the time C ways D direction A candle clock burn for: A one hour B 12 hours C a day D 12 days 10 The candle did not work well because of A wind B rain C snow D storm II Read the text to decide if each sentence is true (T) or false (F) About three thousand years ago, there were no shops If you needed something you had to make it yourself If you were a good hunter, and had a lot of coats, you could exchange them for other things you needed This way of exchanging things is called barter Later on, people began to use money They made money from thing which would last and not go bad easily Before there were banks, most people hid their money in the ground They thought that it was the safest place to store money About five hundred years later, people began to make coins Usually the king or ruler of a place gave the order to make coins Therefore, people often put a picture of his head and his name on one side of the coin This side of the coin is called the 81 head Then they put the date and value of the coin on the other side This side is called the tail In the fifteenth century, the first banks appeared in Italy Today the bank looks after our money in a number of ways …… 11 You could buy any things you want three thousand years ago …… 12 After there were banks, people didn‘t store their money in the ground …… 13 People began make coins five hundred years ago …… 14 The coins had two sides …… 15 The first banks were in Italy after fifteenth century III Read the text and answer the questions: Dogs and cats are very popular pets Some people, however, keep birds or goldfish They need less space and are easier to look after If you want to have a pet, you can buy one from a pet shop It is best if you know something about the pet you want This help you choose a healthy pet However, if you not have much money and know very little about animals, you can visit the Royal Society for the Prevention of Cruelty to animals (RSPCA) The first society for the Prevention of Cruelty to animals was set up to make sure that all animals are treated with kindness The RSPCA officers collect animals which have no home and are left in the street People visiting RSPCA may choose their pet from these animals If later your pet becomes ill, you can take it to the RSPCA for treatment When you have a pet, you should look out it properly You must remember to feed it at suitable times Your pet will be happy and healthy if you love it and care for it properly 16 Why people keep birds or goldfish? ………………………………………………………………………………… 17 Where you can buy a pet? ………………………………………………………………………………… 18 Why RSPCA was set up? ………………………………………………………………………………… 19 What can you if your pet becomes ill? ……………………………………………….………………………………… 82 20 How should you look after you pet? ………………………………………………………………………………… IV Matching These people want to go to a restaurant, there are restaurants reviews Decide which restaurant would be the most suitable for the people Match people 1-5 with restaurants A-E Claudia is organizing her 18th birthday party She wants to go to a fashionable restaurant run by top chef, where she and her friends and dance after their meal Sonia and Emilia work in the city center and would like to have lunch near their office They want a restaurant that can server good quality meals quickly James would like to take his mother to a quiet restaurant for lunch He has plenty of time and isn‘t worried about the money, but the food and service are excellent Pete and Ella would love to go somewhere where they can eat outside They don‘t want to spend a great deal of money, and would enjoy listening to live music Carlos wants to go out in the evening to a lively restaurant with a group of friends They like eating large meals but are not keen on complicated cooking methods A This restaurant is only open in the evening and servers traditional French food at very reasonable prices The cooking is good, but you don‘t get much food There are several tables in the garden and a band plays every night B This fun, busy restaurant servers simple Italian food in a modern setting You can enjoy films and loud music from the speakers Make sure you are hungry, because you will be given a lot to eat Open form p.m till midnight C You can have a relaxed dinner or a night club in this smart and stylish restaurant The restaurant has many prizes for its modern menu, designed by a famous head-chef D This restaurant is in the center of the business city and is ideal if you are short of time in the middle of the day It‘s busy and noisy and expensive but you never have to wait for you meal The chef uses the freshest food and the service is fast It is not open in the evening 83 E The atmosphere here is calm and peaceful and the food is delicious The waiters will look after you beautifully but the chef may keep you waiting because he‘s famous slow! It cost more to eat here, but it is worth it Open between 11.30 a.m and p.m 21 1……… 22.2……… 23 3……… 84 24.4……… 25.5……… APPENDIX SAMPLE LESSON PLAN UNIT GETTING TO KNOW YOU Part READING AND SPEAKING A blind date (p.10) Teaching goal: - Helping students to get some knowledge about star sign and ―blind date‖ - Enriching words about characteristic, interest, ect - Improving reading skills through using reading strategies: Prediction, skimmimg, scanning, guessing, using dictionaries, etc - Encourage students from taking part in interactive working in class Procedure: Step one: Introduce the acticle, explain what is Blind dates, where is Blind dates from, ask students if they have ever seen a similar program in Vietnam? Step two: Dealing with some unfamilar words in the text - Ask students to read the text quickly, underline the some of the words they don‘t know And then try to guess what they mean, give student synoyms or definitions and ask them to find matching words in the text Students check with their pattner before cheking their guesses in a dictionary Step two: Pre-reading: - Ask students to look at the star signs on p10 and answer the questions in exercise 1, check that the students know all the star signs, and can pnonouce them Tell students find out people have the same star sign and make groups - Ask students in each groups to work in pair and interview each other charecteristics 85 - Give handout of each star sign‘s charecteristics for groups and ask them to discuss the similarity and differences between given charecterictics and theirs, then discuss the question ―Do you think it‘s interesting or necessary to know the star sign of your boyfriend/girlfriend?‖ in group then as a class Step three: While-reading: - Ask students inpair or in small groups to look at the photos and titles in the newspaper article, and discuss the questions - Give students a three minutes to read through the questions about Matt Let them discuss their answers in pairs Teacher monitors and helpss them when they want Ask students discuss their answers as a class, teacher give feedbacks Step four: Post reading: Ask students to read about three girls in pairs - Give students handouts explaining which star sign get on with which one.Ask students discuss in their groups then have a class discussion Teacher monitors and give pompts - Ask students to write down their information and imagine that if you were Matt were there, who would he choose? 86 APPENDIX 6: CHARACTERISTICS OF STAR SIGNS There are 12 signs in the zodiac, and each is represented by a person, animal or object You can begin to understand your lover's personality and traits by examining his or her zodiac symbol Aries: March 21 - April 19  Strong-willed and exacting in work  High expectations of self and situations  Ambitious risk-taker  Passionate and often impatient  Devoted and loyal to friends and family  Caring lovers with intense sexual appetites  Athletic, adventurous and bold Taurus: April 20 -May 20  Strong with great stamina for physical and mental tasks  Can be stubborn and unwilling to give ground  Loves finer things in life Materialistic  Appreciates beauty  Feelings buried deep  May appear selfish at times, but are generous with possessions and money Gemini: May 21 - June 20  Versatile, adaptable and easily bored  Quick-silver mind and wit  Loves to chat and share knowledge  Communicator of the zodiac  Sociable and enjoys variety as well as change  Relies on mental analysis more than gut feelings Cancer: June 21 - July 22  Family and friends are at the top of the list of most valuable possessions followed by home  Deep appreciation for family history and exploring family trees 87  Emotions are difficult to hide since Cancer lives by his gut feelings and instinct  Craves a stable home life in order to feel secure, safe and comfortable Leo: July 23 - August 22  Likes to be in the spotlight  Drama is one of his best tools for getting what he wants  Great judgment and makes a good actor  Very generous and loving  Good strong leaders  Knows self-worth and exerts will Virgo: August 23 - September 22  Skilled and successful in career  Keeps emotions reined  Analytical and focused on task at hand  Tend to be overly-critical in desire to find perfection  Steady workers and attentive to details Libra: September 23 - October 22  Justice and equality are mainstays  Surrounds himself with beauty and art  Music feeds his soul  Sensuality is not confined to the bedroom  Good social skills  Voices opinions only when provoked or passionate about a cause Scorpio: October 23 - November 21  Enjoys big and bold lifestyle  Entrepreneur with the ability to overcome massive obstacles  Assesses situations before jumping in  Enjoys a lively heated debate  Make passionate often possessive lovers Sagittarius: November 22 - December 21  Philosopher and gatherer of information 88  Bright sharp intellect and enjoys mental challenges  High energy that keeps him constantly moving  Like a cat with nine lives, Sagittarius is constantly reinventing himself  Must be allowed to roam free and will always return home  Exciting, appreciative lover who enjoys pleasing his mate Capricorn: December 22 - January 19  Practical problem-solver and excellent organizer  Plans life and each stage to create a blueprint he can follow  Closed-mouth when it comes to sharing, so you'll need to prod him to open up  Makes a great companion and life-long friend Aquarius: January 20 - February 18  Unorthodox, unconventional, often embraces a Bohemian lifestyle  Eclectic collection of friends  Humanitarian and will take up just causes  Very sociable, intelligent and quick to make friends  Enjoy art and a leisurely lifestyle Pisces: February 19 - March 20  Unassuming and deeply emotional  Selfless to a fault  Unlike Leo, Pisces is content to remain in the shadows  Illusion of naivety  Devoted lover and friend 89 APPENDIX The result of post test Experimental Class (E) 10 point Letter point system system E1 5.5 C E2 6.5 E3 Control class (C) 10 point Letter poin system system C1 5.0 D C C2 5.5 C 5.5 C C3 5.0 D E4 7.0 B C4 4.0 D E5 6.0 C C5 7.5 B E6 6.5 C C6 7.5 B E7 7.5 B C7 3.5 F E8 6.5 C C8 9.0 A E9 8.0 B C9 6.0 C E10 5.0 D C10 9.0 A E11 9.5 A C11 6.5 C E12 5.5 F C12 6.0 C E13 7.0 B C13 5.5 C E14 6.5 C C14 9.0 A E15 5.5 C C15 3.5 D E16 9.0 A C16 6.5 C E17 4.0 D C17 7.0 B E18 6.0 C C18 7.5 B E19 8.5 A C19 6.0 C E20 5.0 D C20 5.5 C E21 8.0 B C21 8.5 A E22 7.0 B C22 3.5 F E23 3.5 F C23 7.0 B E24 7.0 B C24 6.0 C E25 5.0 D C25 6.0 C E26 9.0 A C26 6.5 C Cases Cases 90 E27 6.0 C C27 6.5 C E28 6.0 C C28 5.0 D E29 5.5 C C29 B E30 7.0 B C30 7.5 B E31 7.0 B C31 5.5 C E32 4.0 D C32 8.0 B E33 6.5 C C33 5.0 C E34 8.0 B C34 4.5 D E35 8.0 B C35 5.5 C E36 5.0 C C36 6.0 C E37 6.0 C C37 8.5 A E38 9.0 A C38 8.0 B E39 4.5 D C39 6.5 C E40 8.5 A C40 7.5 B E41 8.5 A C41 6.0 C E42 6.0 C C42 5.5 C E43 8.5 A C43 5.5 C E44 9.5 A C44 C E45 7.5 B C45 4.0 D E46 9.0 A C46 6.5 C E47 7.5 B C47 8.0 B E48 9.0 A C48 6.5 C E49 5.5 D C49 5.0 C E50 6.5 C C50 4.5 D 91 ...MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYEN THI HONG THAM A STUDY ON STUDENT INTERACTION IN LEARNING ENGLISH READING COMPREHENSION AT VINH UNIVERSITY Major: Teaching English. .. usually take place in quiet classroom, so that I have recognized that interaction in reading class is really important Interaction means any communication taken place in class Interaction can... M .A thesis submitted today entitled: A study on student interaction in learning English reading comprehension at Vinh University I hereby acknowledge that this study in mine The data and findings