The effects of guidee extensive reading on efl students reading comprehension and motivation an action research study at class k50a5, national economics university

mwm 000042479 MINISTRY OF EDUCATION AND TRAINING HANOI UNIVERSITY Ĩ8UMG ĨKÕNG TIN THÚTVtỆr NN-VH NIỈỚC fj&OAl T4TV NGUYEN THI THANH THE EFFECTS OF GUIDED EXTENSIVE READING ON EFL STUDENTS’ READING COMPREHENSION AND MOTIVATION: AN ACTION RESEARCH STUDY AT CLASS K50A5, NATIONAL ECONOMICS UNIVERSITY SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER IN TESOL SUPERVISOR: NGUYEN DUC HOAT, Ph.D Hanoi December, 2009 S T A T E M E N T O F A U T H O R S H IP I certify that the thesis entitled “The effects o f guided extensive reading on EFL students’ reading comprehension and motivation: An action research study at class K50A5, National Economics University ” submitted in partial fulfillment o f the requirements for the degree o f Master o f Arts in TESOL is the results of my work, except where otherwise acknowledged, and that this thesis or any part o f the same has not been submitted for a higher degree to any other university or institution The research reported in this thesis was approved by Hanoi University Signed: Dated: ACKNOWLEDGEMENTS I am most grateful to my supervisor, Dr Nguyen Due Hoat, for his great assistance, encouragement, enthusiasm and valuable comments, which have played a very important role during the course of writing this thesis Without his precious support and invaluable guidance, this thesis would never have been completed I would like to take this opportunity to express my special thanks to Mrs Nguyen Thai Ha (MA) from the Department o f Post Graduate Studies of Hanoi University for her interesting and informative lecturers prior the information of the idea for this study as well as her later valuable guidance, encouragement and advice during the implementation of the study I also would like to send my thanks to all the lecturers from the Department of Post Graduate Studies o f Hanoi University who have provided me with invaluable sources of knowledge and instructions during my study at Hanoi University I would wish to thank my colleagues and my students o f National Economics University for their willingness to participate in this study Without their help, this project could not have been so successful Finally, my sincere thanks also go to my family and friends whose support has been o f great significance to the success o f my thesis ABSTRACT As non-native speakers of English, Vietnamese students in general and the students at NEU in particular meet a great number o f difficulties in reading comprehension and motivation In an attempt to improve reading comprehension and motivation for the second-year non-English major students, the researcher decided to carry out an action plan with 32 students of class K50A5, NEU A Pre-Test and Survey-Questionnaire were used before the action to identify the level o f students’ reading comprehension, students’ background knowledge, students’ computer and Internet skills as well as their attitudes towards being asked to involve in Extensive reading program (ERP) An action research was planned and implemented in six weeks to help students overcome major problems in reading as well as achieve other skills through the program The Post-Test and Post-Action Questionnaire were used to study the possible changes in the students’ reading comprehension and motivation as well as other skills after the action The result o f the study revealed that the program had positive effects on students’ reading comprehension and motivation Moreover, through the program, most students indicated that they improved speaking, writing skills as well as computer and Internet skills Besides, most o f them agreed that they improved reading speed as well as created reading habits in their free time It is hoped that the study will be able to serve as a reference as well as provide useful information for other English teachers at NEU as well as other researchers who want to conduct researches on extensive reading (ER) in the future ii TABLE OF CONTENT S T A T E M E N T O F A U T H O R S H I P I A C K N O W L E D G E M E N T S I A B S T R A C T II T A B L E O F C O N T E N T Hi LIST O F F IG U R E S VI LIST O F T A B L E S VII LIST O F A B B R E V I A T I O N S VIII C H A P T E R I: IN T R O D U C T I O N 1.1 BACKGROUND TO THE S T U D Y 1.1.1 Practical background 1.1.2 Theoretical background 1.2 THE AIMS OF THE ST U D Y 1.3 SIGNIFICANCE AND SCOPE OF THE S T U D Y 1.4 OUTLINE OF THE THESIS C H A P T E R II: L IT E R A T U R E R E V IE W 2.1 READING AND READING CO M PREH ENSION 2.1.1 Overview o f reading and reading comprehension 2.1.2 The importance o f reading fo r non-English-speaking students 2.1.3 Factors affecting the development o f learners ’ reading ability 2.2 EXTENSIVE RE A D IN G .10 2.2.1 Definition o f extensive reading 10 2.2.2 Roles o f extensive reading in language learning .10 2.2.3 Materials used fo r extensive reading I / 2.2.4 Major characteristics o f an extensive reading program 12 2.2.5 Top ten principles fo r an extensive reading program 13 2.2.6 Instruments used to monitor students ’ reading in an extensive reading program 16 2.3 THE INTERNET 16 2.3.1 Reasons fo r using the Internet in the EFL c la ss 16 2.3.2 The benefits o f Internet in teaching and learning .17 2.3.3 The Internet as a source o f extensive reading materials / 2.3.4 Advantages and disadvantages o f web-based materials 18 2.4 M O TIV A TIO N 20 2.4.1 Definition o f M otivation 20 2.4.2 The role o f motivation in second language learning 20 2.4.3 Factors affecting students' motivation in learning reading 2.5 PREVIOUS STUDIES ON ER IN E F L 24 C H A P T E R 3: M E T H O D O L O G Y 3.1 REASEARCH Q U E ST IO N S 26 3.2 PARTICIPANTS .26 3.3 S E T T IN G 27 3.4 RESEARCH DESIGN .27 3.4.1 Definition o f Action research 27 3.4.2 Advantages, disadvantages o f AR and rationale fo r using A R 28 3.4.3 Action research procedures 29 3.4.4 Data collection instruments 36 3.5 S U M M A R Y .40 C H A P T E R 4: RESU LTS AND D ISCUSSION 41 4.1 INITIAL D A T A 41 4.1.1 Results o f the Pre-Test 41 4.1.2 Results o f Survey Q uestionnaires 41 4.1.3 Findings fro m the initial data 47 4.2 ACTION D A T A 47 4.2.1 Students' problem s and concerns 48 4.2.2 Students' changes 52 4.2.3 Findings fro m action data 57 4.3 POST-DATA 58 4.3.1 Data collectedfrom Post-Test 58 4.3.2 Data collected fro m Post-Act ion Questionnaires 58 4.3.3 Findings fro m p o st-d a ta 62 4.4 EVALUATION OF THE ACTION PLAN 62 4.4.1 Positive effects o f online business news extensive reading program on students ’ reading comprehension 62 4.4.2 Positive effects o f online business news extensive reading program on students ’ motivation 64 4.4.3 Other findings fro m the program 64 4.5 S U M M A R Y 65 C H A P T E R 5: R E C O M M E N D A T IO N S AND C O N C L U S I O N 67 5.1 R E C O M M EN DA TIO N S 67 1.1 Recommendations fo r teachers 67 5.1.2 Recommendations fo r students 69 5.1.3 Recommendations fo r N E U 69 5.2 LIMITATIONS OF THE STUD Y 70 5.3 CON CLUSION S 70 R E F E R E N C E S 73 A P P E N D I C E S 81 APPENDIX 1: THE PRE-TEST AND POST-TEST 81 APPENDIX 2: SURVEY Q U ESTIONNAIRES 90 APPENDIX 3: PHIẾU ĐIỀU TRA KHAO S Á T .92 APPENDIX 4: POST-ACTION QUESTIONNAIRES 94 APPENDIX 5: CÂU HỎI ĐIỀU TRA SAU CHƯƠNG T R Ì N H 96 APPENDIX 6: LIST OF RECOMMENDED BUSINESS W E B SIT E S 98 APPENDIX 7: A SAMPLE OF EXTENSIVE READING 99 APPENDIX 8: EXTENSIVE READING WORKSHEET 101 APPENDIX 9: PRE-TEST AND POST-TEST RESULTS .105 V LIST OF FIGURES Figure 3.1: Simple Action Research Model (from Maclsaac, 1995)'1"1 Figure 3.2: Detailed Action Research Model (adapted from Susman 1983)1[in| Figure 3.3: Action Research Cycle (Somekh in Me Bride & Sckostak, 1989) Figure 4.1: The length o f time o f learning English before entering NEU Figure 4.2: Students’ opinions on the time for reading in class Figure 4.3: Students’ opinion on the number o f readings in Powerbase Elementary and Pre-Intermediate Figure 4.4: Students’ needs o f having readings to read outside class to improve reading comprehension Figure 4.5: Students’ opinion on the person finding readings Figure 4.6: Students’ opinions on the topics o f readings Figure 4.7: Students’ attitude towards being asked to read English news online Figure 4.8: Students’ experience in sending and receiving attacked files through e-mail Figure 4.9: Students’ reading speed Figure 4.10: Students’ self-rate o f reading comprehension Figure 4.11: Students’ opinion on the level o f difficulty o f the news Figure 4.12: Students’ attitudes toward reading the news Figure 4.13: The difference between mean scores o f Pre-Test and Post-Test LIST OF TABLES Table 4.1 : Results of the Pre-test Table 4.2: Selecting news Table 4.3: Checking summary Table 4.4: Using dictionary Table 4.5: Results of the Post-test Table 4.6: Post-Action Questionnaires Table 4.7: Comparison o f Pre-Test and Post-Test results Do you want to have readings to read outside class to improve your English reading comprehension? A Yes (go to questions 6, 7, 8) B No (go to question 9) Who will find the readings? A The teacher B The students Which of the following topics you mostly want to read? (You can choose more than one option) A Business B Politics C Society D Education E Other(s) State the reason why you want to have readings to read outside class to improve your English reading comprehension? This term, if I ask you to read extensively how you feel? A Frightened B Afraid C Ok D Enjoyable E Enthusiastic Can you get access to the Internet? A Yes B No 10 Can you send and receive attacked files through mail? A Yes B No Thank you very much fo r your assistance and cooperation! 91 APPENDIX 3: PHIÉƯ ĐIÈU TRA KHẢO SÁT Phiếu điều tra nhàm tìm hiểu khả đọc tiếng Anh bạn Nó khơng phải để đánh giá hay xếp loại bạn mà giúp cho giáo viên tìm giải pháp giúp bạn học đọc hiệu Tính xác thực câu trả lời auan trọng kết nghiên cứu Vì mong bạn trả lời trung thực với thân Bạn đánh dấu tick (V) cho nhiều phương án bạn cho Với lựa chọn “phương án khác” đề nghị bạn viết cụ thể câu trả lời Họ tên: _ Lớp chuyên ngành: _ _ Địa e-m ail: Bạn học tiếng Anh trước vào học trường Đại học Kinh tế? A năm B khoảng 1-3 năm c khoảng 4-7 năm D khoảng 8-12 năm E 12 năm Bạn nhận xét thời gian giành cho việc đọc tiếng Anh lớp? A B c đủ D nhiều E nhiều Bạn nhận xét số lượng đọc giáo trình Power based? A qúa B c đủ D nhiều E nhiều Bạn có cần có thêm đọc để nâng cao khả đọc hiểu bạn không? 92 A có (chuyển sang câu 6, 7, 8) B khơng (chuyển sang câu 9) Ai người tìm đọc cho bạn? A giáo viên B tự bạn Chủ đề chủ đề bạn quan tâm nhất? (bạn chọn phương án) A kinh tế B trị c xã hội D giáo dục E chủ đề khác Vì bạn khơng muốn có thêm đọc để nâng cao khả đọc hiểu bạn? Bạn thấy kỳ bạn yêu cầu đọc thêm tiếng Anh mạng? A sợ B sợ c bình thường D thích E thích Bạn lên mạng khơng? A có B khơng 10 Bạn gửi nhận file đính kèm qua e-mail khơng? A có B khơng Cảm ơn cộng tác bạn! 93 APPENDIX 4: POST-ACTION QUESTIONNAIRES The purpose of this questionnaire is to gather data for evaluating the use of online reading in improving reading comprehension and motivation Please provide information as most accurately as possible Please indicate how much you agree or disagree with each o f the statements by ticking (\(I) the suitable box Statements Strongly Agree Undecided Disagree disagreed agree □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ The Strongly news was suitable for y • Thepost-reading activities ire useful in improving my •iting and speaking skills The teacher provided me eful comments and guidance iline Reading English news online as useful in helping me gain ore business information Reading English news online as useful in helping me ;pand my vocabulary Reading English news online :lped me explore different rategies to search and read :ws online 94 Reading English news line helped me to gain more f-control of my language idy Reading English news online ve me more pleasure in iming English I started to feel like reading glish news online in my free le I would like to be assigned iding activities in the same APPENDIX 5: CÂU HỞI ĐIÈU TRA SAU CHƯƠNG TRÌNH Phiếu điều tra nhằm đánh giá tác động chương trình đọc thêm mạng việc nâng cao khả đọc hiểu thái độ bạn với việc đọc Vì mong bạn trả lời trung thực với thân Bạn đánh dấu tick ộị) cho phương án bạn cho Nhận xét Hoàn toàn Đồng ý đồng ý Tin tức mạng phù hợp Không Không Hồn tồn có ý kiến đồng ý khơng đồng ý (5) (4) (3) (2) (1) □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ ri khả Hoạt động sau đọc hữu ích )ng việc nâng cao khả ết nói tơi Giáo viên đưa lận xét dẫn hữu ích ỉn mạng Chương trình giúp tơi có êm thơng tin kinh tế Chương trình giúp tơi có êm từ vựng kinh tế, Chương trình giúp tơi biết ich tìm kiếm đọc đọc êm mạng Chương trình giúp tơi có lả tự kiểm sốt việc 96 Đọc thêm mạng giúp thêm động lực học tiếng Anh Tơi bắt đầu thích đọc tin tức n mạng thời gian rảnh Tôi muốn tham gia ương trình đọc thêm >ng năm sau APPENDIX 6: LIST OF RECOMMENDED BUSINESS WEBSITES http://bussinessweek.com http://economics.about.com/ http://money.cnn.com/ http://news.bbc.co.Uk/2/hi/business/default.stm http://news.sky.com/skynews/ http://vietnamnews.vnagency.com.vn/ http://www.about.com/ http://www.bbcworldnews.com/Pages/default.aspx http://www.businessweek.com/ http://www.cbsnews.com/ http://www.cnbc.com/ http://www.economist.com/ http://www.feer.com/ http://www.fmancialexpress.com/ http://\vww foxbusiness.com/index.html http://www.ft.com/home/asia http://www.timesonline.co.uk/tol/news/ http://www.usnews.com/ http://www.vietnamnews.com/en/index.php http://www.vnstocknews.com http://www.wabusinessnews.com.au/ 98 APPENDIX 7: A SAMPLE OF EXTENSIVE READING Fisker gets $528 million in government funds Posted by: David Welch on September 22 http://www.businessweek.com/autos/autobeat/archives/2009/09/fiskerj>ets_528.html The U.S Government sure is hot on these electric car programs The Energy Department granted Fisker Automotive, a California electric-car startup, a $528 million loan to finish work on its $88,000 Karma plug-in electric sports car and to develop a smaller, cheaper model The loan deal follows a $465 million loan to Tesla Motors, another California electric-car startup, made by the DOE in May In both cases, the government is betting on technology that has yet to prove its way with consumers Electric cars are still too expensive and in most cases can’t drive far enough on a charge to appeal to the masses Tesla has delivered 700 o f its $109,000 roadsters and is trying to gets its $50,000 Model S sedan ready to sell in 2011 Fisker has yet to sell a car, but plans to launch its Karma sports car next summer Fisker, started by former Aston Martin designer Henrik Fisker, expects that its sports car will go 50 miles on electric drive before the gasoline engine kicks in It’s a similar concept to General Motors Corp.’s Chevrolet Volt, which will likely go 40 miles before the gasoline engine kicks in to recharge the battery GM got a preliminary city fuel economy rating of 230 miles per gallon for the Volt Is this money well spent? It’s a big gamble Both companies will need to get their less expensive cars on the road and in big numbers to lower production costs and start showing consistent profits and positive cash flow If not, paying those loans back could be a tall order Fisker’s second project, called Nina, is designed to just that The company wants to sell 100,000 of them a year at around $40,000 apiece Maybe at that kind o f sales volume they can make money At lower sales volumes, electric cars are a money loser GM, which 99 expects to sell about 10,000 Volts in the first year of production, is likely going to lose money on the first-generation car It’s hard to see sales of 100,000 Fisker Ninas since the BMW 3-series sells that many cars in the U.S in a year at about the same price And it’s an established brand in the marketplace Another big point: Battery costs need to come down to gin up consumer appeal and improve the profit picture Using government funds for technology projects always sparks a hot debate On one hand, if the government is going to dole out loans to businesses, why not spend the money on something that could change the game? Electrification o f the car could that for an industry that has made gas burners for more than 100 years On the other hand, promising new technologies have usually been funded by risk-taking venture capital firms and daring investors To date, Fisker has raised more than $100 million in private capital Tesla has raised much more, including $82.5 million in private funds and $50 million from Daimler AG recently For Fisker, that means tax payers are being asked to gamble roughly five times more than the private players who invest in technology In other words, if the true believers who think clcctric cars arc the future don’t have enough conviction to invest more money, why should the public? There’s nothing inherently wrong with public funds spurring new technology But at a time when the nation is running huge deficits, it would be nice to see the private players match Uncle Sam’s skin in this game 100 APPENDIX 8: EXTENSIVE READING WORKSHEET Date: Student’s Name: Class: Title of the news: Number of words: Web-address: I begin reading at I finish reading at I use dictionary I not use dictionary I Indicate your answers by coloring and underlining it Self-rating o f reading comprehension My understanding o f the news is A Very poor B Poor C Acceptable D Good E Very good In my opinion, the news is A Very easy B Easy C Normal D Difficult E Very difficult In my opinion, reading this news is A Very boring B Boring C OK D Good E Great II Summarize the news (What is it about? What happens?): III (Optional) Write down any other notes, questions, comments and expectations for the reading as well as about reading online in English or Vietnamese (What difficulty you meet in reading the news; What you expect the teacher for you before reading, while reading, after reading) 101 EXTENSIVE READING WORKSHEET Date:22th September,2009 Student’s Name:nguyen thi nhung Class: Text title: A5 china-celebrating 60 with confidence Number of words: 1221 Web-address: http://www.feer.com/ I begin reading at 10.00 I finish reading at 12.00 I use dictionary I not use dictionary I Indicate your answers bv coloring and underlining it Self-rating of reading comprehension My understanding o f the news is A Very poor B Poor C Acceptable D Good E Very good D Difficult E Very difficult D Good E Great In my opinion, the news is A Very easy B Easy C Normal In my opinion, reading this news is A Very boring B Boring C OK III Summarize the text in 1-2 sentences (What is it about? What happens?) The text talk about celebrating in the traditional calendar of Chinese culture.it is the 60th anniversary to reflect on past accomplishment and auspicious moment to embank on fresh endeavors Chinese history.alot of prisoners ared pardoned A special pardon for Chinese prisoners would be a major humanitarian act that would send an unmistakable signal about China’s determination to build a harmonious society V (Optional) Write down any other notes, questions, and comments about the text as well as about reading online (What you expect the teacher for you before reading, while reading, after reading) The text was difficult I don’t understand mean o f the text, I want to get reading myself I thank you very much 102 EXTENSIVE READING WORKSHEET Date: 01-10-2009 Student’s Name: Khuc Thi Minh Ha Class: English Title o f the news: country seeks to investment to $ lb Number o f words: 1340 Web-address: http://vietnamnews.vnanet.vn/showarticl e.php?num=04POL 180909 begin reading at 5h00 I finish reading at 6hl5 I use dictionary I not use dictionary increase Danish I Indicate your answers bv coloring and underlining it Self-rating o f reading comprehension My understanding of the news is A Very poor B Poor C Acceptable D Good E Very good In my opinion, the news is A Very easy B Easy C Normal D Difficult E Very difficult In my opinion, reading this news is A Very boring B Boring C OK D Good E Great II Summarize the news (What is it about? What happens?): Copenhagen VN and Denmark would target an increase in Danish direct investment to US$1 billion.Viet Nam and Denmark have signed agreements on investment promotion.Prime Minister Nguyen Tan Dung witnessed the signing of a co-operation agreement between VCCI and FDI and between Niseis Brock University o f Denmark and Viet Nam's Ministry of Education and Training V (Optional) Write down any other notes, questions, comments and expectations for the reading as well as about reading online in English or Vietnamese (What difficulty you meet in reading the news; What you expect the teacher for you before reading, while reading, after reading.) ) I don't have the idea about the text, it's very exciting! can translate quickly and toward specializal economic like the newsreel in day so you should send the same text or I can look for it and send for you.Both project are right 103 EXTENSIVE READING WORKSHEET Date: 01-10-2009 Student’s Name: Nguyen Kieu Oanh Class: English Title of the news: Inflation in the economy Number o f words: 1285 Web-address: http://edition.cnn.com/2004/BUSINESS /05/09/inflation.economy.office/index.ht ml I begin reading at 9h55 I finish reading at 1Oh 13 I use dictionary I not use dictionary I Indicate your answers by coloring and underlining it Self-rating o f reading comprehension My understanding of the news is A Very poor B Poor C Acceptable D Good E Very good D Difficult E Very difficult D Good E Great In my opinion, the news is A Very easy B Easy C Normal In my opinion, reading this news is A Very boring B Boring C OK II Summarize the news (What is it about? What happens?): In august, Us consumer prices rose because fuel costs is higher than V (Optional) Write down any other notes, questions, comments and expectations for the reading as well as about reading online in English or Vietnamese (What difficulty you meet in reading the news; What you expect the teacher for you before reading, while reading, after reading.) Dear teacher! I don’t know you like this text But I like it much known what is flation and flation in the economy I want to say with you thanks a lot, I expect you I can know this text better than When I read thix text I for meaffter reading so Thankyou! 104 APPENDIX 9: PRE-TEST AND POST-TEST RESULTS Pre-test result J_ 2_ 3_ 4_ Post-test result 10 11 12 15 _5_ 11 15 6_ 1_ 10 13 15 15 _9_ 10 n_ II II 14 II 11 13 10 10 12 11 14 12 12 13 10 10 16 _10_ II 11 18 19 20 21 22 23 24 25 26 27 28 29 30 31 12 11 10 15 12 10 8 12 10 11 12 12 16 10 13 11 12 15 10 10 14 13 105 Gain ... reading comprehension and motivation In an attempt to improve reading comprehension and motivation for the second-year non-English major students, the researcher decided to carry out an action. .. students? ?? reading comprehension and motivation as well as other skills after the action The result o f the study revealed that the program had positive effects on students? ?? reading comprehension and motivation. .. by the benefits of extensive reading, the researcher conducted a study on the effects of ER on students' RC and motivation by way of action research Through this small scale research, the researcher