Aims of the study
This study aims to develop effective reading materials that enhance teachers' reading instruction and improve students' reading skills The specific objectives of the research focus on identifying strategies to optimize reading education for both educators and learners.
This article explores the varying evaluations of the textbook "Business Basics" from both teachers and students at Bac Ha College of Technology, specifically focusing on its usage among second-year students The findings aim to highlight diverse perspectives on the effectiveness and relevance of the textbook in enhancing the learning experience.
- To examine the teachers‟ and the students‟ expectations of supplementary reading materials
- To give recommendations for selecting supplementary materials to improve teaching reading of the teachers as well as learning reading of the students.
Significance of the study
This study is of great importance to the author herself as well as to all teachers of English
Enhancing English proficiency among students is crucial, and this article proposes effective strategies to improve English teaching methodologies, with a specific focus on reading skills at Bac Ha College of Technology and similar educational institutions.
Research questions
On the basis of the problems, the following research questions were formulated to conduct this study
1 What are the teachers‟ and the students‟ evaluations of the textbook Business Basics?
2 What are the teachers‟ and the students‟ expectations of supplementary reading materials?
Methodology
The study employs both quantitative and qualitative methods, utilizing a questionnaire as the primary data collection tool Two distinct sets of questionnaires were developed and distributed to teachers and second-year students at Bac Ha College of Technology to address the research questions The collected data were synthesized and analyzed to evaluate the current textbook and assess expectations for supplementary reading materials among both teachers and students.
Design of the study
This study is divided into three parts
Part A is the introduction in which the rationale, aims of the study, significance, research questions, methodology and design of the study are stated
Part B is the development, the main part of the study In this part, there are four chapters
Chapter 1 reviews the literature concerning an overview of reading, reading comprehension with models of reading process, the theory of materials development and supplementary materials in teaching reading skills
Chapter 2 outlines the study's methodology, detailing the background, setting, and the use of the textbook "Business Basics." It also describes the participants involved, the instruments utilized, and the procedures for data collection.
Chapter 3 goes into details of the data analysis, findings and discussion
Chapter 4 briefly deals with recommendations of the study
Part C comes up with the summary of the study in which limitations of the study and suggestions for further research are also presented
Literature review 1.1 An overview of reading
Definitions of reading comprehension
Reading comprehension is crucial in the process of teaching and learning a foreign language, serving as a vital means of communication between the writer and the reader This interaction enhances understanding and facilitates effective language acquisition.
Reading comprehension is significantly influenced by a reader's world knowledge, as those with a deeper understanding of the topic tend to grasp the material more effectively than their peers with less knowledge According to Roe, Stood, and Burns (1987), reading comprehension involves the reconstruction, interpretation, and evaluation of an author's intended meaning, utilizing knowledge acquired from life experiences.
Grellet (1981: 3) defines reading comprehension as the ability to effectively extract necessary information from a written text, emphasizing that it goes beyond merely decoding symbols into sounds Essentially, reading comprehension involves both reading and understanding the material.
Reading comprehension involves recognizing the visual elements of a text and understanding the implied meanings behind them Language learners must engage in critical thinking to analyze and grasp the written content effectively This process not only aids in understanding the material but also facilitates the acquisition of grammar and vocabulary, ultimately enhancing overall comprehension.
Models of reading
Language researchers, including Nuttall (1996), Ur (1991), and Alderson (2000), agree that the reading process involves three distinct models of text processing: bottom-up, top-down, and interactive.
Bottom-up models of reading emphasize the reader's linguistic knowledge as they begin with the written text and construct meaning from the smallest units, such as letters and words This process occurs in a linear fashion, where small chunks of text are absorbed and analyzed, gradually building understanding as each new segment is added By focusing on these foundational elements, bottom-up models illustrate how readers create meaning through the careful processing of text.
Top-down models of reading emphasize the role of the reader's cognitive processes, starting from higher-level mental stages and moving down to the text In these models, the reading experience is primarily driven by the reader's interpretation and understanding, highlighting that the reader, rather than the text itself, is central to the reading process.
Interactive reading models address the limitations of traditional bottom-up and top-down approaches by emphasizing the reader's role in the process Similar to top-down models, these interactive models rely on the reader's prior knowledge to infer meaning from the text, while also acknowledging the importance of the text itself, as highlighted in bottom-up models.
Hayes (1991) suggests that interactive models transcend a mere compromise between bottom-up and top-down theories, as they involve multiple processes that contribute to shared information In these models, the insights gained from various types of processing are integrated to arrive at the most accurate interpretation of the printed text.
Interactive models are superior to both bottom-up and top-down approaches as they effectively leverage the strengths and mitigate the weaknesses of each Consequently, language users should integrate and apply both strategies to enhance their reading efficiency.
Reading skills and types of reading skills
Reading skills are crucial for language learning, encompassing automatic information-processing techniques such as recognizing grapheme-phoneme correspondences and summarizing texts According to Paris, Wasik, and Turner (1991), these skills are often applied unconsciously due to factors like expertise, repeated practice, adherence to instructions, chance, and native language use.
Skimming is an effective reading technique that allows individuals to swiftly extract key information from a text According to Grellet (1981: 19), skimming helps readers understand the organization of the content and gain insight into the writer's tone and intent.
Skim reading allows readers to grasp the overall essence of a text quickly For instance, when previewing a lengthy magazine article, one might read swiftly, bypassing substantial sections of information while concentrating on headings and the opening lines of paragraphs.
Scanning is a reading technique that allows individuals to quickly search through text for specific information or to determine its relevance for a particular purpose According to Hedge (2000), scanning involves rapidly locating specific details, such as times on a timetable or key points in academic materials This skill is particularly useful when seeking answers to specific questions While scanning may initially feel unfamiliar to learners accustomed to reading every word attentively in a foreign language, it is an essential reading strategy that enhances efficiency and comprehension.
Efficient readers possess the crucial skill of predicting content, which involves utilizing their knowledge of the subject matter to anticipate vocabulary and check comprehension They also draw on their understanding of the text type and purpose to forecast the discourse structure Additionally, readers leverage insights about the author to make informed predictions regarding writing style, vocabulary, and overall content.
Inference involves using syntactic, logical, and cultural clues to understand unfamiliar elements, particularly words Word-formation and derivation are crucial in this process When encountering a new text, it's beneficial not to define difficult words for learners immediately Instead, students should be encouraged to guess the meanings of unknown words before resorting to a dictionary If they must consult a dictionary, it should be done only after attempting to decipher the meaning independently Thus, developing inference skills is vital for effective comprehension.
Critical thinking is the process of interpreting and evaluating observations, communications, and arguments to determine their meaning and significance According to Fisher & Scriven, it is described as a "skilled, active" approach to assessing information Moore & Parker emphasize a more natural definition, highlighting the careful and deliberate evaluation of whether to accept, reject, or suspend judgment on a claim, along with the level of confidence in that decision.
Critical thinking employs not only logic but broad intellectual criteria such as clarity, credibility, accuracy, precision, relevance, depth, significance and fairness
Summarizing is the process of rephrasing the main ideas of a source in your own words while capturing only the essential points It is crucial to credit the original source of the summarized content Typically, summaries are much shorter than the original material and provide a general overview Mastering the art of summarization can significantly enhance student learning outcomes.
Summarizing helps students recognize how information is structured and it will help them summarize what they read or hear.
Materials development in language teaching
1.2.1 Definition of language teaching materials and types of materials
Language teaching materials, as defined by Tomlinson (1998: 2), encompass a wide range of resources utilized by both teachers and learners to enhance language acquisition These materials include not only traditional course books and grammar texts but also multimedia tools such as videos, CD-ROMs, cassettes, dictionaries, images, and photocopied exercises.
Language-teaching materials can be classified into two primary categories: published materials and prepared materials Crawford (2002) supports this classification, identifying them as pre-prepared and self-prepared materials.
According to Tomlinson (1998), materials development encompasses all activities that enhance the effectiveness of educational resources to facilitate language acquisition This positions language teachers as key materials developers dedicated to fostering language learning The process of materials development consists of two primary stages: materials evaluation and materials adaptation.
Evaluating language learning materials is crucial for effective teaching and learning This process allows EFL teachers to pinpoint the strengths and weaknesses of the materials they use Therefore, a thorough evaluation of these resources is essential for enhancing their effectiveness in the classroom.
Materials evaluation varies in definition among authors, but Hutchinson and Waters (1993) describe it as the process of assessing the suitability of materials for a specific purpose They emphasize that evaluation involves determining which option best meets a particular need, considering the available resources Ultimately, there is no definitive standard of good or bad; rather, it is about the degree of fitness for the intended purpose.
According to Brown (1995: 218), evaluation is defined as the systematic collection and analysis of relevant information aimed at enhancing curriculum improvement and assessing its effectiveness and efficiency, along with evaluating participants' attitudes within specific institutions This definition emphasizes the importance of gathering and analyzing information methodically, ensuring that only pertinent data is included in the evaluation process.
According to Nunan (1998), evaluation is described as “a process not a final product,” indicating that it occurs continuously throughout the material design phase The primary focus of evaluation is to assess whether the goals and objectives of a language program are being achieved.
Materials involve assessing the objectives and requirements needed, as well as evaluating the value of the materials in relation to those established goals.
On talking about types of materials evaluation, Tomlinson (1998) categorized materials evaluation into three types namely pre-use evaluation, whilst-use evaluation and post-use evaluation
Pre-use evaluation involves predicting the potential value of materials for specific applications By establishing criterion-referenced evaluations, subjectivity can be minimized, leading to a more principled, rigorous, systematic, and reliable assessment process.
Whilst-use evaluation assesses the value of materials during their actual use or observation This method can evaluate short-term memory by monitoring learner performance on exercises; however, it falls short in measuring long-lasting and effective learning due to the delayed impact of instruction.
Post-use evaluation is a crucial assessment method that gauges the real impact of materials on users It effectively measures both short-term effects, such as motivation and immediate learning, and long-term outcomes, including lasting knowledge retention and practical application.
The criteria for materials evaluation are crucial for evaluators to consider prior to conducting any assessment These criteria vary based on the specific materials being evaluated and the underlying reasons for the evaluation, as highlighted by Dudley-Evans and St John.
Sheldon (1998) proposes a comprehensive set of criteria for evaluating various aspects of materials, including rationale, availability, user definition, layout, accessibility, and linkage Additionally, the criteria encompass selection/grading, physical characteristics, authenticity, sufficiency, cultural bias, educational validity, and the potential for stimulus, practice, and revision Flexibility, guidance, and overall value for money are also key considerations in this evaluation framework.
However, reading materials is the major concern of the study, therefore a checklist for evaluation of reading texts suggested by Hutchinson and Waters (1993) will be specifically stated as follows:
* Offer exercises for understanding of plain sense and implied meaning
* Relate reading passages to the learners‟ background
* Select passages within the vocabulary range of the pupils
* Select passages reflecting a variety of styles of cotemporary English
Criteria for reading texts evaluation
(Williams, D ELT Journal Volume 37/3 July 1983)
* the completeness and appropriateness of the items presented;
* the activities suggested for practising the items selected;
* the sequencing of vocabulary, particularly the functional load, rate and manner of entry and re-entry;
* the relevance of its contexts and situations
1.2.3 Supplementary materials in teaching reading skills
According to Tomlinson (1998) in "Materials Development in Language Teaching," materials are defined as any resources used to aid language learners These materials can take various forms, including textbooks, workbooks, audio recordings, videos, photocopied handouts, newspapers, or even written content on a whiteboard, all of which serve to present or convey information about the language being studied.
The term “supplementary materials” is also defined as follows:
Supplementary materials enhance core course content by focusing on the development of essential skills such as reading, writing, listening, and speaking, rather than solely on learning language items.
1.2.3.2 Criteria for selecting supplementary materials
It is obviously that materials play a crucial role in language teaching So selecting criteria of extra materials should be considered carefully
Background to the study
The Economics Department at Bac Ha College of Technology offers a three-year program designed to prepare students for various careers, including banking, accounting, and information technology Although English is not a major subject, it is taught in a structured two-stage format In the first stage, which encompasses the first year, students study general English using the textbook "Lifelines" by Tom Hutchinson, focusing on essential language skills such as listening, speaking, reading, and writing, while also revisiting grammar and structures learned in previous education This initial stage is crucial for students' development, providing ample opportunities for systematic practice of their English skills.
In the second stage, students have to learn economic English with the textbook
"Business Basics" is an essential textbook designed for both business practitioners and economics students, aiming to enhance their understanding and foundational skills necessary for success in the international commerce landscape.
The second-year training program consists of two semesters, each lasting fifteen weeks with two periods per week, totaling thirty periods per semester Students focus on four integrated skills: listening, speaking, reading, and writing A single teacher typically manages each class, utilizing department-approved textbooks along with supplementary materials of their choice The current textbook features twelve units designed to enhance both language and business skills through specific topics.
For four years, Bac Ha College of Technology has utilized the textbook "Business Basics" as the official resource for teaching reading in economics to second-year students With only thirty periods of reading instruction per semester, the instructor is tasked with covering all twelve units, each featuring diverse reading texts and exercises aimed at enhancing specific reading skills such as comprehension checks, true/false questions, and identifying main ideas.
The current textbook, Business Basics, is proving unsuitable for students due to its complex vocabulary and lengthy texts related to economics Many students find the reading materials challenging, particularly the exercises in Unit 4 that focus on company structures For instance, the task involving the French company Perrier Vittel requires students to complete an organization chart and create a similar one for a known company, which is difficult given their limited vocabulary and grammar skills Overall, the textbook's content does not align with the students' capabilities, making it hard for them to engage effectively with the material.
The textbook Business Basics lacks essential pre-reading and post-reading activities that are crucial for engaging students and enhancing their understanding of the material Pre-reading activities spark interest in the topic and prepare students linguistically, while post-reading tasks clarify the author's intent and the text's content Additionally, the absence of a vocabulary list for new words and expressions hinders students' ability to anticipate and retain what they read, limiting their speaking practice with the language structures presented Furthermore, the limited time allocated for reading—only two periods per week—restricts students' opportunities for comprehensive learning and practice.
A study involving twelve teachers from Bac Ha College of Technology revealed diverse educational backgrounds, with half graduating from Hanoi Foreign Languages Teachers’ Training College and the others having completed in-service English Language Teaching (ELT) training Among the participants, one holds a Master's degree while two are currently pursuing their Master's at VNU Ranging in age from 27 to 40, these educators are adapting to new teaching methodologies and seeking supplementary materials to enhance their students' overall knowledge, particularly in English.
A total of 120 students, predominantly female, aged 19-22, participated in the research, having learned English for at least five years Despite their extensive English learning experience, their proficiency remains subpar, mainly due to the limited focus on listening and speaking skills in their education The students' lack of awareness and poor performance in English, as reflected in their low entrance examination scores, has hindered their ability to develop effective learning strategies Consequently, they struggle with reading comprehension, finding it challenging to understand and answer questions based on reading texts, highlighting the need for additional practice to improve their English proficiency and reading comprehension skills.
Instrument for data collection
The primary method of data collection in this study was a questionnaire, recognized as one of the most effective tools for gathering information Two distinct sets of survey questionnaires were distributed: one to twelve English teachers and another to 120 second-year students Each questionnaire included Wh-questions to facilitate concise responses The teachers' questionnaire comprised seven questions, while the students' version contained five questions Notably, the first three questions were identical for both groups, whereas the remaining questions varied between the teachers and students.
Questionnaire designed for the teachers aims at finding out:
Question 1: Teachers‟ evaluations on level of difficulty, content and length of reading texts in the textbook Business Basics
Question 2: Teachers‟ opinions on reading exercises in the textbook
Question 3: Teachers‟ opinions on topics that need supplementary reading
Question 4: Teachers‟ purpose of using supplementary materials in teaching reading lessons
Question 5: Teachers‟ suggestions on the types of exercises to be used in the supplementary materials
Question 6: Teachers‟ sources of supplementary reading materials
Question 7: Teachers‟ expectations of the supplementary reading materials
Questionnaire designed for the students aims at finding out:
Question 1: Students‟ evaluations on level of difficulty, content and length of reading texts in the textbook Business Basics
Question 2: Students‟ opinions on reading exercises in the textbook
Question 3: Students‟ opinions on topics that need supplementary reading
Question 4: Students‟ evaluations on the benefits of supplementary materials
Question 5: Students‟ expectations of the supplementary reading materials
Data collection procedure
At Bac Ha College of Technology, two questionnaires were distributed: one for teachers and another for students The teacher questionnaire was administered to 12 educators, with the researcher readily available to address any inquiries Once the English teachers completed the questionnaire, the researcher promptly collected the responses.
A survey questionnaire was administered to 120 students from classes KT1 and NH2 at the end of the school year, with a 30-minute time frame for completion Prior to distribution, the researcher provided a clear and concise explanation of the survey's purpose in both English and Vietnamese to ensure participants' understanding of the questions This enabled students to answer the questions independently and accurately, yielding reliable data for the study.
Data analysis, findings and discussion 3.1 Data analysis
Findings and discussion
3.2.1 The teachers’ and the students’ evaluations of the current textbook Business Basics
Reading is crucial for foreign language learning, as it enriches students with valuable information and enhances their understanding of language expressions and structures It helps develop essential reading skills such as skimming for main ideas, scanning for specific details, and making inferences Among various factors influencing reading ability, the choice of reading materials is significant Evaluations from both teachers and students highlight the strengths of the textbook "Business Basics," which offers a diverse range of topics and exercises that effectively support English reading development Additionally, the engaging content appeals to both educators and learners.
Apart from the strong points, according to the teachers‟ and the student‟s evaluations, there still remain some weaknesses in the current textbook as follows:
A significant portion of teachers (58.33%) and students (71.66%) believe that the reading texts in the textbook are overly challenging, featuring numerous unfamiliar economic terms Additionally, some texts are excessively lengthy, leading to student disengagement and boredom The reading comprehension exercises are also deemed difficult and fail to effectively improve students' English proficiency Clearly, the current textbook does not meet the expectations of students and teachers alike Therefore, there is a pressing need for modified texts and exercises, alongside the effective use of supplementary reading materials to better align with student needs and enhance their learning experience.
3.2.2 The teachers’ and the students’ expectations of supplementary reading materials
The findings indicate that both teachers and students believe the topic "visiting a company" in the textbook requires the most supplementary reading Teachers also prioritize "you and your company" and "people at work," while students identify "away on business" and "describing and comparing" as needing additional resources Furthermore, teachers highlight "preparing a trip" and "getting a job" as important topics This disparity in opinions suggests a significant gap between teachers' and students' preferences for supplementary reading To address this, it is essential to incorporate supplementary reading for all topics in the current textbook to align with student interests and enhance their reading skills.
The choice of supplementary reading materials for students is significantly influenced by reference sources, with most teachers opting for additional reading books that offer diverse passages and exercises The internet also serves as a valuable resource for educators To enhance student motivation and improve teaching effectiveness, it is crucial for teachers to utilize a variety of sources for supplementary reading materials.
Designing effective tasks and exercises for reading passages is crucial when utilizing supplementary materials A variety of exercise types, as highlighted in Chart 2, should be incorporated, with a strong emphasis on true/false/no information questions, multiple-choice questions, matching exercises, and gap-filling activities to enhance students' reading skills To engage students' interest in reading, English teachers should also consider integrating diverse exercise formats However, it is essential that these exercises align with the students' proficiency levels to facilitate effective teaching and learning of reading skills.
In conclusion, the research questions have been thoroughly examined, and the results affirm the effectiveness of supplementary materials The researcher will now provide recommendations for the appropriate and effective selection of supplementary reading materials.
Recommendations 4.1 Suggestions for selecting supplementary materials
Designing tasks and activities for reading passages
Designing effective tasks and activities for reading passages is a key responsibility for teachers, essential for fostering students' reading development and enhancing the use of supplementary materials These tasks should encourage extensive use of the target language and encompass various language skills While there are numerous types of tasks aimed at improving reading comprehension, this research focuses on practical activities such as rearranging pictures, problem-solving, and completing tables or diagrams, which are particularly beneficial in the context of a minor thesis.
Designing effective reading activities is essential for teachers aiming to enhance students' reading abilities in a foreign language It is crucial to focus on three key stages: pre-reading, while-reading, and post-reading Pre-reading activities should engage students' interest in the topic, motivate them to read, and activate their prior knowledge, while also familiarizing them with relevant vocabulary During while-reading, activities should promote active engagement with the text Finally, post-reading activities are vital for helping students grasp the writer's intent and the passage's content more thoroughly.
Teachers need to be adaptable in creating diverse tasks and activities related to reading passages to engage students and enhance reading instruction This article provides practical supplementary reading examples aimed at improving both teachers' reading instruction and second-year students' reading skills.
Sample supplementary readings
A Sample supplementary reading 1 for Unit 4: Visiting a company
Discuss these questions with a partner
1 Was your last week busy or not?
2 Can you talk about what you did last week?
1 Mike Hodgkinson is the Chief Executive of British Airports Authority This is his diary for last week Fill in the gaps using the verbs from the box below in the correct form get travel arrive see go have go visit leave attend make be meet return
I………(1) up early and………(2) at the office at 8.00 a.m At
Renzully, the Director of Naples Airport
I………(4) to the bank to discuss future investments At 5.00 p.m I………(5) the office and………(6) to the Millennium Dome by boat
I………(7) delegates for the ACI conference In the evening there……(8) a conference dinner at the Dorchester Hotel
I………(9) the opening speech for the ACI conference and then………(10) different talks and seminars during the day I………(11) lots of old contacts
On a typical morning at the office, I enjoyed lunch with a journalist interested in our future plans Later in the afternoon, I participated in a board meeting where I presented our strategic vision In the evening, my wife and I hosted our son and daughter-in-law for dinner.
Trip to Stansted Airport I met a lot of staff and customers
London in the evening and………(14) to the opera to see La Bohème
2 Read Mike Hodgkinson’s diary and answer these questions
1 Who did he meet on Monday morning?
2 What time did he visit the Dome?
3 How did he go there?
4 Where did he have dinner on Monday evening?
5 Who did he have lunch with on Wednesday?
6 Who did he visit on Wednesday evening?
7 Where did he go on Thursday evening?
3 Read the diary again and decide whether the following statements true (T) or false (F)
1 Gabriele Renzully is the Director of Naples Airport
2 At 6.00 p.m, Mike Hodgkinson left the office
3 In the evening there wasn‟t a conference dinner at the Dorchester Hotel
4 Mr Mike made the opening speech for the ACI conference on Tuesday
5 He didn‟t attend any different talks or seminars on Tuesday
6 On Wednesday, he made a presentation on the future strategy
7 Mr Mike didn‟t meet a lot of staff and customers on Thursday
8 He went to the opera in London to see La Bohème on Thursday evening
Work with a partner to make a list of what you did last week and then write your own diary
1 Read the first paragraph of the article and answer these questions
2 What is unusual about the company?
2 Read the article and match the headings below to paragraphs 2,3,4,5 and 6
A People set their own targets
B There are no-skill jobs
C Loose organizations need tight systems
D Hard work to be fun
E Great service requires cutting-edge technology
Step into SOL City, the vibrant headquarters of one of Northern Europe's most esteemed companies, and you'll instantly sense the dynamic atmosphere of a business playground Nestled in a transformed film studio in the heart of Helsinki, the office bursts with color, creativity, and an invigorating sense of chaos.
SOL Cleaning Service, founded by Liisa Joronen 11 years ago, is rooted in a 150-year-old family-owned industrial empire The vibrant office features bright red, white, and yellow walls, with employees communicating on yellow portable phones SOL's success is attributed to its unique competitive formula, which consists of five essential ingredients.
While many may not aspire to be cleaners, those in the profession can still find fulfillment through enjoyment and autonomy in their roles According to Joronen, the essential elements of job satisfaction for cleaners are having fun and the freedom to express themselves The company enhances its positive image by having its cleaners don vibrant red and yellow jumpsuits.
SOL's logo, featuring a cheerful yellow face, is prominently displayed on everything from blazers to budget reports, symbolizing the company's commitment to a unique corporate culture At SOL, freedom is defined by the removal of traditional corporate rules and regulations, fostering an environment without titles, secretaries, or individual offices The organization operates with flexible work hours and has intentionally stripped away all perks and status symbols, promoting equality and collaboration among its employees.
That‟s why SOL employees also study time management, budgeting and people skills 4………
At SOL, decentralizing responsibility and authority is more than just a concept - it's a core part of the company's culture The true decision-makers are the 135 supervisors, each leading a team of up to 50 cleaners, who are empowered to take charge of their own operations These supervisors work collaboratively with their teams to create and manage their own budgets, make hiring decisions, and negotiate deals directly with customers, fostering a sense of autonomy and ownership within the organization.
Liisa Joronen emphasizes the importance of both autonomy and accountability in her approach at SOL, which prioritizes financial performance measurement and customer satisfaction Each time SOL secures a new contract, the salesperson collaborates with the cleaning team to set performance benchmarks Subsequently, customers evaluate the team's performance monthly based on these established criteria Joronen believes that reducing rules for employees enhances their effectiveness and accountability.
„the more we need good measurements‟ 6………
Laptops and cell-phones are standard equipment for all supervisors at SOL, freeing them to work where they want, how
SOL's training program features seven modules, each spanning four months and concluding with a comprehensive exam While there are few techniques for tasks like polishing tables or shampooing carpets, the emphasis is on efficiency The company minimizes paper usage by storing essential budget documents, performance reports, training schedules, upcoming events, and company news on its intranet.
1 Which of the statements are true? Correct the false ones
1 Everyone has their own office
2 Liisa Joronen believes cleaners can feel good about their job
3 At the end of the training course there is an exam
4 The training course takes 28 months to complete
5 At SOL giving responsibility to employees is important
6 SOL thinks measuring performance restricts freedom
7 Every month Liisa Joronnen measures each team‟s performance
8 All the information is stored in filling cabinets
2 Match these phrases from paragraph 5 of the article to their meanings
4 rates team‟s performance a) assesses how the group have done b) extremely interested in judging achievements c) interested in people being responsibility for what they do d) set up standards of achievements
1 Would you like to work in a company like SOL? Explain why or why not
2 Would Liisa Joronen‟s ideas work in your own company or organization?
B Sample supplementary reading 2 for Unit 1: You and your company
Answer these questions before you read the following text
1 How many media groups and vehicle manufacturers in the world do you know?
2 Can you name famous media groups and vehicle manufacturers in the world?
3 What are their main products?
Read the texts about a German media group and an Italian vehicle manufacturer
Axel Spring Verlag is one of Europe‟s largest media groups Its most famous product is
Bild, a prominent German tabloid newspaper based in Berlin, boasts a readership of 4.5 million and employs 12,000 people It publishes 180 newspapers and magazines across various European countries, generating annual sales of €2.8 billion The founder's company holds just over 50% ownership, while KirchGruppe owns approximately 40% Additionally, the group manages several TV stations and production companies, with plans to expand its online presence in the future.
Activities: Automobile production It also manufactures agricultural and commercial vehicles and equipment for the construction industry
Other activities: Publishing (La Stampa newspaper), motor racing through its subsidiary Ferrari
Owner: Gianni Agnelli is the great-grandson of the founder of Fiat His family now owns about 33% of the company
Notes: The company is just over one hundred years old In the future it plans to expand its telecommunications activities
1 Find the numbers in the texts, and mark them Axel Springer (AS), or Fiat (F) Then put them in order of size from the smallest to biggest
3 thirty-three………… 8 two point eight billion…………
5 fifty………… 10 two hundred and twenty thousand…………
2 Are the following sentences true (T) or false (F)?
1 Axel Spring Verlag employs 220,000 people …………
2 Ferrari is a subsidiary of Fiat SpA …………
3 The head office of ASV is in German …………
6 Fiat and ASV both publish newspapers …………
8 Gianni Agnelli is the founder of Fiat …………
3 Read the texts again and answer these questions
1 How many people does Axel Spring Verlag employ?
2 What is the turnover of Fiat SpA?
3 How many newspapers and magazines does ASV publish?
5 Which newspaper does Fiat SpA own?
6 What does Fiat SpA manufacture?
* Discuss these questions and then write a paragraph of 100 words to talk about a media company that you know well
1 What is the company‟s name? 4 How many staffs does it employ?
2 Where is it based? 5 What is its annual turnover?
3 What does the company advertise?
The significance of reading for learners cannot be overlooked, particularly for second-year students struggling with vocabulary, grammar, and reading strategies To enhance teaching effectiveness and develop reading skills, it is crucial to incorporate supplementary materials These additional resources provide students with increased opportunities to practice reading, ultimately improving their overall English proficiency.
A thorough review of literature on reading comprehension theories and materials development highlights the importance for English teachers, particularly at Bac Ha College of Technology, to understand the reading process and related theories It is essential for these educators to assess the current textbook's effectiveness and identify areas for improvement that cater to their students' needs To enhance reading instruction, questionnaires were distributed to both teachers and students to gather feedback on the existing textbook and their expectations for supplementary reading materials The findings indicate that the current resources are insufficient for improving teaching methods and developing students' reading skills Consequently, there is a strong need to create supplementary reading materials that complement the existing textbook, as most participants in the study expressed support for this initiative.
From the results of the study, some suggestions for choosing supplementary reading materials as well as designing tasks and activities for reading passages have been presented briefly
The thesis is hoped to be beneficial to both teachers and students who want to carry out research in the area and those who are concerned with this matter.
Limitations of the study and suggestions for further study
Research projects often face limitations, and this study is no different The author's limited practical experience in teaching English, particularly in the area of reading, may lead to subjective and insufficient recommendations in Chapter 4 To address this shortcoming, future research should aim to build upon and enhance these findings.
The study focuses exclusively on reading skills, neglecting other important language skills such as listening, speaking, and writing While it identifies issues in teaching and learning reading, it does not propose various strategies to enhance teachers' reading instruction methods.
Finally, within the scope of the study, it limits to a supplementary reading syllabus for the second year students at Bac Ha College of Technology
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This questionnaire aims to support my M.A minor thesis titled “Using Supplementary Reading Materials with the Course Book Business Basics to Enhance Reading Instruction for Second-Year Students at Bac Ha College of Technology.”
Your participation in this questionnaire is greatly valued and will significantly contribute to my research Rest assured, the information you provide will be kept strictly confidential.
For all the questions, please answer by ticking the appropriate box to respond to each question or writing in the given spaces
1 What is your evaluation of the reading texts in the textbook Business Basics?
2 What do you think about the reading exercises in the textbook Business Basics? a Exercises are of various types □ b There are only a few types of exercises □ c Exercises are too difficult □ d Exercises are too easy □ e There are too few exercises for each reading text □ f There are too many exercises for each reading text □ g others (please specify)………
3 Which topics in the current textbook need supplementary materials? (You can tick more than one topic)
List of topics Teachers’ answer
4 Why do you use supplementary materials in reading lessons?
1 Supplementary materials make reading lessons more interesting □
2 Supplementary materials help to enhance reading skills □
3 Supplementary materials motivate students to read better □
4 Supplementary materials help to widen students‟ social knowledge □
5 Supplementary materials make students understand the topics in the book better □
5 Which sources do you often get supplementary reading texts? a newspapers □ b specialized reading materials □ c magazines □ d the internet □ e authentic materials □ f other reading materials □ g Others (please specify)………
6 What types of exercises should be used in the supplementary materials to improve your students‟ reading? (You can tick more than one option) a matching □ b true/ false/ no information □ c gap filling □ d multiple choice questions □ e completion exercises □ f jumbled sentences/ jumbled paragraphs □ g summary writing □ h others………
7 What should be included in the supplementary reading materials? a reading passage of different topic □ b reading passage of related topic □ c reading passage of higher level of difficulty □ d reading passage with various types of exercises □ e vocabulary exercises □ f vocabulary games □ g vocabulary test □ h reading skills practice □ i critical thinking questions □ j grammar exercises □ k grammar test □ l Others………
This questionnaire aims to gather insights for my M.A minor thesis titled “Using Supplementary Reading Materials with the Coursebook Business Basics to Enhance Reading Instruction Efficiency for Second-Year Students at Bac Ha College of Technology.”
Your participation in this questionnaire is greatly valued and will significantly contribute to my research Rest assured, all information you provide will be kept strictly confidential.
For all the questions, please answer by ticking the appropriate box to respond to each question or writing in the given spaces
1 What is your evaluation of the reading texts in the textbook Business Basics?
2 What do you think about the reading exercises in the textbook Business Basics? a Exercises are of various types □ b There are only a few types of exercises □ c Exercises are too difficult □ d Exercises are too easy □ e There are too few exercises for each reading text □ f There are too many exercises for each reading text □ g others (please specify)………
3 Which topics in the current textbook need supplementary materials? (You can tick more than one topic)
List of topics Students’ answer