INTRODUCTION
Design of the study
This chapter presents a comprehensive review of key theoretical concepts related to reading and reading comprehension It includes essential definitions, explores the purposes of reading, and classifies different reading types Additionally, it outlines the stages of a reading lesson and examines factors that influence reading skills, while emphasizing the importance of focused tasks in enhancing reading comprehension abilities.
I.1 Definitions of reading, reading comprehension and purposes of reading I.1.1 What is reading?
Reading is an essential activity ingrained in daily life, transcending age, gender, and social class While its prevalence is widely acknowledged, many people may not fully grasp the concept of reading comprehension The multitude of definitions surrounding reading can lead to confusion, prompting linguists to conduct research to clarify its meaning.
According to Frank Smith (1978), reading involves grasping the author's thoughts rather than merely decoding words He emphasizes that understanding print or communication does not fully capture the essence of reading; the real challenge lies in how readers interpret the author's intentions The meaning of words is heavily influenced by their context, highlighting the importance of context in comprehension Successful reading occurs when readers connect with the author's ideas, underscoring the interactive nature of the reading process between writers and readers.
Theoretical Background
Definitions of reading, reading comprehension and purposes of reading
Reading is an essential and universal activity that everyone engages in daily, transcending age, gender, and social class It is often regarded as a cultural practice that should be embraced by all Despite the prevalence of reading in everyday life, many people may not fully understand the concept of reading or reading comprehension The multitude of definitions surrounding reading can lead to confusion, prompting linguists to conduct research and provide various interpretations of what reading truly encompasses.
According to Frank Smith (1978), reading involves comprehending the author's thoughts rather than merely understanding the words on the page He emphasizes that the meaning of a word is heavily influenced by its context, highlighting that successful reading stems from the interaction between the writer and the reader Therefore, reading transcends the recognition of individual words; it is a dynamic process where both parties engage to achieve mutual understanding.
Advocates of the cognitive reading model define reading as an interactive process between the reader and the text, where understanding is negotiated between the reader and the writer According to Aebersold and Field (1997:15), "Reading is what happens when people look at a text and assign meaning to the written symbols in that text."
According to Goodman (1988), reading is a psycholinguistic process where the reader, as a language user, reconstructs a message encoded by the writer in a visual format This reconstruction is a cyclical process that involves sampling, predicting, testing, and confirming information.
In conclusion, while there are numerous definitions of reading, none can encompass all perspectives and characteristics Each definition is shaped by individual experiences, yet they share common elements Reading involves the reader interpreting and comprehending written material, which entails efficiently extracting necessary information Therefore, it is crucial to have a clear understanding of reading comprehension definitions before teaching any reading material.
Reading comprehension is crucial in both teaching and learning a language, including foreign languages It involves decoding text through a rich vocabulary of sight words, understanding the meanings of encountered words, and deriving abstract meanings from the text Effective reading comprehension reflects a reader's ability to grasp literal meanings, which focus on explicit content, as well as inferential meanings that delve into implicit ideas within the text.
Grellet gives an idea that “reading comprehension or understanding a written text means extracting the required information from it as effectively as possible”
(Grellet, 1981:34) From this point of view, Grellet focuses on readers’ ability of understanding the meaning of a written text based on the individual’s background knowledge
According to Richard and Thomas (1987), reading comprehension is a mental process that is uniquely understood by each reader It involves the ability to recall past experiences, which aids in deriving meaning from written text This meaning is not inherent in the printed words themselves, but rather exists within the reader's interpretation and understanding.
Reading without comprehension is futile, as it yields little to no understanding or knowledge Therefore, reading comprehension is crucial in both foreign language education and the specific teaching of reading Individual motivations for reading vary, leading to diverse reading styles and approaches Consequently, it is essential to examine the classification of reading based on its manner and purpose to better understand the different types of reading.
The purposes of reading significantly influence our reading approach, the skills we acquire, and the types of texts we engage with There are three primary purposes for reading: to enjoy literature, to gather information, and to enhance language skills.
Reading for pleasure serves as a vital aspect of the reading experience, as many individuals turn to literature for entertainment, particularly during stressful times or after a long workday Engaging with humorous stories, jokes, newspapers, and articles allows readers to unwind and enjoy themselves In language classrooms, incorporating pleasurable reading materials, such as funny or intriguing stories, helps alleviate tension and create a more relaxed learning environment.
Reading for information involves actively seeking knowledge or taking action based on the information obtained This information can be conveyed through various formats, including written text, spoken language, illustrations, and photographs.
Reading in a foreign language is a powerful tool for students to enhance their language skills It allows them to grasp the subject matter they are studying while simultaneously improving their understanding of the language itself.
Reading skills enhance other essential abilities, including speaking, writing, and listening When teachers focus on reading instruction, they equip students with valuable knowledge that directly contributes to their proficiency in these areas.
Classification of reading
I.2.1 Classification of reading according to manner
Reading can be categorized into two types: reading aloud and silent reading Reading aloud, as defined by Doff (1988:70), involves not only looking at the text and understanding it but also vocalizing it While this method is effective for conveying information to others, it remains an underutilized practice outside of classroom settings.
Reading aloud is a process that combines text comprehension with vocal expression, aimed at conveying information effectively While students often concentrate on pronunciation and spelling during this practice, it may not significantly enhance their reading skills Nevertheless, reading aloud serves as a valuable tool for improving speaking abilities, allowing students to practice speaking accurately and fluently.
Silent reading, often preferred in both everyday life and educational settings, is the most efficient method for processing text in our native language As Lewis (1985) notes, it emphasizes understanding the meaning of the text, making it a valuable skill for reading development This technique involves visually engaging with the text while subvocalizing the words, enhancing comprehension and fluency.
I.2.2 Classification of reading according to purposes
People read for various reasons, influenced by their unique purposes Based on these purposes, reading can be classified into four categories: skimming, scanning, intensive reading, and extensive reading.
Skimming is commonly used in reading comprehension Grellet assumed that
Skimming involves rapidly reviewing reading material to grasp the main ideas and the author's intent, rather than searching for specific answers.
Skimming is a rapid reading technique where the reader quickly scans the text, sampling various sections to grasp the overall meaning This method allows students to swiftly identify the main ideas and subject matter of the content, making it an effective approach for gaining a general understanding before delving into detailed reading.
Scanning involves quickly reviewing a text to find specific information or to determine its relevance for a particular purpose, as noted by Nuttall (2000).
Scanning is a common reading technique employed by students to swiftly locate specific information within a text This skill requires the ability to filter out irrelevant details, allowing for efficient information retrieval Scanning can be practiced with various types of texts, including maps, dictionaries, and reference materials.
Intensive reading, as defined by Grellet (1981), involves reading short texts to extract specific information, focusing on accuracy and detail The primary goal is to achieve a deep understanding of the text, including its meaning and the nuances of how that meaning is conveyed Under the guidance of a teacher or specific tasks, students engage in careful reading to comprehend every word, idea, and underlying information within the text.
Extensive reading involves students engaging with long texts primarily for enjoyment, allowing them to grasp the overall meaning without needing to understand every single word This practice typically occurs silently and outside of classroom hours, with the goal of maximizing text exposure in a limited timeframe By participating in extensive reading, students can enhance their language skills and broaden their knowledge of the world Therefore, teachers should actively promote extensive reading to encourage students to read beyond the classroom setting.
According to Nuttall (2000), intensive and extensive reading are not merely opposing methods; rather, they represent a diverse range of interconnected strategies These two reading approaches are complementary and mutually beneficial, highlighting their essential role in effective reading practices.
When teaching reading comprehension, it's essential for both teachers and students to recognize the various types of reading An effective reader adapts their style based on their purpose, utilizing a combination of strategies rather than strictly choosing between intensive or extensive reading, or focusing on gist versus specific information.
Stages in a reading lesson
In a reading lesson, activities are categorized into three essential stages: pre-reading, while-reading, and post-reading Each stage requires specific techniques to enhance students' comprehension of the text effectively.
According to Williams (1984:37), the purposes of the pre-reading stage are:
- To introduce and arouse interest in the topic
- To motivate learners by giving a reason for reading
- To provide some language preparation for the text
The pre-reading phase typically lasts between two to ten minutes, varying by lesson, and employs various techniques such as utilizing pictures, predicting from titles, and brainstorming to assess students' prior knowledge These activities are designed to engage students' interest in reading and effectively prepare them for the upcoming text.
Williams (1984:38) states that while-reading stage is the main part of a reading lesson with the following specific aims:
- To help understanding of the writer’s purpose
- To help understanding of the text structure
At this stage, various activities can be implemented to enhance students' comprehension of the text The teacher serves primarily as an organizer and facilitator, providing assistance tailored to individual challenges They focus on clarifying new vocabulary and grammar structures while encouraging students to infer meanings from context.
On the whole, the teacher must manage his class in such a way every student participates in the lesson and understands the text
After reading, it is essential for teachers to facilitate a consolidation phase that allows students to reflect on the text and connect it to their own knowledge and interests, as emphasized by Williams (1984) This post-reading stage effectively integrates the four language skills and includes activities designed to help students apply their learning to future studies or communication tasks By engaging in these reflective activities, students can deepen their understanding and enhance their ability to use the information gained from the text.
The three-phase approach to reading instruction should be applied flexibly, as there are instances when a teacher might choose to skip the pre-reading stage and have students engage with the text directly Additionally, there may be occasions when the post-reading stage is deemed unnecessary.
Factors in teaching and learning reading
I.4.1 The role of the teacher
In an EFL reading lesson, the teacher plays a crucial role by selecting texts, designing tasks, facilitating the reading process, and monitoring student progress, as highlighted by Nuttall (2000) Despite students working individually, teachers must remain actively involved to ensure effective learning It's essential for educators to avoid common pitfalls, such as prioritizing testing over teaching and exerting excessive control during text processing To foster a productive reading environment, teachers should organize engaging activities and employ creative techniques tailored to the specific text, ultimately enhancing students' reading skills.
Students play a crucial role in the success of reading lessons, serving as the heart of the reading process According to Nuttall (2000:33), they fulfill several key roles that contribute to effective learning in a reading class.
- Taking an active part in learning: This is the first and foremost responsibility of the learner They have to be active and take charge of what they do
- Monitoring comprehension: Students need to understand how texts work and what they do when they read
To enhance reading comprehension, students must learn to engage in a dialogue with the text, fostering a deeper understanding A practical approach to developing this skill is through classroom discussions about various texts, which encourages active participation and critical thinking.
- Taking risks: Students have to take the risk of making mistakes because a mistake is an opportunity to learn
Learning to read is essential for students, as it offers significant advantages in life, including improved job opportunities and personal growth While some students may choose to avoid learning to read, they ultimately cheat only themselves out of valuable experiences and enjoyment.
In short, students are the key figures to decide the success of teaching reading
I.4.3 The role of reading texts
Texts plays an important role in a reading lesson That is because text is used
According to Doff (1988:62), reading texts allows students to learn a new language by focusing on specific words and expressions This approach helps them grasp phonetic, lexical, and grammatical elements, while also broadening their knowledge across various fields such as science, technology, culture, and art in the target language.
Factors determining successful reading comprehension
Language learners can adopt various reading strategies to enhance their comprehension While some individuals read and grasp texts quickly, others may struggle with slow reading and understanding It is crucial for students to consider specific elements that can improve their reading skills and overall comprehension.
Reading is an active skill that requires students to engage in guessing, predicting, checking, and questioning To read effectively, students should focus on key words rather than every single word, enabling them to comprehend the text better and read more quickly They should anticipate what comes next and revisit the text if they encounter difficulties Silent reading is recommended over whispering, as reading aloud can hinder speed and comprehension Additionally, students should learn to infer the meanings of unfamiliar words by examining their context and affixes It is essential to encourage the use of both top-down and bottom-up reading strategies, as different texts demand varying skills.
In summary, there are different kinds of texts and different purposes for reading so it is necessary to find out a suitable way of reading for each
To become a successful reader, it is essential to possess a solid foundation of general background knowledge, which goes beyond just understanding specific topics Effective readers leverage their existing knowledge to comprehend texts, skillfully recalling relevant information as they engage with new material Therefore, frequent reading across a diverse range of books is crucial for enhancing comprehension and building a richer understanding of various subjects.
Teachers play a crucial role in enhancing students' reading skills, and it is essential for them to effectively present reading lessons To achieve this, educators must consider several key elements that contribute to successful reading instruction.
As I have mentioned above, there are three steps in teaching reading These are pre-reading, while-reading and post-reading In order to have successful reading, the teacher should follow three stages There are two advantages of the three-stage approach Firstly, it respects and makes use of the students’ own knowledge and of the world and uses this as a basis for involvement, motivation and progress Secondly, it leads to integration of the skills so that the reading lesson is not simply isolated That is why a good reading lesson requires the above three-stage approach
Choosing the right materials is crucial for a successful reading lesson, as it significantly impacts student engagement and learning outcomes Teachers play a vital role in selecting appropriate reading texts that align with students' needs To ensure effectiveness, educators should consider three key criteria: readability, relevance of content, and potential for further exploration and activities.
Focused tasks and using tasks to develop reading comprehension skills
Breen (1989) defines a task as a structured approach designed to enhance knowledge and skills in a new language, facilitating its use in communication He emphasizes that tasks can range from simple practice exercises to intricate work plans that necessitate spontaneous communication of meaning.
Focused tasks, as defined by Ellis (2003), are designed to help learners engage with specific linguistic features, such as grammatical structures, either receptively or productively These tasks serve two primary purposes: to encourage communicative language use and to specifically target the application of a predetermined linguistic feature.
I.6.2 Using tasks to develop reading comprehension skills
Effective reading requires a diverse set of skills, as the purpose of reading often dictates the specific abilities needed Tomlinson and Ellis (1980) identify key reading skills, including mechanical skills, comprehension of vocabulary, grasping grammatical meaning, reasoning, selection, and evaluation skills.
Grellet (1981) classifies reading skills into several key components: recognizing the script of a language, deducing meanings of unfamiliar words, and understanding both explicitly stated and implied information Additionally, he emphasizes the importance of grasping conceptual meanings, identifying relationships within sentences, and utilizing grammatical cohesion to connect parts of the text Effective reading also involves interpreting texts contextually, recognizing discourse indicators, and distinguishing main ideas from supporting details Skills such as summarizing salient points, employing basic reference techniques, skimming, scanning, and transcoding information into diagrammatic displays are also essential for proficient reading.
I.6.2.2 Questions and tasks in a reading lesson
Traditional reading lessons often focus on passages followed by questions and tasks aimed at checking comprehension rather than fostering it By introducing questions and tasks, educators can encourage students to predict the content of a text based on its title and illustrations Consequently, these questioning techniques and tasks play a crucial role in enhancing students' reading comprehension skills.
To effectively develop diverse reading skills, it is essential to incorporate a variety of tasks tailored to the text's suggestions rather than imposing rigid requirements Nuttual (1989:434) identifies five classifications of questions and tasks: literal comprehension, recognition or interpretation, inference, valuation, and personal response Utilizing these varied types of questions is a powerful strategy for enhancing students' reading comprehension skills and boosting their confidence in understanding texts.
Methodology
Situation analysis
II.1.1 Setting of the Study
A study conducted at Ngo Quyen High School in Nam Dinh highlights the importance of reading as a core skill in English education While teachers often rely on translation during reading lessons to explain new vocabulary and structures, this approach can lead to inefficiencies and foster student dependence To enhance reading comprehension skills, it's essential to move beyond mere translation and introduce engaging questions and tasks that encourage students to anticipate content By implementing diverse activities, teachers can promote active learning and improve the effectiveness of reading lessons.
Data collection for the study involved the participation of eight English teachers and 155 grade 11 students at Ngo Quyen High School in Nam Dinh.
A study involving 17-year-old male and female high school students from Nam Dinh revealed significant challenges in their English learning journey Despite having studied English for five years—four years in lower secondary school and one year in high school—many students come from economically disadvantaged backgrounds, which limits their access to essential learning resources like dictionaries, cassette players, and English books Additionally, a lack of awareness regarding the importance of English and insufficient motivation further hinder their interest in the language Consequently, despite their years of study, most participants struggle with basic communication, often unable to construct complete sentences in English.
The study involves eight English teachers, including the researcher, aged between 30 and 47, with half graduating from the English Department at the College of Foreign Languages, National University, Hanoi, and the other half from Hanoi University of Foreign Languages All teachers are passionate about their profession, boasting at least seven years of teaching experience However, few have pursued refresher courses since graduation to enhance their English proficiency and teaching techniques Their training predominantly followed the Grammar-Translation method, which focuses on understanding language rules rather than developing practical language skills, a tendency that is evident in their instructional approaches.
The English course book "TIENG ANH 11" is designed for grade 11 students and consists of 16 units organized around broad topics Each unit includes five parts: Reading, Speaking, Listening, Writing, and Language Focus, with teachers focusing on one part per class After every three units, students complete a "TEST YOURSELF" section to assess their English proficiency The reading materials in TIENG ANH 11 are diverse and engaging, though some texts are lengthy and contain challenging vocabulary, which may exceed the 45-minute class duration for effective coverage.
Instrumentation
The sample was drawn from two sources: from 155 students and from 8 teachers teaching at Ngo Quyen High School in Nam Dinh
The instruments used to gather the information for the study will be described as follows:
A survey was conducted with 155 grade 11 students and 8 teachers at Ngo Quyen High School in Nam Dinh, utilizing two sets of questionnaires to gather quantitative data This approach facilitates easy summarization, analysis, and reporting of results, as all participants respond to the same questions Furthermore, the anonymity of the questionnaire allows informants to freely express their opinions on teaching and learning reading skills without concern for personal identification.
II.2.1.1 The Questionnaire for the Students
The student questionnaire (Appendix 1) is divided into two sections The first section contains three questions aimed at assessing students' attitudes towards learning reading skills The second section features seven questions designed to investigate the reading skill development of 11th-grade students, their perceptions of the teacher's role, and their self-assessment of reading abilities.
II.2.1.2 The Questionnaire for the Teachers
The questionnaire for the teachers (Appendix 2) consists of seven questions It is about their comments on the reading texts and tasks in the textbook
Classroom observation is a crucial research tool, as highlighted by Wallace (2001), enabling researchers to document real-time teaching and learning activities in foreign language classrooms This method allows researchers to closely monitor and record the interactions and behaviors of both teachers and students in a specific environment Consequently, classroom observation serves as an effective means to validate the reliability of data obtained from survey questionnaires.
The study involved the observation of four randomly selected classes, with each class being monitored during two different lessons The researcher conducted observations for a duration of 45 minutes for each lesson.
Four experienced English teachers at this school have been observed by the author, each with at least nine years of teaching experience Despite their shared tenure, variations in their ages suggest differing levels of teaching experience among them.
The selected units for observation—unit 4, unit 9, unit 11, and unit 12—feature lengthy reading passages filled with unfamiliar vocabulary, which can lead to reader disengagement The researcher aims to analyze the teachers' strategies for managing these long texts, their methods for explaining new words, and the techniques and tasks employed to engage and motivate students effectively.
This chapter has presented the methodology employed in the research The next chapter will offer a descriptive data analysis of the collected data.
Data analysis and findings
Data analysis and findings
In this part, the collected data will be illustrated on charts, tables and graphs Each chart, table or graph is followed by an analysis of the data
III.1.1.1 Students’ attitudes towards learning reading skills
Question 1: Do you like reading English?
Table 1: Students’ attitudes towards reading in English
A recent survey of 155 students revealed that 102, or 66%, enjoy reading English The primary reasons for their preference vary, while the remaining students find English reading challenging due to unfamiliar vocabulary and comprehension issues The significant interest in English reading among students is advantageous for teachers, as engaged learners are likely to enhance their background knowledge and language skills more effectively during reading lessons.
Question 2: What is your purpose of reading English?
Table 2: Students’ attitudes towards purpose of reading English
Data indicates that improving English skills is the primary motivation for students, followed by enhancing their background knowledge Many students recognize the benefits of reading in advancing their English proficiency, which presents a favorable opportunity for teachers to facilitate reading instruction However, a significant number of students lack interest in reading English, often due to the complexity of the texts and the abundance of unfamiliar vocabulary and structures To address this issue, teachers should provide appropriate reading materials and tasks that foster student engagement and align with their reading objectives.
Question 3: What kinds of reading materials do you like to read?
Chart 1: Students’ Attitudes towards reading materials
The chart shows that the biggest numbers of informants choose B The reason may be that the stories are easy to understand so students like reading stories in
A limited number of students show an interest in reading texts and articles, which may suggest that the difficulty level of these materials is either too high or too low, leading to a lack of engagement.
On the whole, in teaching reading skills, teachers should give variety of materials which are appropriate to students’ level
III.1.1.2 Learning reading skills of the 11 th form students
Question 4: Which kinds of tasks are you often asked to do?
Table 3: Kinds of tasks students are often asked to do
The data indicates that students are frequently presented with questions and answers, True or False statements, and multiple-choice items in their lessons However, if teachers consistently use these three types of tasks in every reading lesson, it may lead to student fatigue To maintain engagement, educators should incorporate a diverse range of task types, ensuring that the exercises are appropriately leveled and do not introduce an overwhelming number of new vocabulary words.
Question 5: What are your difficulties in doing reading tasks?
The length of the text
The new vocabulary and grammatical item
The topic of the text
The content of the text
Chart 2: Students’ difficulties in doing reading tasks
Research indicates that the complexity of new vocabulary and grammatical structures is a primary challenge in reading comprehension To address this, educators should proactively introduce difficult words and grammatical items using a variety of techniques, such as visual aids, synonyms, definitions, and examples Additionally, it is essential for teachers to provide students with more exercises focused on deducing the meanings of unfamiliar words and structures.
Question 6: How do you do reading tasks?
Table 4: Students’ strategies of doing reading tasks
Data shows that nearly equal numbers of students choose options B and C for reading tasks, yet the correct approach is option A This indicates that many students lack effective strategies, often pausing to look up unfamiliar words and structures, which delays their reading process and negatively impacts comprehension To improve their performance in reading tasks, students should focus on grasping the overall content of the texts rather than fixating on new vocabulary, allowing them to answer questions more effectively.
Question 7: What do you usually do when you come across a new word while you are reading?
Table 5: Students’ strategies when coming across a new word
When encountering unfamiliar words, 32% of students attempt to infer their meanings from context, while many others pause to consult dictionaries or seek assistance from teachers and peers This approach can be inefficient, leading to wasted time and incomplete comprehension of the text Consequently, it is essential for educators to instruct students on effective strategies for tackling new vocabulary.
Question 8: Besides tasks in the textbook, do you like to do supplementary tasks to improve your reading comprehension skills?
Table 6: Students’ interest in doing supplementary tasks
More than half of students express a dislike for supplementary tasks, with 7% rejecting any additional assignments due to the sufficiency of exercises in textbooks or a reluctance to invest time in extra work Some students find these supplementary tasks to be overly challenging Conversely, 39% of students enjoy completing extra tasks, citing a lack of variety and difficulty in textbook exercises To enhance student motivation and improve reading comprehension skills, it is essential for teachers to offer suitable supplementary tasks tailored to the needs of all students.
III.1.1.3 The attitude of students towards the role of the teacher
Question 9: You think that the role of the teacher as a guide in doing reading tasks is:
C Depending on the texts and tasks
All students agree that teachers play a crucial role in guiding them through reading tasks It is essential for teachers to provide support in understanding new vocabulary and sentence structures Additionally, teachers should motivate students to engage in supplementary reading activities to enhance their reading comprehension skills.
III.1.1.4 The self-assessment of the students about their reading
Question 10: How do you self-evaluate your reading proficiency?
A recent survey reveals that 58% of respondents rate their reading proficiency as quite good, while the remaining participants assess their skills as poor However, these self-evaluations may not accurately reflect their true abilities, as students often hesitate to disclose their actual reading skills.
In summary, the student survey highlights key aspects of reading lessons, including students' attitudes towards reading tasks and the teacher's role Data analysis reveals that nearly all students recognize the significance of reading tasks for comprehension However, the reading tasks implemented by teachers do not consistently meet students' satisfaction levels.
Question 1: What do you think about the reading texts and tasks in the textbook?
They are suitable to students' level They are too difficult for students to read
Chart 3: Teachers’ attitudes towards reading texts and tasks in textbook
Teachers recognize the significance of reading texts and tasks in their textbooks and strive to deliver effective instruction To enhance student engagement and motivation, it is recommended that educators incorporate more captivating texts and activities into their lessons.
Question 2: Which kinds of tasks do you give to your students?
A survey reveals that 100% of teachers prefer true or false items, followed by 75% favoring multiple-choice questions However, when teachers consistently use true or false questions in reading texts, it can diminish student interest To keep students engaged, educators should incorporate a diverse range of tasks in reading lessons.
Question 3: Do you think reading tasks in the textbook are enough for the students?
Among 8 teachers, only two of them (25%) think that reading tasks in the textbook are enough for students and it is not necessary to give them more tasks The rest believe that reading tasks in the textbook are not enough and the teachers should give them extra tasks in the process of teaching reading In my opinion, instead of asking students to do all tasks in the textbook, the teachers should provide students other tasks because some tasks in the textbook are not helpful for developing students’ reading comprehension skills
Question 4: Do you think it is necessary to give your students training in doing reading tasks?
According to a survey, 87.5% of teachers believe that providing training in reading tasks is essential for students, while a minority feels it is not as necessary This highlights the critical role of teachers as guides in enhancing students' ability to complete their assignments effectively.
Question 5: Do you explain new words and structures before or after your students read the texts?
Classroom observation
In a recent observation of class 11B during Unit 4, the teacher effectively introduced a lengthy reading text filled with new vocabulary through engaging visuals While the pre-reading stage successfully helped students grasp the meanings of new words, the individual gap-filling exercise that followed led to noticeable boredom among the students During the while-reading stage, collaborative pair and group tasks revitalized student engagement, prompting active participation and allowing the teacher to provide constructive feedback on their responses However, in the post-reading stage, the group discussion question posed was overly complex and exceeded the students' knowledge and experience, hindering meaningful dialogue.
In the observation of class 11A during unit 9, the reading text was deemed unengaging, yet the teacher effectively engaged the students by facilitating a brainstorming session on post office services, which sparked their enthusiasm During the while-reading stage, the teacher provided clear instructions for pair work and incorporated a game that encouraged participation, leading to a majority of students answering correctly In the post-reading activity, the teacher assessed comprehension by having students discuss the services of the Thanh Ba post office without their books, allowing her to evaluate their understanding and retention of the lesson.
The class observation in 11D focused on unit 11, which explored various energy sources To address the numerous new vocabulary terms in the reading text, the teacher implemented a "pre-teaching vocabulary" strategy, utilizing explanations, definitions, and translations to clarify meanings During the while-reading and post-reading phases, she fostered a competitive and engaging environment by encouraging group work and rewarding teams that completed tasks efficiently with high marks.
The researcher observed class 11G during a lesson on the history of the Asian Games, where the teacher engaged students by dividing them into two groups to guess words she would write on the board This activity sparked the students' eagerness and curiosity about the upcoming reading To enhance comprehension, the teacher pre-taught vocabulary using visual aids, questions, and actions During the reading, a game was introduced to maintain excitement; however, the final task created time pressure, leaving some students feeling fatigued.
In summary, the use of survey questionnaires and classroom observations reveals the effectiveness of reading instruction techniques in high school settings It is evident that some educators have yet to identify the most effective strategies for enhancing students' reading comprehension skills Therefore, it is crucial for teachers to refine their teaching methods to better support student learning in reading comprehension.
Suggested some focused tasks in teaching reading skills and sample
Suggested some focused tasks in teaching reading skills
IV.1.1 Bases for reading tasks
This study examines the teaching and learning of reading texts in the TIENG ANH 11 textbook at high schools, with a particular emphasis on utilizing English reading tasks to enhance reading skills among 11th-grade students It aims to present foundational principles for effectively assigning these tasks.
Eleventh-grade students are now fully developed both mentally and physically, recognizing the significant role that learning plays in their lives With English becoming a mandatory subject in graduation examinations, students have clear goals and motivations for studying the language Consequently, English teachers should provide a diverse range of engaging learning tasks that offer abundant and interesting information to enhance the students' educational experience.
Students in the 11th grade have been studying English for five years, acquiring a solid foundation in the language and an understanding of the reading system Consequently, it is essential that reading tasks are both varied and challenging, encouraging students to engage fully and enhance their reading comprehension skills.
A common mistake among students, as revealed by my survey, is their lack of comprehension of the text due to limited language knowledge and unfamiliar vocabulary To enhance reading skills, it is essential that reading tasks are tailored to the appropriate level for 11th-grade students, enabling them to read more effectively.
IV.1.2 Suggested some focused tasks
IV.1.2.1 Suitability for students’ level
Classes often consist of large groups with mixed ability levels, ranging from advanced to struggling students When teachers assign challenging exercises, advanced learners may feel motivated, while others may lose interest To maintain engagement, it is essential for educators to provide tasks that are appropriate for each student's proficiency level This study will examine three types of reading tasks: tackling unfamiliar vocabulary, understanding complex sentences, and comprehending entire texts.
A prevalent challenge students encounter during reading tasks is the difficulty in understanding unfamiliar words To address this issue, teachers can create activities that teach students to utilize context clues for deciphering meanings Effective tasks may include multiple-choice questions, fill-in-the-blank exercises, matching activities, and identifying synonyms and antonyms.
Task 1: Read the passage (TIENG ANH 11, 2007:67) and match the words or phrases on the left with their definitions on the right
5 smoothly a without problems or difficulties b enthusiasm and energy c altogether or as a total d encourage or make something more active e happening or done once every year
Task 2: Read the paragraph again and complete the sentences
1 In activity 5, Hung was unable to complete the ……
2 Having achieved the highest score, Group B became the winner of the ……
3 Group C lost the game because they just got 60 ………
Students often struggle with complex or lengthy sentences, leading to confusion and difficulty in comprehension To address this issue, teachers should assist them in identifying and understanding the structures of these sentences.
Example:Without looking back at the text (TIENG ANH 11,2007:91), please punctuate
Tet preparations and celebrations, once spanning an entire month, have now shortened significantly; however, the excitement leading up to the holiday remains vibrant Streets come alive with colorful lights and red banners, while shops brim with goods People hustle to buy gifts, clean and decorate their homes, and prepare traditional foods, creating a festive atmosphere that marks the arrival of Tet.
Students often struggle to grasp the content of texts, but comprehension can be improved by training them to identify linking devices, such as linking words and connectors Implementing tasks like identifying the main idea, arranging linking words correctly, and selecting appropriate headings for each paragraph can significantly enhance their understanding of the material.
Example: Read the passage (TIENG ANH 11, 2007:167) and match the heading to the paragraphs
IV.1.2.2 Suitability for reading purposes
Reading serves three primary purposes: for pleasure, for information, and for language development Each purpose influences the types of reading and the specific skills required Therefore, educators should carefully consider task suitability for these different reading purposes This study primarily emphasizes reading for language development.
Engaging in reading tasks significantly enhances students' proficiency in the target language, providing essential practice for developing crucial reading skills like skimming and scanning This study proposes various tasks designed for high school teachers to effectively cultivate these skills, particularly for 11th-grade students.
Matching questions focus on recognizing words, phrases, and sentences, enhancing vocabulary and word recognition speed while encouraging inference skills These items are effective for developing essential reading skills such as scanning and deducing word meanings They can include various formats like word matching, sentence matching, and matching summaries with paragraphs.
Example: Read the paragraph (TIENG ANH 11, 2007:101) and match these words
5 recipient a to hand over sth to sb b having a lot of space c a person who receives sth from sb d having good manner or polite e mail by car, by train,
6 subscribe f to agree to buy newspaper and magazines regularly over a period of time
True or Fasle reading tasks
True or false reading items enhance students' guessing abilities and scanning skills These tasks can be categorized into two types: those that are independent of a reading text and those that rely on a specific text.
Example: Read the text (TIENG ANH 11, 2007:91) and then decide whether the statements are true or false
1 Tet is always on 20 th February on the Western calendar
2 Tet used to be longer than it is nowadays
3 According to the text, “lucky money” is given to everyone at Tet
4 Kumquat trees are popular both in the North and in the South of Vietnam
Multiple-choice questions aid students in comprehending both explicitly stated information and implied meanings through inference To accurately determine the correct answer, students must grasp the content of the text, making it crucial to review all answer options before making a decision.
Example: Read the story (TIENG ANH 11, 2007:23) and then choose the best answers
1 The writer’s most embarrassing experience happened when she was
A a teacher B a junior high school student C a senior school student
2 She wished to have a like the one of her pop idol
A a red dress B a red floppy cotton hat C a pair of red shoes
3 She bought it with the money
B she picked on the street
C She took from a school boy’s bag
Completion items focus on measuring recall instead of recognition, making them valuable tools for assessing and enhancing one's ability to infer word meanings from contextual clues and to comprehend information that is explicitly stated.
Example: Scan the passage (TIENG ANH 11,2007:137) and complete the table
(1)…… The 1 st Asian Games began in New Delhi, India
1954 Boxing, shooting and wrestling were added at (2)……
Tennis, volleyball, table tennis and hockey were added at the 3 rd Asian Games held in Tokyo, Japan
1998 (4) … were introduced at the 13 th Asian Games in Bangkok, Thailand (5)…… The 14 th Asian Games were held in Busan, Korea
These tasks are particularly useful for improving and testing the ability to understand a sequence of steps in a process or events in a narrative
Example: Put the pictures of the events (TIENG ANH 11, 2007:22) in the order they happened in the story
Sample work
Unit 16 - The Wonders of the World (TIENG ANH 11, 2007:179) (Appendix 3)
In the pre-reading stage, I organized a matching task for small groups of 3-4 students, aiming to foster collaboration and competition Each group received handouts to complete the task, with the first group to finish correctly declared the winner After the activity, I engaged students in a discussion about their knowledge of the wonders of the world, followed by providing detailed information about these landmarks To enhance vocabulary, I introduced new words using pictures, encouraging students to guess their meanings along with their Vietnamese equivalents.
During the while-reading stage, I instructed students to complete a task by filling in blanks with words from a provided box, reminding them of effective strategies, which led to their successful and timely completion Following this, I organized a pair-based game where students located answers to questions by skimming for key information in the text, resulting in high engagement and correct responses Additionally, I introduced a True or False task, where students evaluated statements about the text to enhance their focus on the main ideas.
In the post-reading phase, students engaged in a summarization task utilizing suggested keywords, which guided them to identify the main points of the text and achieve a comprehensive understanding.
Research indicates that implementing appropriate and flexible focused tasks in reading lessons can significantly enhance student engagement and participation To foster improved reading comprehension skills, teachers must tailor and design tasks that align with their students’ needs and interests.
CONCLUSION
Summary of the study
The thesis outlines effective techniques and targeted tasks designed to enhance reading comprehension skills among students It emphasizes the importance of skimming for the main idea, scanning for specific details, and engaging in deeper reading for comprehensive understanding These strategies are grounded in reading theory and the current teaching practices observed at Ngo Quyen High School Findings from surveys and classroom observations reveal that both students and teachers maintain a positive outlook on reading instruction; however, the existing reading tasks employed by teachers are inadequate for fully developing students' reading comprehension abilities Therefore, it is recommended that educators incorporate more diverse reading tasks into their lessons.
In my recent experience, I discovered that relying solely on textbook reading tasks often led to inconsistencies with students' comprehension levels and did not effectively foster their reading skills However, by implementing focused reading tasks, I observed a significant improvement in students' reading comprehension and an increased interest in participating in reading activities This highlights the importance of varying reading activities flexibly and appropriately, as it enhances the overall effectiveness of reading instruction and better supports students' development in reading comprehension skills.
2 Limitations and Suggestions for further study
The study aimed to equip students at Ngo Quyen High School with effective techniques and tasks to enhance their reading comprehension skills for successful in-class and out-of-class reading tasks Additionally, it provided suggestions for teachers to improve their reading instruction However, the research faced limitations due to time constraints, resource shortages, and the author's research capabilities Constructive feedback on the thesis is welcomed.
The study's participants, consisting of a small group of teachers and students, limit the generalizability of the findings Consequently, the recommended techniques are deemed helpful and effective specifically for the 11th-grade students at Ngo Quyen High School.
This study aims to enhance students' reading comprehension skills by addressing the attitudes and challenges faced by both teachers and students in the teaching and learning process Additionally, it emphasizes the need for further research into the development of supplementary reading materials and diverse tasks that facilitate vocabulary acquisition and language skill practice.
Aebersold, J.A & Field, L M (1997) From Reader to Reading Teacher CUP
Brown, J.D (1988) Understanding Research in Second Language Learning CUP Carrel, P, J.Devine and D Eskey (1984) Interactive Approaches to Second Language
Dublin, F and Olshatain, F (1981) Reading by All Means Wesley Pulishing
Ellis, R (1994) The Study of Second Language Acquisition OUP
Ellis, R (2003) Task-based Language Learning and Teaching OUP
Goodman, K.S (1988) Psycholinguistic Universals in the Reading Process CUP
Grellet, F (1981) Developing Reading Skills CUP
Heaton, J.B (1975) Writing English Language Test Longman
Hoang Van Van (2007) Tieng Anh 11 Education Publishing House
Knott, D (2006) Critical Reading toward Critical Writing New College Writing Centre Lewis, M and Hill, J (1985) Practical Techniques for Language Teaching CUP Nunan, D (1989) Designing tasks for the communicative classroom CUP
Nuttall, C (2000) Teaching Reading Skills in a Foreign Language Oxford, UK: Macmillan Education
Robert, E.S (1981) Applied Linguistics and Reading International Reading
Samuel, S and Kamil, M (1988) Models of the Reading Process in Interactive Approaches to Second Language Reading CUP
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APPENDIX 1 QUESTIONNAIRE FOR THE STUDENTS
The following questionnaire is designed for my study on “Improving Grade 11
Improving students' reading comprehension skills through targeted tasks at a high school in Nam Dinh is essential for enhancing their learning experience Your insights on this topic will be greatly valued and contribute to developing more effective reading instruction methods Rest assured, your responses will remain anonymous in any discussions or analyses.
Please put a tick where appropriate
Thank you very much for your help!
1 Do you like reading English? Why? Why not?
2 What is your purpose of reading in English?
F Being required by your teacher
3 What kinds of reading materials do you like to read?
4 Which kinds of tasks are you often asked to do?
D Arranging sentence in correct orders
5 What are your difficulties in doing reading tasks?
A The length of the text
B The new vocabulary and grammatical items
C The topic of the text
D The contents of the text
6 How do you do reading tasks?
A Read the text, do not pay attention to new words, read again and answer the questions
B Read the text, look up new words in a dictionary and then answer the questions
C Read the questions, find out the answer in the text
7 What do you usually do when you come across a new word while you are reading?
A Look for its meaning in a dictionary at once
B Ask teachers or friends for help
C Read the text once, pay no attention to the new words, the read the second time, underline new words and then find out the meaning
D Try to guess its meaning
8 Besides tasks in the textbook, do you like to do supplementary tasks to improve your reading comprehension skills?
9 You think that the role of the teacher as a guide in doing reading tasks is
C Depending on the texts and tasks
10 How do you self-evaluate your reading proficiency?
Thank you very much for your help and cooperation!
This survey questionnaire is intended for my study on “Improving Grade 11
This survey aims to enhance students' reading comprehension skills through targeted tasks at a high school in Nam Dinh Your participation is greatly appreciated and will contribute significantly to improving teaching methods for reading skills.
Please put a tick where appropriate
Thank you very much for your cooperation and assistance!
1 What do you think about the reading texts and tasks in the textbook?
B They are suitable to students’ level
C They are too difficult for the students to read
2 Which kinds of tasks do you give to your students?
3 Do you think reading tasks in the textbook are enough for the students?
4 Do you think it is necessary to give your students training in doing reading tasks?
5 Do you explain new words and structures before or after your students read the texts?
6 Which problems do your students often meet in reading and doing reading tasks?
7 How do you teach your students to do reading tasks?
A Ask them to find out new words and guess their meaning
B Ask them to read questions and find answers in the text
C Give them meanings of new words and ask them to do tasks
Thank you very much for your cooperation!
Match the landmarks and wonders of the world with the correct images below
Pyramids of Egypt Eiffel Tower TajMahal
Statue of Liberty Great Wall Colosseum a b c d e f
Guessing these words with Vietnamese equivalents locks wonder tomb
Complete the following sentences with suitable words mysterious ramp tomb chamber spiral wonder
1 Last week we paid a visit to the … of an unknown mandarin
2 The movie was about a … of the world
3 A … is needed at the exit and the entrance for wheelchairs users
4 The Queen’s private … is not opened to public
5 It’s not know why Beson disappeared in … circumstances
6 A snail’s shell is … in form
1 Where is the Great Pyramid of Giza situated and when was it built?
2 How high and large was the great Pyramid of Giza?
3 What was the purpose of this huge stone pyramid?
4 How did the people of ancient Egypt build The Great Pyramid?
5 According to the passage, what is the boat believed to have been used for?
1 The Great Pyramid of Giza was built 256 years ago
2 The Great Pyramid was 147 metres high
3 The Great Pyramid’s structure consisted of approximately 2 billion blocks of stone
4 The Great Pyramid of Giza was built by the Russian pharaoh Khufu
Summarize the text by using some suggested words