INTRODUCTION
Rationale of the Thesis
The English language plays a crucial role in various fields, including politics, economics, tourism, telecommunications, culture, science, and technology With Vietnam's open-door policy promoting regional and global integration, the importance of English has significantly increased Consequently, it is essential for Vietnamese students to master English to meet the rising demands of a developing nation like Vietnam.
Reading is a crucial skill in teaching and learning English as a second or foreign language (ESL/EFL), serving as the primary means for learners to acquire knowledge and access further studies Well-developed reading skills empower ESL/EFL readers to advance significantly and excel across all academic disciplines.
In Vietnam, where English is learned in a non-native environment, reading serves as a crucial tool for acquiring knowledge and facilitating further study As noted by Carrell (1984), reading is often the most significant of the four macro skills for students learning English as a second or foreign language This is particularly evident at Thai Nguyen College of Economics and Technology (TNCET), where students find that reading not only provides access to a wealth of interesting information but also enhances their vocabulary, language structures, and expressions, which are essential for developing other language skills.
Students at TNCET frequently struggle with reading lessons due to a lack of effective reading strategies, which are crucial for ESL/EFL learners Research indicates that successful readers are not only aware of their reading strategies but also employ them flexibly and efficiently Consequently, it is essential for educators to select and implement effective reading strategies to assist students in developing these skills effectively.
Innovative teaching methods in Vietnam, especially at TNCET, focus on equipping students with effective learning strategies This approach encourages students to take an active role in their education, fostering independence and a more positive attitude towards learning.
An investigation into reading strategies and classroom practices is essential to enhance reading comprehension skills among students at TNCET This study aims to identify effective reading strategies and assess their efficient application in ESF/EFL classrooms.
Aims of the Thesis
The aims of the study are:
To investigate the reading strategies and equipping students with these reading strategies to improve students‟ ability of reading in English at TNCET
To examine how efficiently the reading strategies are used in reading classes.
Significance of the Thesis
The findings of this thesis will benefit not only the researcher but also the teaching staff and students at TNCET by enhancing reading skills Additionally, the study aims to significantly improve the quality of English teaching and learning at TNCET Furthermore, it will provide a theoretical foundation for implementing effective reading techniques in the classroom.
Scope of the Thesis
In the context of ESL/EFL education, various factors impact learners' success in language acquisition While reading is a crucial skill, speaking, listening, and writing also play significant roles This study specifically examines the reading comprehension needs of TNCET students, addressing the challenges and limitations they face in reading activities, as well as the implementation of effective reading strategies in the classroom to enhance teaching methods.
Research Methods used in the Thesis
To accomplish the outlined objectives, the author intends to utilize tests and survey questionnaires to assess the effectiveness of reading strategies, followed by a detailed analysis of the collected data.
Design of the Thesis
There are three main parts in this thesis: introduction, development, and conclusion
The introduction provides the rationale, the aims, the significance, the scope, the methods, and the design of the thesis
The development consists of three chapters:
Chapter 1 presents a review of literature including definitions of reading comprehension reading strategies It discusses the three reading strategies: cognitive, metacognitive, and social/affective strategies; the importance of strategies in learning process; and strategies in teaching SL reading comprehension
Chapter 2 focuses on the methodology employed in this thesis including research questions, participants and instruments The instruments consist of tests and classroom observation
Chapter 3 reports the results of tests and classroom observation This chapter discusses in the three strategies
The conclusion summarizes the key components of the study, highlighting the main findings and the limitations encountered Additionally, it offers recommendations for future research directions.
DEVELOPMENT
This chapter explores theories surrounding reading, reading comprehension, and reading strategies, forming the foundation for the thesis objective of enhancing reading comprehension skills among students at TNCET through effective reading strategies.
Reading is a complex process that encompasses the reader, the text, and the dynamic interaction between them, as highlighted by Rumelhart (1977).
The process of reading has been intensively studied, and there have been many different approaches to it, and the term „reading‟ has been given many interpretations
Mitchell has a basic definition of reading:
Reading is the ability to interpret written or printed symbols, allowing the reader to retrieve information from memory This process enables the reader to construct a coherent understanding of the writer's message.
Goodman (1971:35) defines reading as a psycholinguistic process by which the reader, a language user, reconstructs, as best as he can, a message which has been encoded by a writer as a graphic display
Eddie Williams (1984: 2) defines reading as “a process whereby one looks at and understands what has been written.” This definition highlights that complete comprehension of a text is not always necessary for effective reading For language learners, reading can present challenges even after initial understanding Consequently, it is essential for teachers to equip learners with strategies that will aid them in overcoming these difficulties.
Reading is a complex process that involves a triangular interaction among the reader, the writer, and the text It encompasses the interplay between the reader's purpose and their approach to reading, as well as the use of various reading strategies (J.A Aebersold and M.L Field, 1997).
Literature Review
This chapter explores theories on reading, reading comprehension, and reading strategies, forming the foundation for the thesis's objective: enhancing the reading comprehension skills of TNCET students through effective reading strategies.
Reading is a complex process that encompasses the reader, the text, and the dynamic interaction between them, as highlighted by Rumelhart (1977).
The process of reading has been intensively studied, and there have been many different approaches to it, and the term „reading‟ has been given many interpretations
Mitchell has a basic definition of reading:
Reading is the skill of interpreting written or printed symbols, allowing the reader to access information from memory This process enables the construction of a coherent understanding of the writer's intended message.
Goodman (1971:35) defines reading as a psycholinguistic process by which the reader, a language user, reconstructs, as best as he can, a message which has been encoded by a writer as a graphic display
Eddie Williams (1984: 2) defines reading as “a process whereby one looks at and understands what has been written,” highlighting that complete comprehension of a text is not always necessary For language learners, reading can often be challenging, and it is essential for teachers to equip students with effective strategies to navigate these difficulties.
Reading is a multifaceted process that entails a dynamic interaction among the reader, the writer, and the text This interaction is shaped by the reader's purpose and approach, as well as the strategies employed during the reading process (J.A Aebersold and M.L Field, 1997).
Reading comprehension is crucial in the process of teaching and learning a foreign language, as it enables learners to efficiently extract necessary information from reading materials This process involves three key elements: the reading text itself, the reader's background knowledge, and the contextual factors that influence the interpretation of the text.
Research on ESL/EFL reading comprehension, there are some definitions of reading comprehension from researchers
Richard and Thomas, (1987:9), state: “Reading comprehension is best described as an understanding between the author and the reader”
A student is good at comprehension we mean that he can read accurately and efficiently so as to get the maximum information of a text with the minimum of understanding
In line with Swam, Grellet, (1981:3) accepts that
Reading comprehension or understanding a written text means extracting the required information from it as effectively as possible
Reading comprehension encompasses various definitions, but to truly grasp its essence, we must examine the cognitive processes occurring in a reader's mind Numerous models of reading have been developed to illustrate this intricate process The following section will explore these reading models, highlighting their respective strengths and weaknesses.
Researchers have developed models to explain the interaction between readers and texts, identifying three primary models that illustrate the reading process.
With the bottom-up model, reading was viewed as “the process of meaning interpretation” in which “the language is translated from one form of symbolic representation to another” (Nunan, 1991)
The bottom-up model of reading, as described by Carven, outlines a linear process where readers decode graphic symbols into meaningful responses In this approach, individuals analyze words individually and phonetically, leading to a passive perception of input that moves from basic symbol interpretation to higher levels of meaning assignment.
Gough (1972) posits that reading is a bottom-up process, where readers progress through five key stages: eye fixation, visual stimulus absorption, letter identification, phonological representation, and sequential understanding of words from left to right.
Gough specifically assumes that the reader is not a guesser However, many researchers have shown his bottom-up explanations are not adequate
Rumelhart (1977a) showed that bottom-up models fail to allow for the fact that the comprehension of letters, words, and sentences are all affected by higher level processing
Higher-level processes often do not align well with lower-level inputs, indicating that reading cannot merely follow a straightforward linear progression from basic to advanced skills.
Having the same opinion with Rumelhart, Samuel and Kamil (1988: 31) pointed out the shortcomings of these models as follows:
Early bottom-up models struggled to incorporate feedback loops, making it challenging to consider sentence-context effects and the influence of prior knowledge on text topics, which are crucial for word recognition and comprehension.
Due to this limitation, the bottom-up model of reading fell into disfavor
This model views reading as a process where the reader navigates from higher mental stages to the text itself, emphasizing the reconstruction of meaning over mere decoding It highlights the interaction between the reader and the text rather than focusing on the graphic forms or printed pages.
The top-down theory posits that readers approach texts with a wealth of prior knowledge, expectations, and questions, which guide their reading experience as long as the text aligns with their anticipations (Goodman, 1967) Furthermore, Goodman asserts that reading involves a hypothesis-driven process where readers engage in a cyclical method of sampling the text, making predictions, testing these predictions, and either confirming or adjusting them accordingly (Goodman, 1975).
In this model, the reader actively engages with the text, utilizing their background knowledge to draw inferences and only decoding symbols when necessary for understanding.
Research Methodology
This chapter outlines the methodology and analysis of the study, building on the theoretical framework established in the previous chapter, which reviewed literature on reading comprehension theories and learning strategies, with a specific focus on reading strategies.
This study seeks to answer the following research questions:
1 What are effective reading strategies that help students improve their ability of reading comprehension in English at TNCET?
2 How efficiently the reading strategies are used in reading classes?
II.2.2 Participants and setting of the study
The study involved 30 first-year non-English majors specializing in Economics and Business Management at TNCET, comprising 22 females and 8 males, primarily from rural and mountainous regions Among the participants, only two are 20 years old, while the remaining 28 are 19 Their English learning experiences range from 3 to 10 years, with two students having studied for 3 years, 21 for 7 years, and seven for 10 years Overall, their English proficiency levels are generally assessed as pre-intermediate Table 2.1 provides a summary of the participants' background information, including gender, age, years of English study, and self-assessed proficiency levels.
Number of years learning English
Table 2.1.Background information about the participants
Students in the Department of Economics and Business Management excel academically, as evidenced by their high entrance exam scores Their training spans from the first to the third year, incorporating a General English (GE) course in the first year and an English for Economics (ESP) course in the third year Consequently, English is a crucial subject for these students, significantly contributing to their overall educational experience at the college.
First-year Economics and Business Management students were chosen as participants for this study due to their significant training quality, which is a priority for TNCET's administrators and teachers The study's findings aim to provide valuable insights for English teachers to enhance students' reading comprehension and overall training quality, contributing to the ongoing innovation of teaching methods at TNCET Additionally, these students, who achieved higher entrance exam scores and possess strong reading abilities, are well-suited for the research As their direct instructor, I have a deep understanding of their strengths and weaknesses, facilitating the effective execution of the study.
II.2.2.2 Settings of the study
This study was conducted between early February and mid-May 2010, during the second term of the first year, when students had completed over 150 periods of English instruction They had progressed through a series of units in "New Headway – Elementary" by Liz and John Soars, along with supplementary materials tailored to their proficiency, including "Inside Out – Elementary" by Sue Kay & Vaughan Jones and "Know How 1" by Angela Blackwell & Therese Naber At the time of the study, students were concluding their lessons in "New Headway – Elementary." The textbooks and materials used were designed to equip students with essential English knowledge and skills, laying a solid foundation for the English for Specific Purposes (ESP) course planned for their third year.
This study investigates the reading strategies utilized by first-year Economics and Business Management students through tests and questionnaires Initially, reading comprehension tests were conducted to assess the students' proficiency levels before and after the implementation of reading strategies Subsequently, questionnaires were distributed to identify the specific reading strategies employed and evaluate their effectiveness in enhancing reading comprehension tasks.
I selected tests and questionnaires as data collection tools because they can reveal various reading strategies that enhance students' reading comprehension By utilizing a combination of these instruments, I aim to gain a comprehensive understanding of the reading strategies employed by my students Below is a detailed description of the research instruments used in this study.
In second language acquisition research, tests are essential for gathering data on subjects' knowledge and abilities in various areas, including vocabulary, grammar, reading, metalinguistic awareness, and overall proficiency This study involved administering two reading comprehension tests to first-year Economics and Business Management students over two months The first test aimed to assess the students' reading strategies, while the second test was conducted after providing them with specific reading strategies Utilizing tests and their scores as the primary data collection method was crucial for evaluating the effectiveness of the reading strategies, thereby ensuring the study's success.
In selecting reading comprehension tests for my study, it was crucial to choose assessments that effectively identify appropriate reading strategies for my students Given that their English proficiency was at the pre-intermediate level, I ensured that the chosen tests aligned with their reading abilities to facilitate accurate evaluation and support their learning needs.
The reading comprehension tests utilized in this study, sourced from "Insights for Today" by Lorraine C Smith and Nancy Nici Mare (1993), are included in Appendix 2 and are recognized as standardized assessments These high-beginning reading skill texts, developed by experts, have been slightly modified to align with the study's objectives Each test comprises a pre-reading preparation, a reading text, and twelve questions divided into three tasks: Main Ideas and Fact-Finding Exercise, Reading Analysis, and Information Recall, which correspond to metacognitive, cognitive, and social/affective strategies The first task includes three questions focusing on planning, monitoring, and evaluation strategies, while the second task features eight questions that cover a range of cognitive strategies such as repetition, grouping, deduction, imagery, elaboration, transfer, inferencing, and summarizing The final task, represented by question 12, addresses cooperation strategies.
In this study, questionnaires serve as the second data collection instrument, as supported by various authors including Oxford (1990), O'Malley and Chamot (1990), and Naiman et al (1989), who recognize their effectiveness in gathering information on learning and reading strategies According to Selinger and Shohany (1989), questionnaires offer several advantages: they are time-efficient compared to other methods, ensure uniformity and accuracy by administering the same questions to all participants simultaneously, and facilitate easy quantification through the use of multiple-choice formats These benefits justify the use of questionnaires for data collection in this research.
Constructing a reliable questionnaire is a time-consuming task that requires careful attention to question design to avoid ambiguity, which can lead to irrelevant answers Additionally, respondents may not provide accurate information, as students often overestimate or underestimate their use of certain strategies, and they might be unaware of their actual usage To address these challenges, I meticulously developed the questionnaire based on O'Malley and Chamot's learning strategy classification and relevant literature on reading strategies.
The study utilized a questionnaire divided into two sections: the first gathered demographic information from participants, including their names, ages, genders, years of English study, and self-assessed proficiency levels The second section comprised 13 questions focused on the reading strategies employed by participants during reading comprehension tests, along with inquiries regarding their perspectives on reading comprehension.
The data collection procedures launched in early February and ended in mid May 2010 The procedure of the study involved the following steps
Step 1: In early February, the students were given the first reading comprehension test
The test scores were collected and then analyzed to identify their reading strategies Based on these results, students‟ learning strategies were investigated
In late February, students were introduced to reading comprehension strategies, which they were expected to practice and master by the first week of May.
Step 2: In the second week of May, the test scores of the second reading comprehension test were collected and analyzed to investigate how efficiently the reading strategies are used by the students Finally, the questionnaire that included 16 questions was given to the
30 first-years Economics and Business Management students for getting information purposes Some ambiguous questions were identified and adjusted to improve the questionnaire The work was completed in mid May
II.2.5 Coding of questionnaire data
Data Analysis and Discussion
This chapter analyzes and discusses the results of two tests and questionnaires that were used to collect data on participants' reading strategies, as outlined in the previous chapter, which detailed the study's methodology, including participants, data collection instruments, and procedures.
In this study, two reading comprehension tests were administered to first-year Economics and Business Management students to evaluate their reading strategies The initial test aimed to assess their existing reading strategies, while the second test was conducted after these strategies were introduced The results of both tests are analyzed in terms of metacognitive, cognitive, and social/affective strategies.
The initial tasks of the two reading comprehension tests incorporated metacognitive strategies focused on planning, monitoring, and evaluation, specifically in questions 1 to 3 As illustrated in Bar Chart 3.1, the percentage of students who provided correct answers is displayed.
Chart 3.1.Test Results – Metacognitive Strategies
The data from Chart 3.1 indicates that students initially struggled with metacognitive strategies for reading comprehension, with only 63.3% answering correctly in planning, nearly 70.0% in monitoring, and just 43.3% in evaluation strategies However, after receiving guidance and practice from their teacher, students showed significant improvement in Test 2, with 83.3% correct in planning, almost 90.0% in monitoring, and a remarkable increase in evaluation answers from 43.3% to 73.3% This demonstrates that teacher support effectively enhanced students' reading strategies.
Results from the students‟ tests about cognitive strategies are shown in bar chart 3.2 below
Repitition Grouping Deduction Imagery Eleboration Transfer Inferencing Sumarizing
Chart 3.2.Test Results – Cognitive Strategies
Chart 3.2 clearly demonstrated the two test results from the participants In comparison with metacognitive strategies, their cognitive strategies were much worse in Test 1 The cognitive reading strategies with the highest percentage of the students who gave correct answers were summarizing and inferencing (66.7%, and 75.0%) As for repetition strategy, only more than half of them were correct For imagery and transfer strategies, nearly 60.0% of them gave correct answers The cognitive strategies with the lowest percentage of the participants who gave correct answers were grouping (36.7%), elaboration (36.7%), and deduction (41.7%)
The cognitive strategies of students showed significant improvement in Test 2, with correct answers for the repetition strategy rising dramatically from 51.7% to 90.0% Similarly, the elaboration strategy saw a notable increase of 40.0%, climbing from 36.7% to 76.7% The grouping strategy also improved, with 60.0% of students providing correct answers, up from 36.7% in Test 1 Additionally, the deduction strategy experienced a substantial rise of 35.0%, increasing from 40.0% to 76.7% Meanwhile, other cognitive strategies such as imagery, transfer, and inferencing showed slight improvements.
Social and affective strategies play a crucial role in modern teaching methods, emphasizing the importance of cooperation among students This study specifically implemented a cooperation strategy, and the subsequent chart will illustrate the percentage of participants who answered correctly for this strategy across two tests.
Chart 3.3.Test Results – Social/Affective Strategies
The bar chart 3.3 illustrates the students' cooperation strategies during Test 1 and Test 2 Initially, only 53.3% of students provided correct answers in Test 1, indicating a lack of effective collaboration However, following targeted guidance from the teacher, their cooperative efforts improved markedly, resulting in an increase of correct answers to 86.7% in Test 2, which represents a notable rise of over 30%.
A questionnaire consisting of 16 questions was administered to 30 readers, focusing on their perspectives regarding reading comprehension The initial three questions explored students' views on the significance of reading comprehension, their self-assessment of reading speeds, and their insights into factors influencing comprehension The subsequent 13 questions delved into the reading strategies employed by the participants during their reading activities.
II.3.2.1 Readers’ attitudes to reading comprehension
Question 1 asks the participants how important reading comprehension is to their purpose of English learning
Chart 3.4 presents the percentage of the students‟ answers to the first question
Not important at all Not important
A little important Important Very important
Chart 3.4 reveals that all students recognize the significance of reading comprehension in their English learning journey A substantial 86.7% view it as very important, while 13.3% consider it important Notably, none of the students (0%) believe that reading comprehension is unimportant for their English learning goals.
Question 2 asks the students to evaluate their reading speeds
Chart 3.5 shows the participants‟ answers to the second questions
Very slow Slow Average Fast Very fast
According to chart 3.5, none of the students rated their reading speed as either very fast or very slow The majority, comprising 56.7%, considered their reading speed to be average Meanwhile, 20.0% of the students perceived themselves as slow readers, while 23.0% assessed their speed as fast.
Question 3 asks the participants to indicate the importance of the following factors to reading comprehension
B have a good knowledge of English grammar
C have a good knowledge of the reading topic
The results of participants‟ answers to the 3rd question will be presented in the following chart
In response to question 3A, 43.3% of students regarded having a large English vocabulary as very important, while over half (56.7%) considered it important For question 3B, an equal percentage of participants (43.3%) deemed a strong knowledge of English grammar as very important, with 53.3% acknowledging its importance Conversely, only 3.3% of students felt that grammar knowledge was somewhat important.
In response to question 3C, 20.0% of students indicated that having a strong understanding of the reading topic is very important, while 53.3% considered it important Conversely, 26.7% of students felt this factor was only somewhat important Additionally, regarding question 3D, all interviewees recognized the significance of reading strategies in enhancing reading comprehension.
The study examined 13 questions related to students' reading strategies, categorizing them into metacognitive, cognitive, and social/affective strategies based on O'Malley and Chamot's 1990 framework This analysis aimed to assess the effectiveness of the reading strategies used by participants, leveraging the framework and the two reading tests for clarity.
The initial section presents the findings from the questionnaire regarding participants' metacognitive strategies These strategies were classified into three categories: planning, monitoring, and evaluation, with four specific questions addressing these categories, identified as items 4, 5, 6, and 7.
Chart 3.7 presents the percentage of responses given by the participants
Chart 3.7 Questionnaire Results: Metacognitive Strategies
As shown above, most students employed the three given metacognitive strategies while reading
Test Results – Metacognitive Strategies
The analysis of Chart 3.1 indicates that students initially struggled with metacognitive strategies for reading comprehension, with only 63.3% correctly answering planning questions and nearly 70.0% succeeding in monitoring Evaluation strategies were particularly weak, with only 43.3% providing correct answers However, after receiving guidance and practice from their teacher, students showed significant improvement in Test 2, achieving 83.3% accuracy in planning and nearly 90.0% in monitoring Furthermore, the percentage of correct answers for evaluation strategies rose dramatically from 43.3% to approximately 73.3% These results demonstrate that the students' reading strategies improved substantially with the support and guidance of their teacher.
Results from the students‟ tests about cognitive strategies are shown in bar chart 3.2 below
Repitition Grouping Deduction Imagery Eleboration Transfer Inferencing Sumarizing
Test Results – Cognitive Strategies
Chart 3.2 clearly demonstrated the two test results from the participants In comparison with metacognitive strategies, their cognitive strategies were much worse in Test 1 The cognitive reading strategies with the highest percentage of the students who gave correct answers were summarizing and inferencing (66.7%, and 75.0%) As for repetition strategy, only more than half of them were correct For imagery and transfer strategies, nearly 60.0% of them gave correct answers The cognitive strategies with the lowest percentage of the participants who gave correct answers were grouping (36.7%), elaboration (36.7%), and deduction (41.7%)
The cognitive strategies of students showed significant improvement in Test 2, with the correct answers for the repetition strategy rising dramatically from 51.7% to 90.0% Similarly, the elaboration strategy saw a notable increase of 40.0%, jumping from 36.7% to 76.7% The grouping strategy also improved, with correct answers increasing from 36.7% to 60.0% Additionally, the deduction strategy experienced a substantial rise of 35.0%, moving from 40.0% to 76.7% Other cognitive strategies, including imagery, transfer, and inferencing, showed slight increases as well.
Social and affective strategies play a crucial role in modern teaching methods, emphasizing their significance for students This study specifically focused on the cooperation strategy, and the subsequent chart illustrates the percentage of participants who answered correctly using this strategy across two tests.
Test Results –Social/Affective Strategies
The bar chart 3.3 illustrates the evolution of students' cooperation strategies between Test 1 and Test 2 Initially, only 53.3% of students provided correct answers in Test 1, indicating a lack of effective collaboration However, with targeted guidance from their teacher, there was a remarkable improvement in their cooperation strategies By Test 2, the percentage of correct answers rose significantly to 86.7%, reflecting an increase of over 30% compared to the first test.
A questionnaire consisting of 16 questions was administered to 30 readers, focusing on their personal views regarding the significance of reading comprehension, self-assessment of reading speeds, and perceptions of factors influencing comprehension The latter part of the questionnaire delved into the reading strategies employed by the participants during their reading activities.
II.3.2.1 Readers’ attitudes to reading comprehension
Question 1 asks the participants how important reading comprehension is to their purpose of English learning
Chart 3.4 presents the percentage of the students‟ answers to the first question
Not important at all Not important
A little importantImportantVery important
Questionnaire Results: Question 1
Chart 3.4 reveals that all students recognize the significance of reading comprehension in their English learning, with 86.7% deeming it very important Additionally, 13.3% consider it important, while none of the students (0%) believe it to be unimportant for their English language goals.
Question 2 asks the students to evaluate their reading speeds
Chart 3.5 shows the participants‟ answers to the second questions
Very slow Slow Average Fast Very fast
According to chart 3.5, none of the students rated their reading speed as very fast or very slow The majority, 56.7%, considered their reading speed to be average, while 20.0% perceived themselves as slow readers and 23.0% identified as fast readers.
Question 3 asks the participants to indicate the importance of the following factors to reading comprehension
B have a good knowledge of English grammar
C have a good knowledge of the reading topic
The results of participants‟ answers to the 3rd question will be presented in the following chart
In response to question 3A, 43.3% of students considered a large English vocabulary to be very important, while over half (56.7%) deemed it important For question 3B, the same percentage of participants (43.3%) rated a strong knowledge of English grammar as very important, with 53.3% acknowledging its importance Conversely, only a small fraction of students (3.3%) regarded grammar knowledge as slightly important.
In response to question 3C, 20.0% of students indicated that having a strong understanding of the reading topic is very important, while 53.3% considered it important Conversely, 26.7% of students felt that this factor was only somewhat important Additionally, regarding question 3D, all interviewees acknowledged the significance of reading strategies in enhancing reading comprehension.
The article examines 13 questions focused on students' reading strategies, categorized into metacognitive, cognitive, and social/affective strategies based on O'Malley and Chamot's 1990 framework This analysis aims to clarify the effectiveness of the reading strategies used by participants, utilizing the established framework and two forms of reading tests.
The initial section presents the findings from the participants' responses regarding their metacognitive strategies These strategies are classified into three categories: planning, monitoring, and evaluation, with four specific questions addressing these categories, identified as items 4, 5, 6, and 7.
Chart 3.7 presents the percentage of responses given by the participants
Chart 3.7 Questionnaire Results: Metacognitive Strategies
As shown above, most students employed the three given metacognitive strategies while reading
In a recent study on reading strategies, it was found that 86.7% of students previewed headings and illustrations to grasp the main idea before reading, while 90.0% skimmed the text for key concepts prior to focusing on details Additionally, 90.0% of students employed monitoring techniques to verify their comprehension and the accuracy of their written work during reading Furthermore, 86.7% of participants checked their answers after completing the reading, highlighting the effectiveness of these strategies in enhancing understanding.
The second part of the article presents the results of a questionnaire on cognitive reading strategies utilized by participants, highlighting eight subtypes: repetition, grouping, deduction, imagery, elaboration, transfer, inferencing, and summarizing, which were coded from items 8 to 15 The students' responses will be illustrated in the accompanying chart.
Chart 3.8 Questionnaire Results: Cognitive Strategies
The results in chart 3.8 show some differences and similarities among the responses given by the participants
In a recent study, 70% of participants employed repetition strategies by focusing on new sentence patterns to enhance their knowledge Additionally, 80% were able to identify words with similar meanings while reading, demonstrating effective grouping skills Remarkably, 90% of the students utilized deduction strategies to comprehend the material However, 23% of the students did not leverage imagery strategies, indicating a lack of personal visual representation to aid in understanding or memorizing new vocabulary and information.
A significant 86.7% of students employed elaboration and transfer strategies, while 83.3% utilized inferencing and summarizing techniques These students demonstrated the ability to deduce the meanings of unfamiliar words using contextual clues and effectively summarized the main ideas of the texts after reading.
The final reading strategy to explore is the social/affective strategy, focusing specifically on cooperation Chart 3.9 presents the findings from the questionnaire regarding the cooperation strategy.
Chart 3.9 Questionnaire Results: Social/Affective Strategies
According to chart 3.9, 90.0% of participants collaborated with their classmates to tackle questions in the reading texts, highlighting the significance of this reading strategy for students.
Based on the results of the study, some issues regarding the students‟ attitudes to reading comprehension and reading strategies will be discussed below
The questionnaire results revealed that nearly all students recognize the significance of reading comprehension in their English language learning When asked about factors influencing their reading comprehension, almost all students emphasized the necessity of employing effective reading strategies This article will further explore the students' reading strategies, focusing on three key types: metacognitive, cognitive, and social/affective strategies.
The study on metacognitive strategies—planning, monitoring, and evaluation—revealed that students effectively practiced and acquired these reading strategies through two tests and questionnaires Initially, Test 1 indicated that students struggled with their metacognitive reading strategies, particularly in evaluation, as many provided incorrect answers However, after two months of practice, Test 2 demonstrated significant improvement Additionally, questionnaire results supported these findings To introduce these strategies, the researcher designed reading texts with related questions and implemented one text in a 60-minute classroom session, guiding students in applying the strategies to answer comprehension questions Other texts were provided for home practice.
The analysis of tests and questionnaires highlighted the effectiveness of various cognitive reading strategies, including repetition, grouping, deduction, imagery, elaboration, transfer, inferencing, and summarizing Test 1 results indicated that students' cognitive reading strategies were less effective than their metacognitive strategies However, by Test 2, there was a notable improvement in cognitive strategies, particularly in repetition and elaboration Despite students reporting careful practice of transfer and imagery strategies, data showed minimal improvement in these areas This could be attributed to students' limited reading comprehension skills, stemming from years of ineffective reading practices, and their backgrounds from rural and mountainous regions, which offered fewer opportunities for English language exposure and access to learning materials.
Questionnaire Results: Cognitive Strategies
Chart 3.8 Questionnaire Results: Cognitive Strategies
The results in chart 3.8 show some differences and similarities among the responses given by the participants
In a recent study, 70% of students utilized repetition strategies by concentrating on new sentence patterns to enhance their understanding Additionally, 80% demonstrated the ability to group words with similar meanings during reading activities Notably, 90% of the participants employed deduction strategies effectively However, it was found that 23% of students did not leverage imagery techniques, failing to create personal visual images to aid in the comprehension and retention of new vocabulary or information while reading.
A significant 86.7% of students employed elaboration and transfer strategies, while 83.3% utilized inferencing and summarizing techniques These students demonstrated the ability to infer the meanings of new words from contextual clues and effectively summarize the main ideas of texts after reading.
The final reading strategy to explore is the social/affective strategy, specifically focusing on cooperation Chart 3.9 presents the questionnaire results related to this cooperation strategy.
Questionnaire Results: Social/Affective Strategies
According to chart 3.9, 90.0% of participants collaborated with their classmates to tackle questions from the reading texts, highlighting the significance of this reading strategy for students.
Based on the results of the study, some issues regarding the students‟ attitudes to reading comprehension and reading strategies will be discussed below
The findings from the questionnaires revealed that nearly all students recognized the significance of reading comprehension in their English language learning When prompted to identify factors influencing their reading comprehension, almost all students emphasized the necessity of effective reading strategies Furthermore, the discussion will delve into the students' reading strategies, categorized into three types: metacognitive, cognitive, and social/affective strategies.
The study on metacognitive strategies—planning, monitoring, and evaluation—revealed that students effectively practiced and acquired reading strategies through two tests and questionnaires Initially, Test 1 indicated that their metacognitive reading strategies were lacking, particularly in evaluation, as many students provided incorrect answers However, after two months of focused practice, Test 2 demonstrated significant improvement Questionnaire results corroborated this progress To facilitate the introduction of these strategies, the researcher created reading texts accompanied by relevant questions, implementing one text in a 60-minute classroom session where students received guidance on answering comprehension questions Additional texts were assigned for home practice.
The analysis of cognitive reading strategies, including repetition, grouping, deduction, imagery, elaboration, transfer, inferencing, and summarizing, indicated varying effectiveness among students, as evidenced by test results and questionnaires Test 1 showed that students' cognitive reading strategies were less effective than their metacognitive strategies However, by Test 2, there was a notable improvement in cognitive strategies, particularly in repetition and elaboration Despite students reporting diligent practice of transfer and imagery strategies, these did not show significant improvement, likely due to limitations in reading comprehension skills and a lack of exposure to English resources, especially for those from rural and mountainous regions.
The statistical analysis of tests and questionnaires indicated the effectiveness of the social and affective reading strategies employed by students Initially, students primarily practiced speaking in pairs or groups, neglecting reading comprehension They tended to work individually on reading comprehension texts, often skipping difficult sections However, after two months, they demonstrated improved collaboration, successfully working together with classmates or friends to tackle challenges in reading texts.
The study demonstrated that effective reading strategies significantly enhance students' reading comprehension abilities However, it also revealed certain weaknesses and challenges in their application Consequently, the researcher concludes that these strategies can be utilized more effectively in reading classes at TNCET with the implementation of appropriate teaching and learning methods The writer will offer recommendations on effective reading methods to be practiced in these classes.
Teachers should consistently teach reading strategies throughout the year, ensuring these strategies are relevant to the texts and tasks at hand It is essential for educators to provide students with ample opportunities to practice the strategies they have learned Additionally, teachers must carefully consider the timing and context in which these reading strategies are applied within the curriculum To align with course objectives, teachers should thoughtfully prepare and design reading tasks and activities that effectively integrate these strategies.
Teachers should systematically practice and reinforce students' reading strategies during reading activities They should assign diverse reading materials for both school and home to enhance comprehension Additionally, creating or compiling more reading exercises will help improve students' reading skills while consolidating their vocabulary and grammar knowledge.
The study indicates that most students primarily utilize a bottom-up reading model, which may hinder their effectiveness in employing various reading strategies Consequently, educators should guide students in integrating both bottom-up and top-down reading approaches during lessons By leveraging the strengths of these models, teachers can enhance students' reading skills across different tasks.
Students must understand that reading comprehension is an active process that requires the simultaneous use of various strategies To enhance their reading skills, they should consistently practice these strategies, leading to gradual improvement in their reading comprehension abilities.
In addition, students should be willing to practice reading both at school and at home When taking part in a reading comprehension task, students should:
1 Preview the headings, illustrations and the text to guess the main idea of the text before reading;
2 Read questions to know what to focus;
3 Determine suitable strategies according to their reading purposes;
4 Cooperate with the classmates or friends;
5 Use a dictionary for new words or expressions;
6 Seek teachers‟ assistance for difficult parts in the reading texts if they fail to comprehend it even after they have worked in groups/pairs
Students should focus on enhancing their grammar and vocabulary skills, as these are crucial for improving reading comprehension In turn, better reading comprehension will further enrich their understanding of grammar structures and expand their vocabulary.
This chapter analyzes and discusses the results of tests and questionnaires focused on three types of reading strategies: metacognitive, cognitive, and social/affective, as outlined by O'Malley and Chamot (1990) It presents and examines the findings from two tests concerning 12 reading strategies, followed by an analysis of questionnaire results reflecting students' attitudes towards reading comprehension and their use of these strategies The chapter concludes with discussions of the data and offers recommendations for enhancing the effective use of reading strategies in classroom settings.
The study aimed to explore the reading strategies employed by first-year non-English major students at TNCET and assess their effectiveness in reading classes This section summarizes the findings, outlines the study's limitations, and offers recommendations for future research.
This study is structured into three key sections: an introduction, development, and conclusion The first part offers a concise overview of the research, outlining its rationale, objectives, significance, scope, and overall design.
Part 2 is the development with 3 chapters presenting a review of literature concentrating on the issues related to reading comprehension and reading strategies (chapter 1); the methodology employed in this study in terms of participants, data collection instruments, and data collection procedures (chapter 2) Also, in this part, presentation of data results, discussion of the findings of the study, and some recommendations are given (chapter 3) Part 3 provides the conclusions drawn out and the limitations of the study It also suggests directions for further study