Rationale of the study
In today's globalized world, English stands out as a vital language for international communication and exchange It serves as an essential tool for countries, including Vietnam, to engage with modern technology and stay informed about the latest advancements across various fields.
Since 1971, the teaching and learning of English have gained significant attention, leading to a rapid increase in demand for English language education In recent years, English has established itself as the most widely taught foreign language across all educational levels globally In Vietnam, English is a compulsory subject not only in tertiary institutions but also in primary and high schools.
Hanoi University of Industry (HaUI) takes pride in its role as a multidisciplinary training institution that significantly contributes to technological advancements and the industrialization process In addition to its General English courses, the university offers specialized English for Specific Purposes (ESP) courses, such as English for Business and English for Electrical Engineering, which have garnered considerable interest from students However, effectively teaching and learning ESP presents its own set of challenges.
Reading is often regarded as the most crucial skill for students learning English as a second or foreign language (Carrel, 1981:1) Despite its significance, reading comprehension remains one of the least engaging aspects for both educators and learners English lecturers in the field of Electrical Engineering strive to make English for Specific Purposes (ESP) reading lessons more appealing, yet their efforts frequently fail to achieve the intended impact.
The question of how to deal with English for Electrical Engineering reading more effectively at my university has always been haunted in my mind Although
ESP reading strategies have been integrated into programs at Hanoi University of Industry (HaUI), yet a comprehensive evaluation of their effectiveness is still lacking This study seeks to assess the teaching of ESP reading strategies specifically for third-year Electrical Engineering students The goal is to provide actionable recommendations to enhance the efficiency of teaching ESP reading strategies.
Aims and objectives of the study
This study evaluates the ESP reading strategies used in teaching third-year Electrical Engineering students at HaUI, with the goal of providing recommendations to improve the quality of instruction in ESP reading for lecturers.
This study aims to identify the teaching strategies utilized by lecturers in English for Specific Purposes (ESP) reading for third-year Electrical Engineering students, as well as the benefits these strategies provide to the students.
Scope of the study
The ESP course at HaUI caters to all third-year students across eight majors; however, due to time, duration, and financial constraints, the study focuses exclusively on third-year students from the Faculty of Electrical Engineering Each ESP reading lesson integrates reading and writing skills along with translation techniques This study specifically aims to evaluate the lecturers' strategies in teaching the ESP reading skill, without delving into all aspects of writing and translation Participants include Electrical Engineering students who have completed the ESP course in the second term of their third year.
Significance of the study
This study aims to explore the English for Specific Purposes (ESP) reading strategies utilized by lecturers for third-year Electrical Engineering students at HaUI The research findings are anticipated to highlight the most effective strategies to boost student engagement in ESP reading lessons Consequently, recommendations will be provided to enhance the reading skills of third-year students.
Research methodology
In order to achieve the research aims and objectives, the study is to find out answers to the following research questions:
1 What strategies do the lecturers currently employ in teaching ESP reading for Electrical Engineering third-year students at HaUI?
2 How beneficial are the lecturers’ teaching ESP reading strategies to Electrical Engineering third-year students at HaUI?
This study employs a mixed-method approach, integrating both qualitative and quantitative research techniques to address the two research questions It utilizes survey questionnaires directed at ESP lecturers and third-year Electrical Engineering students A comprehensive discussion of the methodology is provided in Chapter 2.
Design of the study
The study consists of three main parts as follow:
Part A, Introduction, presents a brief introduction of the rationale for the study, the aims and objectives, scope, significance, research method as well as design of the study
Part B, Development, includes the following chapters:
Chapter 1 , Literature review, deals with the theoretical background of the study and results from the previous studies for the issues relevant to the field investigated
Chapter 2, Methodology, describes the context and the research methodology of the study
Chapter 3 , Results and Discussions , presents analysis, discussions and evaluation basing on results of the study
Part C of the conclusion encapsulates the key findings of the study while addressing its limitations and proposing areas for future research Additionally, the study features a References section that lists the sources consulted and Appendices that include the survey questionnaires utilized for both students and lecturers.
LITERATURE REVIEW
Theoretical Background
Reading is the most crucial skill in learning a second language, especially in English as a second or foreign language Various linguists offer differing definitions of reading in English, reflecting their unique perspectives on the process.
Reading is defined as a psycholinguistic process in which the reader reconstructs a message encoded by the writer through graphic displays (Goodman, 1971) This perspective emphasizes two parallel activities in reading: looking and understanding (Williams, 1990) Consequently, readers must interpret the meanings of words based on their contextual usage.
From another view of reading, Rubin and Thompson (1994: 91) pointed out
Reading is an active process of seeking information where readers connect new insights from the text to their existing knowledge This perspective highlights the significance of a reader's prior understanding of the world, which plays a crucial role in their overall reading success.
Moreover, according to the New Criticism, reading is just a process of
„recreating‟ in our mind the mental condition of the authors or the writer (Eagleton, 1996: 41)
Reading is a multifaceted process that encompasses looking at text, comprehending its meaning, and encoding the significance of words based on their contextual usage While no single definition can encompass all aspects of reading, linguists agree that these core elements are essential to the reading experience.
To enhance students' reading comprehension, educators should incorporate three key processes: schema theory, bottom-up processing, and top-down processing This section will define these essential concepts to provide a clearer understanding of their roles in improving reading skills.
In his 1982 article "Effects on Reading Comprehension of Building Background Knowledge," Johnson discusses the schema theory, which emphasizes the importance of learners' prior knowledge in understanding texts He argues that a reader's past experiences shape their comprehension and retention of material, suggesting that learners interpret texts through the lens of their existing knowledge This highlights the critical role that background knowledge plays in effective reading comprehension.
Schema theory, as defined by Nuttall (1996), refers to a mental structure that is abstract and organized, deriving from our past experiences to help us interpret new texts Nunan (1999) further emphasizes that this theory posits that our previous experiences create a mental framework that aids in comprehending new information.
To effectively understand texts, students must cultivate new schemata related to language, text interpretation, and diverse cultural practices and values Schema theory posits that text comprehension is an interactive process, which can be categorized into three components: bottom-up processing, top-down processing, and interactive processing.
1.1.2.2 Bottom – up and Top-down processing
The bottom-up approach, introduced by Gough in 1972, focuses on the reading process that progresses from individual parts to the whole This text-based method highlights the significance of the text itself, making it essential for readers to understand individual words and enhance their vocabulary skills.
According to Nunan (1991), reading is a sequential process where readers decode text word by word, connecting them into phrases and sentences This process involves interpreting meaning by translating language from one symbolic form to another.
Silberstein (1994) posits that understanding text involves the concurrent engagement of two information processing models Readers derive meaning by recognizing letters and words, deciphering sentence structures, and ultimately interpreting paragraphs and the entire text.
As shown above, it is clear that the theory of bottom-up processing given by Silberstein (1994) is the most detailed one
Goodman (1975) emphasizes that top-down processing prioritizes the overall text and the influence of schemata or background knowledge in text interpretation In this reading model, readers' prior knowledge and past experiences play a crucial role in understanding the material.
The primary distinction between top-down and bottom-up processing in reading is that readers do not utilize every piece of information in a text; instead, they selectively focus on portions that align with their current objectives This selective reading allows them to predict and validate meanings by connecting new information with their existing knowledge (Carrell & Eisterhold, 1983; Carrell, 1988a).
Readers can approach a text through two primary methods: bottom-up processing for detailed understanding and top-down processing for grasping main ideas While individuals may rely on one of these strategies, effective comprehension of complex texts typically requires a combination of both This interplay between the two methods fosters interactive processing, which will be explored further in the subsequent sections.
Interactive reading, which combines top-down and bottom-up processing, is essential for successful reading According to Hayes (1991: 7), interactive models suggest that various processes contribute to a shared understanding, with information from each processing type being integrated to achieve the most accurate interpretation of the text.
Previous Studies in the Same Field
This chapter presents the context and the research methodology of the study
The study was carried out at Hanoi University of Industry (HaUI), located in Bac Tu Liem District, Hanoi At HaUI, English is taught in two stages: the first stage focuses on General English, lasting five terms with 405 periods, utilizing the New Headway Elementary and Intermediate textbooks by Liz and John Soars (2000) During this initial stage, students develop their listening, speaking, reading, and writing skills, aiming to build a solid foundation in the English language.
In the second semester of their third year, students undertake a specialized English for Specific Purposes (ESP) course, which spans one term and consists of 45 periods This course emphasizes reading skills, accounting for 33 periods, while translation, writing, and testing comprise approximately 12 periods The curriculum is tailored to enhance students' professional English knowledge relevant to their major fields, preparing them for future job requirements At HaUI, ESP is offered in eight distinct major fields, focusing on developing reading skills and translation techniques Prior to this stage, students complete a General English course to build a foundational language proficiency.
Electrical engineering students are required to attend three ESP periods weekly, utilizing the textbook “English for Electrical and Electronics Engineering,” which integrates authentic texts compiled by ESP lecturers at HaUI This textbook consists of six units, each covering a specific topic and lasting between 3 to 9 periods, with reading lessons taught over three periods The primary objective of the ESP course is to enhance students' vocabulary related to their major and improve their skills in reading and translating technical materials While the course emphasizes language skills such as reading, writing, and translation, it prioritizes knowledge pertinent to the students' specific field over general language proficiency Reading is particularly crucial for most electrical engineering students.
METHODOLOGY
Methodology
The study is to find out the answers to the following questions:
1 What strategies do lecturers employ in teaching ESP reading for Electrical Engineering third-year students at HaUI?
2 How beneficial are lecturers’ teaching ESP reading strategies to Electrical Engineering third-year students at HaUI?
To achieve the research aims and objectives, document analysis and surveys of both students and lecturers were conducted This section outlines the details regarding the participants, the research instruments used, and the procedures for data collection.
The participants of this study include third-year students at Electrical Engineering faculty and ESP lecturers
In the 2014-2015 academic year, a study was conducted involving 100 third-year students from the Electrical Engineering faculty at HaUI, selected randomly from five English classes The researcher specifically chose the odd-numbered classes: Electrical Engineering 1, Electrical Engineering 3, and Electrical Engineering 5, to participate in the research.
Students aged 20 to 22, primarily male, hail from rural and remote areas with limited English study opportunities Despite successfully passing the General English course examinations, a significant disparity in English proficiency persists among them, highlighting the challenges they face in language acquisition.
At HaUI, five lecturers teach English for Electrical Engineering, with four participating in the study The lecturers, aged between 25 and 35, include three females and one male, highlighting a notable gender ratio Three of the lecturers hold degrees from the English Department at the University of Foreign Languages Studies, Vietnam National University, Hanoi, while one graduated from the Faculty of English at Hanoi University of Science and Technology All participants possess MA degrees and have a minimum of three years of experience teaching English for Specific Purposes (ESP) at HaUI.
In this study, data was collected with the use of two survey questionnaires, one for students and one for lecturers
The survey questionnaires for both students and lecturers focused on the activities employed in teaching English for Specific Purposes (ESP) reading across different stages: pre-reading, while-reading, and post-reading Questions 1, 3, and 5 utilized a 4-point Likert scale to assess the frequency of these activities, with responses ranging from "Never" to "Usually." Additionally, the students' survey included questions that evaluated the perceived benefits of these activities, using a scale from "Not beneficial" to "Very beneficial." Respondents selected the option that best reflected their opinions.
Reasons for choosing survey questionnaires
Surveys are widely recognized as the most effective and commonly used research tool, as they offer an economical and time-saving method for data collection (Nunan, 1992) Questionnaires provide a logical and straightforward way to gather information from individuals (Wisker, 2001:32) This study utilizes questionnaires to explore the teaching activities employed by lecturers in instructing ESP reading for third-year Electrical Engineering students.
This survey aims to identify the teaching strategies utilized by lecturers for instructing third-year Electrical Engineering students in English for Specific Purposes (ESP) reading, while also exploring the students' expectations regarding teaching activities that could enhance their reading comprehension skills (Refer to Appendix A for the survey questionnaire.)
The student survey questionnaire comprises seven questions, translated into Vietnamese for better comprehension Questions 1, 3, and 5 aim to investigate the reading activities utilized by lecturers during pre-reading, while-reading, and post-reading stages, as well as the benefits these activities provide to students Meanwhile, Questions 2, 4, and 6 focus on how lecturers organize these activities in teaching ESP reading lessons at each stage Lastly, Question 7 seeks to understand students' expectations regarding how teaching could enhance their reading comprehension.
This survey aims to investigate the strategies used by lecturers to teach English for Specific Purposes (ESP) reading to third-year Electrical Engineering students, identify the challenges they face in this process, and gather their suggestions for enhancing their teaching methods The survey includes eight questions, with a focus on key aspects of ESP reading instruction For further details, please refer to Appendix B.
This article investigates the activities employed by lecturers during the pre-reading, while-reading, and post-reading stages of teaching English for Specific Purposes (ESP) It examines how lecturers organize students for practice at each reading stage and identifies the challenges they encounter when teaching ESP reading texts Additionally, the article gathers personal suggestions from lecturers on enhancing ESP reading strategies.
The researcher personally conducted a survey among students and lecturers at the Faculty of Electrical Engineering, distributing 100 questionnaires She visited each class to explain the survey's purpose and provided instructions on how to complete it, encouraging students to seek clarification on any unclear items The completed questionnaires were collected immediately after students finished them.
Four ESP lecturers took part in the survey questionnaires The researcher gave each of the lecturers a survey questionnaire and asked them to return after a day
Though a hundred survey questionnaires were given to students, only 98 were collected However, 3 survey questionnaires were excluded due to a lot of missing information, 95 survey questionnaires were employed for data analysis
Four lecturers‟ survey questionnaires were returned to the researcher on time Therefore, all these data are taken into analysis.
RESULTS AND DISCUSSIONS
Lecturers‟ teaching ESP reading strategies
The term “activities” are used instead of “strategies” for both students and lecturers‟ survey questionnaires because as discussed in Literature Review in chapter
1, each stage of reading is characterized by its own aims and activities
3.1.1 Lecturers’ activities in pre-reading stage
Table 3.1 below reports students‟ points of view about lecturers‟ activities in pre-reading stage
Items Pre-reading stage activities Frequency of use (%)
1 Ask questions relating to the topic of the reading text 0 7.37 29.47 63.16
2 Briefly introduce the topic of the ESP reading text 0 0 26.32 73.68
3 Encourage students to guess the topic of the reading text through the heading(s) 42.11 37.89 8.42 11.58
4 Encourage students to guess the topic of the reading text through the illustration(s) 40 41.05 18.95 0
5 Encourage students to guess the topic of the reading text through the visual aid(s) 84.21 5.26 10.53 0
6 Use language games to introduce the topic of the reading text 57.89 14.74 27.37 0
7 Use music to introduce the topic of the reading text 48.42 42.11 9.47 0
8 Allow students to discuss the topic of the reading text in pairs or in groups 0 0 10.53 89.47
9 Provide the meaning of new terminologies and new structures in the ESP reading text 0 0 31.58 68.42
Show students how to predict the content of the reading text through the title(s) or sub-title(s) or heading(s)
11 Ask students to brainstorm ideas related to the reading content 3.16 14.74 25.26 56.84
Table 3.1: Students’ evaluation of lecturers’ activities in pre-reading stage
In the pre-reading stage, the most commonly utilized activity by lecturers is item 8, with a frequency of 89.47% Following closely, item 2 is used by 73.68% of lecturers, while item 9 is employed by 68.42% Additionally, item 1 engages 63.16% of lecturers, and item 11 is applied by 56.84% However, it is noteworthy that two frequently used activities, item 2 and item 9, are not considered key pre-reading activities according to linguists such as William, Smith, and Davies discussed in Chapter 1.
Despite the recommendations from experts like William, Carrel et al., Smith, and Davies, the most effective pre-reading activities are seldom utilized by ESP lecturers Notably, items 10, 7, 5, 4, 3, and 6 show usage rates of 100%, 90.53%, 89.41%, 81.05%, 80%, and 72.63% respectively, indicating a significant gap between suggested practices and actual implementation.
The findings of frequency of using activities in teaching ESP reading in pre- reading stage from the lecturers‟ points of views are presented in table 3.2 below
Items Lecturers’ activities (in pre-reading stage) Frequency of use (%)
1 Ask questions relating to the topic of the reading text 0 0 50 50
2 Briefly introduce the topic of the ESP reading text 0 0 25 75
3 Encourage students to guess the topic of the reading text through the heading(s) 0 25 50 25
4 Encourage students to guess the topic of the reading text through the illustration(s) 25 25 25 25
5 Encourage students to guess the topic of the reading text through the visual aid(s) 25 25 50 0
6 Use language games to introduce the topic of the reading text 0 75 25 0
7 Use music to introduce the topic of the reading text 0 100 0 0
8 Allow students to discuss the topic of the reading text in pairs or in groups 0 0 0 100
9 Provide the meaning of new terminologies and new structures in the ESP reading text 0 0 25 75
10 Show students how to predict the content of the reading text through the title(s) or sub-title(s) or heading(s) 25 75 0 0
11 Ask students to brainstorm ideas related to the reading content 0 0 50 50
Table 3.2: Lecturers’ self-evaluation of their activities in pre-reading stage
In the pre-reading stage, the most commonly utilized activity is item 8, with a full 100% of lecturers employing it Additionally, items 2 and 9 are frequently used by 75% of lecturers Lastly, 50% of lecturers incorporate both item 1 and item 11 during this stage.
Table 3.2 indicates that all lecturers (100%) rarely or never utilize items 7 and 10 Furthermore, a significant number of lecturers report infrequent use of certain pre-reading activities, with 75% rarely or never using item 6 and 50% for items 4 and 5.
The frequency of pre-reading stage activities utilized by lecturers shows a notable similarity in both student evaluations and lecturers' self-evaluations While ESP lecturers occasionally diverge from the suggested activities of linguists such as William, Carrel, Smith, and Davies, there is no evidence to indicate that these activities are not crucial for the pre-reading stage Survey results from both students and lecturers reveal insights into how lecturers organize pre-reading activities, as illustrated in Figures 3.1 and 3.2.
Figure 3.1: Students’ evaluation of lecturers’ activity organization in pre-reading stage
Working individuallyWorking in pairsWorking in groups
Figure 3.2: Lecturers’ self-evaluation of their activity organization in pre-reading stage
Lecturers frequently encourage students to engage in pre-reading stage activities in pairs, as reported by 45.3% of students and 75% of lecturers Additionally, organizing group activities during this stage is common, with 38.9% of students and 50% of lecturers indicating its use This approach enhances learner-learner interaction and boosts motivation among students.
3.1.2 Lecturers’ activities in while-reading stage
The responses to question 3 are presented and analyzed in table 3.3 and 3.4 as follows
Table 3.3 reveals that items 1, 2, 10, 13, and 15 are the most commonly utilized activities by all lecturers (100%) during the while-reading stage Additionally, items 8 and 9 are also frequently employed, with a usage rate of 94.74%.
Items 5 and 4 engage 89.47% and 84.21% of lecturers, respectively Notably, the activities frequently utilized by lecturers align with key practices during the while-reading stage, as outlined by authors Williams, Sheils, Mathews et al., and Karakas in Chapter 1.
Table 3.3 reveals that a significant majority of lecturers, specifically 78.95% and 73.68%, rarely or never utilize items 16 and 3 This trend is understandable, as ESP lecturers often invest considerable time in designing additional exercises Furthermore, prompting students to infer the meanings of unfamiliar words through contextual clues presents a challenging task.
Working individuallyWorking in pairsWorking in groups specific subjects and students‟ ability of perceiving
Table 3.3: Students’ evaluation of lecturers’ activities in while-reading stage
Table 3.4 summarizes the self-evaluation of lecturers regarding their while-reading activities The data indicates that items 1, 2, 8, 9, 10, 13, and 15 are utilized by all lecturers at a frequency of 100% Additionally, 75% of the lecturers frequently employ items 4, 5, and 11 during the while-reading stage.
However, as can be seen in table 3.4, two items 3 and 16 are rarely and/ or
Items While-reading stage activities Frequency of use (%)
1 Identify new vocabularies and terminologies in reading text(s) 0 0 0 100
2 Ask students to find out meanings of new vocabularies and terminologies in dictionary 0 0 0 100
3 Encourage students to guess the meaning of unfamiliar words by using contextual clues 0 73.68 26.32 0
4 Translate sentence by sentence in the reading text into Vietnamese 0 0 15.79 84.21
5 Skip new vocabularies and terminologies and continue reading 0 0 10.53 89.47
6 Make students read the reading tasks first, then read the text to find out the answers 0 0 47.37 52.63
7 Ask students to read the text first; then, do all reading tasks 0 0 49.47 50.53
8 Skim to get main ideas 0 0 5.26 94.74
9 Scan to get specific information 0 0 5.26 94.74
10 Read silently to find the main ideas for each paragraph 0 0 0 100
11 Do all the reading tasks below the reading text 0 0 26.32 73.68
12 Do True/ False exercises to check the understanding about facts and ideas in the reading text 0 47.37 52.63 0
13 Use the information in the text for completing tables 0 0 0 100
14 Use the information in the text for completing diagrams 0 0 36.84 63.16
15 Use the information in the text for doing rephrasing task 0 0 0 100
16 Do extra exercises designed by their lecturer 0 78.95 21.05 0
17 Others (Please specify): ……… 0 0 0 0 never employed by two-thirds of the lecturers in while-reading stage (75%)
Items Lecturers’ activities (in while-reading stage) Frequency of use (%)
1 Identify new vocabularies and terminologies in reading text(s) 0 0 0 100
2 Ask students to find out meanings of new vocabularies and terminologies in dictionary 0 0 0 100
3 Encourage students to guess the meaning of unfamiliar words by using contextual clues 0 75 25 0
4 Translate sentence by sentence in the reading text into
5 Skip new vocabularies and terminologies and continue reading 0 0 25 75
6 Make students read the reading tasks first, then read the text to find out the answers 0 0 50 50
7 Ask students to read the text first; then, do all reading tasks 0 0 75 25
8 Skim to get main ideas 0 0 0 100
9 Scan to get specific information 0 0 0 100
10 Read silently to find the main ideas for each paragraph 0 0 0 100
11 Do all the reading tasks below the reading text 0 0 25 75
12 Do True/ False exercises to check the understanding about facts and ideas in the reading text 0 50 50 0
13 Use the information in the text for completing tables 0 0 0 100
14 Use the information in the text for completing diagrams 0 0 75 25
15 Use the information in the text for doing rephrasing task 0 0 0 100
16 Give extra exercises designed by their lecturer 0 75 25 0
Table 3.4: Lecturers’ self-evaluation of their activities in while-reading stage
The evaluation results reveal a notable correlation between student assessments and lecturers' self-evaluations regarding the use of while-reading stage activities However, a discrepancy arises with item 11, which 75% of lecturers frequently utilize, yet it is absent from student evaluations This suggests that students may not clearly recall all the activities employed by lecturers during the while-reading stage.
The results of the two students and lecturers‟ survey questionnaires in Figure 3.3 and 3.4 below indicate the lecturers‟ ways of organizing students‟ activities in while-reading stage
According to Figures 3.3 and 3.4, individual work is the most commonly utilized method for organizing student activities during the while-reading stage, as reported by 46.32% of students and 50% of lecturers This is followed by pair work, with 33.68% of students and 50% of lecturers indicating its use.
Figure 3.3: Students’ evaluation of lecturers’ activity organization in while-reading stage
Figure 3.4: Lecturers’ self-evaluation of their activity organization in while -reading stage
Lecturers frequently encourage students to work individually to foster the development of their personal ideas, viewpoints, and arguments in response to problems, as well as to complete textbook reading assignments This approach not only enhances student engagement but also simplifies classroom management for instructors.
3.1.3 Lecturers’ activities in post-reading stage
Table 3.5 below indicates students‟ points of view about lecturers‟ activities in while-reading stage
According to the data presented, item 5 is the most commonly utilized activity by lecturers, with a frequency of 94.74% Following closely, item 6 is employed by 73.68% of lecturers Additionally, more than 50% of lecturers incorporate both item 1 and item 3 in their post-reading activities.
Working in pairs Working in groups
Working individually Working in pairs Working in groups stage
In contrast, item 4 is rarely and/ or never employed by 100% of the lecturers In addition, in post-reading stage, lecturers rarely and/ or never use item 7 and item 2
Table 3.5: Students’ evaluation of lecturers’ activities in post-reading stage
Table 3.6 presents the post-reading stage activities based on lecturers' self-evaluations, revealing that 100% of lecturers frequently utilize item 5 Additionally, 75% of the lecturers indicate that items 1, 3, and 6 are also commonly employed in their teaching practices.
Items Lecturers’ activities (in post-reading stage) Frequency of use (%)
1 Ask students to discuss the content and issues related to the reading text 0 0 25 75
2 Summarize the main ideas in the text 0 75 0 25
3 Do the follow-up activities such as writing about the related topic 0 25 0 75
4 Do the follow-up activities such as listening about the related topic 75 25 0 0
5 Translate the text into Vietnamese 0 0 0 100
Items Post-reading stage activities Frequency of use (%)
1 Ask students to discuss the content and issues related to the reading text 0 31.58 10.52 57.9
2 Summarize the main ideas in the reading text 0 73.68 26.32 0
3 Do the follow-up activities such as writing about the related topic 0 10.52 31.58 57.9
4 Do the follow-up activities such as listening about the related topic 84.21 15.79 0 0
5 Translate the text into Vietnamese 0 0 5.26 94.74
6 Encourage students to seek additional reading texts relating to the topic they have learnt 0 0 26.32 73.68
7 Paraphrase what students have learnt 0 78.95 21.05 0
Items Lecturers’ activities (in post-reading stage) Frequency of use (%)
6 Encourage students to seek additional reading texts relating to the topic they have learnt 0 0 25 75
7 Paraphrase what students have learnt 75 25 0 0
Table 3.6: Lecturers’ self-evaluation of their activities in post-reading stage
The results in this table show that three items 2, 4 and 7 are rarely and/ or never applied by the lecturers (100 % and 75% respectively)
Students‟ perception of the benefits
This part concentrates on how beneficial the students gain from teaching ESP reading strategies employed by the lecturers
3.2.1 Benefits from pre-reading stage activities
To facilitate the interpretation of the findings in Table 3.7, the researcher has combined the data from sections B and VB The table below illustrates students' perspectives on the advantages of pre-reading stage activities.
According to Table 3.7, item 9 is rated as the most beneficial activity for students, receiving a 100% approval rating Following this, items 6, 10, 1, and 5 are also deemed beneficial, with approval ratings of 94.74%, 94%, and 92.63%, respectively Additionally, item 4 is recognized as a beneficial activity by 84.21% of students.
Pre-reading stage activities Benefits for students (%)
1 Ask questions relating to the topic of the reading text
2 Briefly introduce the topic of the ESP reading text
3 Encourage students to guess the topic of the 13.68 20 29.47 36.85
Working individuallyWorking in pairsWorking in groups
Pre-reading stage activities Benefits for students (%)
N LB B VB reading text through the heading(s)
4 Encourage students to guess the topic of the reading text through the illustration(s)
5 Encourage students to guess the topic of the reading text through the visual aid(s)
6 Use language games to introduce the topic of the reading text
7 Use music to introduce the topic of the reading text
8 Allow students to discuss the topic of the reading text in pairs or in groups
9 Provide the meaning of new terminologies and new structures in the ESP reading text
10 Show students how to predict the content of the reading text through the title(s) or sub-title(s) or heading(s)
11 Ask students to brainstorm ideas related to the reading content
Table 3.7: Students’ evaluation of benefits from pre-reading stage activities
The researcher analyzed data from both N and LB to assess the least beneficial items, revealing that 64.21% of students consider items 2 and 8 to be either not beneficial or only slightly beneficial to them.
3.2.2 Benefits from while-reading stage activities
The interpretation from table 3.8 is done similarly as it is in table 3.7 The following table 3.8 indicates that students‟ evaluation of benefits from activities in while-reading stage
The table indicates that the majority of activities implemented by lecturers provide significant advantages for students Notably, 100% of students rated item 1 as the most beneficial activity Additionally, many other items, including 2, 4, 5, 6, 7, 8, 9, 10, 11, 13, and 14, also received positive evaluations, highlighting the overall effectiveness of these educational strategies.
15 and 16 are thought to be very beneficial to the majority of the students
Items While-reading stage activities
1 Identify new vocabularies and terminologies in reading text(s) 0 0 0 100
2 Ask students to find out meanings of new vocabularies and terminologies in dictionary 0 0 5.26 94.74
Items While-reading stage activities
3 Encourage students to guess the meaning of unfamiliar words by using contextual clues 0 68.42 31.58 0
4 Translate sentence by sentence in the reading text into
5 Skip new vocabularies and terminologies and continue reading 0 0 15.79 84.21
6 Make students read the reading tasks first, then read the text to find out the answers 0 10.53 36.84 52.63
7 Ask students to read the text first; then, do all reading tasks 0 0 47.37 52.63
8 Skim to get main ideas 0 0 10.53 89.47
9 Scan to get specific information 0 0 10.53 89.47
10 Read silently to find the main ideas for each paragraph 0 0 5.26 94.74
11 Do all the reading tasks below the reading text 0 21.05 78.95 0
12 Do True/ False exercises to check the understanding about facts and ideas in the reading text 0 73.68 26.32 0
13 Use the information in the text for completing tables 0 0 84.21 15.79
14 Use the information in the text for completing diagrams 0 0 78.95 21.05
15 Use the information in the text for doing rephrasing task 0 0 36.84 63.16
16 Do extra exercises designed by their lecturer 0 0 26.32 73.68
Table 3.8: Students’ evaluation of benefits from while-reading stage activities
The researcher analyzed data from N and LB to identify the least beneficial items for students, revealing that items 12 and 3 were rated as not beneficial or only slightly beneficial, with scores of 73.68% and 68.42%, respectively This suggests that these activities may be perceived as boring and ineffective Consequently, it is essential to create more engaging and suitable activities for teaching English for Specific Purposes (ESP) reading to enhance student interest and participation.
3.2.3 Benefits from post-reading stage activities
The analysis of the results in Table 3.9 mirrors that of Tables 3.7 and 3.8 According to the data, 100% of students identified item 5 as the most beneficial activity, while items 6, 2, and 1 were recognized as beneficial by 94.73%, 89.47%, and 84.21% of students, respectively.
1 Ask students to discuss the content and issues related to the reading text 0 15.79 84.21 0
2 Summarize the main ideas in the text 0 10.53 89.47 0
3 Do the follow-up activities such as writing about the related topic 21.05 73.68 5.27 0
4 Do the follow-up activities such as listening about the related topic 26.32 68.41 5.27 0
5 Translate the text into Vietnamese 0 0 5.27 94.73
6 Encourage students to seek additional reading texts relating to the topic they have learnt 5.27 0 94.73 0
7 Paraphrase what students have learnt 0 91.58 8.42 0
Table 3.9: Students’ evaluation of benefits from post-reading stage activities
The researcher combined data from N and LB to interpret the least beneficial items, revealing that over 90% of students believe that items 3, 4, and 7 offer little to no benefit in enhancing their ESP reading skills.
Suggestions for enhancement of students‟ benefits
To provide effective recommendations for ESP lecturers, it is essential to analyze the feedback from student and lecturer survey questionnaires, along with the challenges faced by the lecturers This article will explore the difficulties encountered in teaching ESP reading texts, as well as the expectations of students and the suggestions offered by the lecturers.
3.3.1 Lecturers’ difficulties in teaching ESP reading texts
1 Lack of background knowledge related to reading text(s) 100
3 Do not understand properly the meanings of terminologies 100
4 Too many unfamiliar terminologies in reading texts 75
5 Summarize the main ideas of the reading texts 0
9 Inappropriate reading exercises in reading texts 75
10 Inappropriate task-based in reading texts 50
11 Lack of knowledge of students‟ major 100
Table 3.10: Lecturers’ difficulties in teaching ESP reading texts
From the table 3.10, it can be seen that 100% of the lecturers suppose that items
Teaching English for Specific Purposes (ESP) reading texts presents several challenges for lecturers, primarily due to their limited background knowledge related to the texts and the students' majors, which hinders their understanding of key terminologies Additional difficulties stem from student performance and the quality of textbooks, including insufficient class time, unengaging reading materials, and student apathy Notably, 75% of lecturers acknowledge that factors such as item 4, item 8, and item 9 also contribute to the difficulties encountered in teaching ESP reading texts.
3.3.2 Students’ expectations and lecturers’ suggestions
1 Use language games to introduce the topic of the reading text
2 Use music to introduce the topic of the reading text
3 Use visual aid(s) to ask students to guess the topic of the reading text
4 Encourage students to discuss the topic of the reading text in pairs
5 Encourage students to guess the meaning of unfamiliar words by using contextual clues
6 Provide the meaning of new terminologies and new structures in the ESP reading text(s)
7 Give various kinds of exercises to help students exploit the content of the reading text
8 Help students choose appropriate reading strategies for each reading texts
9 Provide extra exercises to remember vocabulary more easily
10 Provide students with various reading activities
11 Omit inappropriate reading exercises in reading texts and replace by suitable ones
12 Create comfortable environment in each ESP reading lesson
Analysis of Figures 3.7 and 3.8 reveals a unanimous agreement among lecturers and students that items 3 and 10 are crucial for enhancing ESP reading lessons, as they significantly boost student motivation Additionally, item 12 is universally anticipated by all students, while 100% of lecturers endorse items 7, 8, and 11 as effective strategies for teaching ESP reading Furthermore, 75% of lecturers recommend items 1, 5, 6, 9, and 12 Over 90% of students acknowledge that items 1, 6, 7, 8, 9, and 11 contribute positively to their ESP reading improvement Conversely, items 4 and 5 received the least support, with only 42.11% of students and 25% of lecturers endorsing them, indicating their limited effectiveness in enhancing students' ESP reading skills.
Comparison between survey results and evaluation criteria
As specified in chapter 1 pages 12 – 13, the researcher has identified the eight criteria to evaluate teaching ESP reading strategies
First, 100% of the lecturers claim that the reading texts are uninteresting (item
7, Table 3.10) This means that criterion 1 in teaching reading strategies fails
Lecturers have observed that students exhibit a lack of motivation, and their English language proficiency levels vary significantly, with 100% reporting laziness and 75% indicating low proficiency, as shown in Table 3.10 This disparity contributes to difficulties in efficient reading, suggesting that criterion 2 is not being fulfilled.
Many lecturers encounter limitations in their background knowledge regarding reading materials and students' majors, which hinders their ability to fully comprehend specialized terminology As a result, they do not meet the criterion of possessing a rich vocabulary.
Fourth, according to the lecturers and students‟ survey questionnaire, criterion
4 about employing pair work and group work in the reading interactive process is often used in teaching ESP reading by lecturers Therefore, this criterion is a really good
Fifth, all lecturers always play a role as “an instructor” as discussed in criterion
5 through giving instructions and organizing classroom reading activities It implies that this criterion is met
Criterion 6, which emphasizes the importance of offering diverse exercise types, is not being met, as 94.74% of students anticipate their lecturers to provide a variety of exercises to enhance their understanding of the reading material.
Despite having foundational knowledge in their major, Vietnamese students face significant challenges due to limited English proficiency and a lack of specialized terminology, making it difficult for them to engage meaningfully with texts during reading Consequently, the criterion for contributing meaning to a text remains unmet Furthermore, surveys conducted among lecturers and students indicate that the selection of appropriate texts does not align well with students' proficiency levels To address these issues, it is essential to diversify the reading activities in the current textbook, "English for Electrical and Electronics Engineering" at HaUI, as they are often monotonous and repetitive Additionally, the textbook's absence of illustrations fails to inspire students' imagination and enthusiasm for English for Specific Purposes (ESP) reading materials.
To sum up, among eight evaluation criteria, it seems that criterion 4 and 5 are met
In conclusion, Chapter 3 detailed the results from surveys conducted with students and lecturers, utilizing eight criteria to assess the effectiveness of lecturers in teaching English for Specific Purposes (ESP) reading The study's findings successfully addressed the two research questions and achieved the outlined research aims and objectives.
This part will present the summary, the recommendations, the limitations of the study, and the suggestions for further studies.
Conclusion
The evaluation of the effectiveness of ESP reading strategies in training programs is crucial for educational managers, teachers, and learners At HaUI, despite the long-standing implementation of these strategies for Electrical Engineering third-year students, a comprehensive study assessing their effectiveness has yet to be conducted This research aims to evaluate the current ESP reading strategies and provide recommendations for improvement A questionnaire was designed to survey both students and ESP lecturers, focusing on three stages of reading strategies: pre-reading, while-reading, and post-reading The findings aim to identify the teaching methods used by lecturers and the benefits students derive from these strategies, ultimately leading to suggestions for enhancing the quality of ESP instruction at HaUI.
Recommendations
To improve the effectiveness of teaching English for Specific Purposes (ESP) reading strategies, it is essential to address the challenges faced by lecturers and the expectations of students, along with the suggestions provided by instructors This study highlights key implications for enhancing ESP reading instruction based on these insights.
Lecturers are essential to student success, highlighting the need for specialized training for English for Specific Purposes (ESP) educators To effectively meet students' needs, it is vital to enhance the specialized knowledge of ESP lecturers and refine their teaching methodologies These two factors are critical for the successful implementation of ESP courses.
Improvements on specialized background knowledge for the ESP lecturers
Many lecturers face challenges due to their limited background knowledge in specialized subject matter, particularly when required to teach students with special needs in English for Specific Purposes (ESP) To address this, it is crucial to select lecturers who are not only willing but also capable of teaching ESP courses Providing in-service training in ESP, especially focused on areas like English for Electrical Engineering, led by technical specialists, is essential for their development Additionally, self-study using bilingual ESP resources can enhance their understanding of key vocabulary and terminologies Participation in ESP workshops with specialists further enables lecturers to better grasp students' needs and improve their professional expertise.
Improvements on the ESP lecturers’ teaching methodology
Enhancing teaching methodologies is crucial for all lecturers, particularly in English for Specific Purposes (ESP) To optimize lesson effectiveness, ESP lecturers should collaboratively discuss lesson plans, selecting suitable activities and supplementary materials tailored to their students' proficiency levels Investing additional time in preparation, such as sourcing visual aids, music, and interactive language games, can significantly enrich the learning experience Furthermore, while developing extra exercises, lecturers can simultaneously deepen their specialized knowledge, helping to mitigate potential teaching challenges.
Effective ESP teaching materials are crucial for tailoring courses to students' specific subject matter and needs Quality materials should incorporate a variety of engaging texts and activities that enhance a broad range of skills Hutchinson and Waters (1992) emphasize that materials must bridge existing knowledge and new information Survey findings indicate the importance of diversifying reading activities in "English for Electrical and Electronics Engineering" textbooks to prevent monotony Additionally, realistic language exposure through images, such as catalog cards, can help students better understand ESP terminologies Including pre-reading questions for each text can further stimulate student interest and engagement in the topic.
Providing various ESP reading strategies and creating a comfortable classroom atmosphere
Students learning English for Specific Purposes (ESP) expect effective reading strategies to enhance their skills ESP instructors should introduce a variety of techniques, such as skimming, scanning, predicting, and inferring, tailored to different types of texts It is essential that these strategies come with clear instructions and a range of exercises, enabling students to practice and improve their reading abilities effectively.
What‟s more, students expect to take part in a comfortable and positive learning atmosphere in the classroom, which makes them be motivated as much as possible to enjoy reading activities.
Limitations of the study
The study presented valuable insights; however, it is important to acknowledge its limitations The research involved a relatively small sample size, comprising only 95 third-year Electrical Engineering students and 4 English lecturers, which may affect the generalizability of the findings Consequently, while the results are relevant to the context of Electrical Engineering, their applicability in other fields should be approached with caution Additionally, the expansive nature of teaching and learning English for Specific Purposes (ESP) reading makes it challenging to address all aspects within the confines of this study.
Suggestions for further study
This study's limitations suggest several avenues for future research Firstly, expanding the research to include students from different faculties and universities could provide a broader perspective Additionally, while this study focused on the teaching strategies for English in the context of ESP reading skills at HaUI, further investigations could explore strategies for other skills such as listening, speaking, and writing Lastly, since the quality of the current ESP textbook for Electrical Engineering students is lacking, conducting research on the development of a new, high-quality ESP textbook is essential for enhancing the overall teaching effectiveness in this field.
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APPENDICES APPENDIX A SURVEY QUESTIONNAIRE FOR STUDENTS
This survey aims to explore the teaching strategies used by lecturers for English for Specific Purposes (ESP) reading among third-year Electrical Engineering students at HaUI The study's findings will inform recommendations to enhance the quality of ESP reading instruction at HaUI Rest assured, all information provided will remain confidential and will solely be utilized for research purposes Please respond to the questions in Vietnamese.
Please answer the following questions by ticking the most appropriate column (frequency of use and students’ benefits column)
N = Not Beneficial LB = Little Beneficial B= Beneficial VB = Very Beneficial
1/ How often does your lecturer use the activities below to begin a new ESP reading lesson and how beneficial are those activities to you?
Items Activities ( pre-reading stage)
Frequency of use Benefits for students
1 Ask questions relating to the topic of the reading text
2 Briefly introduce the topic of the ESP reading text
3 Encourage students to guess the topic of the reading text through the heading(s)
4 Encourage students to guess the topic of the reading text through the illustration(s)
5 Encourage students to guess the topic of the reading text through the visual aid(s)
6 Use language games to introduce the topic of the reading text reading text
8 Allow students to discuss the topic of the reading text in pairs or in groups
Provide the meaning of new terminologies and new structures in the
Show students how to predict the content of the reading text through the title(s) or sub- title(s) or heading(s)
11 Ask students to brainstorm ideas related to the reading content
2/ How does your lecturer organize students to do those activities? (Tick as many as appropriate)
Work individually Pair work Group work Others (Please specify):
3/ How often does your lecturer use the activities below while teaching an ESP reading lesson and how beneficial are those activities to you?
Frequency of use Benefits for students
1 Identify new vocabularies and terminologies in reading text(s)
2 Ask students to find out meanings of new vocabularies and terminologies in dictionary
3 Encourage students to guess the meaning of unfamiliar words by using contextual clues
4 Translate sentence by sentence in the reading text into Vietnamese
5 Skip new vocabularies and terminologies and continue reading
6 Make students read the reading tasks first, then read the text to find out the answers
7 Ask students to read the text first; then, do all reading tasks
8 Skim to get main ideas
9 Scan to get specific information
10 Read silently to find the main ideas for each paragraph
11 Do all the reading tasks below the reading text
12 Do True/ False exercises to check the understanding about facts and ideas in the reading text
13 Use the information in the text for completing tables
14 Use the information in the text for completing diagrams
15 Use the information in the text for doing rephrasing task
16 Do extra exercises designed by their lecturer
4/ How does your lecturer organize students to do those activities? (Tick as many as appropriate)
Work individually Pair work Group work Others (Please specify):
5/ How often does your lecturer use the activities below in post-reading stage when teaching an ESP reading lesson and how beneficial are those activities to you?
I tems Activities (post-reading stage)
1 Ask students to discuss the content and issues related to the reading text
2 Summarize the main ideas in the reading text
3 Do the follow-up activities such as writing about the related topic
4 Do the follow-up activities such as listening about the related topic
5 Translate the text into Vietnamese
6 Encourage students to seek additional reading texts relating to the topic they have learnt
7 Paraphrase what students have learnt
6/ How does your lecturer organize students to do those activities? (Tick as many as appropriate)
Work individually Pair work Group work Others (Please specify):
7/ What would you like your teacher to do to improve your reading comprehension? (Tick as many as appropriate)
Use language games to introduce the topic of the reading text
Use music to introduce the topic of the reading text
Use visual aid(s) to guess the topic of the reading text
Discuss the topic of the reading text in pairs
Encourage us to guess the meaning of unfamiliar words by using contextual clues
Provide the meaning of new terminologies and new structures in the ESP reading text(s)
Give various kinds of exercises to help us exploit the content of the reading text
Help us choose appropriate reading strategies for each reading texts
Provide extra exercises to remember vocabulary more easily
Omit inappropriate reading exercises in reading texts and replace by suitable ones
Create comfortable environment in each ESP reading lesson
Thank you very much for your cooperation!
PHIẾU KHẢO SÁT DÀNH CHO SINH VIÊN
Bảng câu hỏi khảo sát dưới đây được thiết kế nhằm nghiên cứu các kỹ thuật giảng dạy mà giảng viên áp dụng khi dạy kỹ năng đọc Tiếng Anh chuyên ngành, với mục tiêu nâng cao chất lượng dạy đọc cho sinh viên năm thứ ba khoa Điện, trường Đại học Công nghiệp Hà Nội Mọi thông tin mà các em cung cấp sẽ được sử dụng chỉ cho mục đích nghiên cứu và sẽ được bảo mật hoàn toàn Xin vui lòng trả lời bảng khảo sát này bằng tiếng Việt.
Để đánh giá các câu hỏi, hãy đánh dấu () vào cột phù hợp nhất cho tần suất sử dụng và lợi ích mà nó mang lại cho sinh viên.
1 = Không bao giờ 2 = Hiếm khi 3 = Thỉnh thoảng 4 = Thường xuyên
N = Không có ích LB = Ít có ích B= Có ích VB = Rất có ích
1/ Giảng viên của bạn thường xuyên sử dụng các hoạt động nào dưới đây để bắt đầu dạy một bài đọc tiếng Anh chuyên ngành và những hoạt động đó mang lại lợi ích gì cho bạn?
Số thứ tự Các hoạt động (giai đoạn trước khi đọc)
Lợi ích mang lại cho sinh viên
1 Đặt câu hỏi liên quan đến chủ đề của bài đọc
2 Giới thiệu ngắn gọn chủ đề của bài đọc tiếng Anh chuyên ngành
3 Khuyến khích sinh viên đoán chủ đề của bài đọc thông qua tiêu đề
4 Khuyến khích sinh viên đoán chủ đề của bài đọc thông qua hình ảnh minh họa
5 Khuyến khích sinh viên đoán chủ đề của bài đọc thông qua phương tiện trực quan
6 Sử dụng trò chơi ngôn ngữ để giới thiệu chủ đề của bài đọc
7 Sử dụng âm nhạc để giới thiệu chủ đề của bài đọc
8 Yêu cầu sinh viên thảo luận chủ đề bài đọc theo các cặp hoặc theo các nhóm
9 Cung cấp nghĩa của các thuật ngữ và các cấu trúc mới trong bài khóa tiếng Anh chuyên ngành
10 Hướng dẫn sinh viên cách dự đoán nội dung bài đọc thông qua tiêu đề hoặc phụ đề
11 Yêu cầu sinh viên suy nghĩ các ý tưởng liên quan đến nội dung đọc
12 Ý kiến khác (xin vui lòng ghi rõ):
2/ Giảng viên của bạn thường tổ chức các hoạt động trên theo hình thức nào? (Đánh dấu ( ) vào các phương án phù hợp)
Cá nhân Theo cặp Theo nhóm Ý kiến khác (xin vui lòng ghi rõ):………
3/ Giảng viên của bạn thường xuyên sử dụng các hoạt động nào dưới đây trong khi dạy một bài đọc tiếng Anh chuyên ngành và những hoạt động đó mang lại lợi ích gì cho bạn?
Các hoạt động (giai đoạn trong khi đọc)
Lợi ích mang lại cho sinh viên
1 Tìm các từ vựng và thuật ngữ mới trong bài đọc
2 Yêu cầu sinh viên tìm nghĩa của các từ mới và thuật ngữ trong từ điển
3 Khuyến khích sinh viên đoán nghĩa của từ dựa theo ngữ cảnh
4 Dịch từng câu trong bài đọc sang tiếng
5 Bỏ qua các từ mới, thuật ngữ và tiếp tục đọc
6 Yêu cầu sinh viên đọc yêu cầu của bài tập trước, sau đó đọc bài khóa để tìm câu trả lời
7 Yêu cầu sinh viên đọc bài khóa trước, sau đó đọc yêu cầu của bài tập đoạn
9 Đọc lướt (skim) để tìm thông tin cụ thể
10 Đọc thầm để tìm ý chính của mỗi đoạn
11 Hoàn thành tất cả các nhiệm vụ ở phía dưới bài đọc
12 Làm các bài tập Đúng / Sai để kiểm tra hiểu biết về các sự kiện và ý tưởng trong bài đọc
13 Sử dụng thông tin trong bài khóa để hoàn thành các bảng
14 Sử dụng thông tin trong bài khóa để hoàn thành các sơ đồ
15 Sử dụng thông tin trong bài khóa để diễn đạt lại thông tin
16 Làm thêm các bài tập do giảng viên thiết kế
17 Ý kiến khác (xin vui lòng ghi rõ):………
4/ Giảng viên của bạn thường tổ chức các hoạt động trên theo hình thức nào? (Đánh dấu ( ) vào các phương án phù hợp)
Cá nhân Theo cặp Theo nhóm Ý kiến khác (xin vui lòng ghi rõ):………
5/ Giảng viên của bạn thường xuyên sử dụng các hoạt động nào dưới đây ở giai đoạn sau khi đọc khi dạy một bài đọc tiếng Anh chuyên ngành, những hoạt động đó mang lại lợi ích gì cho bạn?
Số thứ tự Các hoạt động (giai đoạn sau khi đọc)
Lợi ích mang lại cho sinh viên
1 Yêu cầu sinh viên thảo luận về nội dung và các vấn đề liên quan đến bài đọc
2 Tóm tắt các ý chính trong bài khóa
3 Luyện tập các hoạt động theo sau như: viết về chủ đề liên quan
4 Thực hiện các hoạt động theo sau như: nghe chủ đề liên quan
5 Dịch bài khóa sang tiếng Việt
6 Khuyến khích sinh viên tìm kiếm các bài đọc thêm liên quan tới chủ đề đã học
7 Diễn giải lại những nội dung sinh viên đã học
8 Ý kiến khác (xin vui lòng ghi rõ):
6/ Giảng viên của bạn thường tổ chức các hoạt động trên theo hình thức nào? (Đánh dấu ( ) vào các phương án phù hợp.)
Cá nhân Theo cặp Theo nhóm Ý kiến khác (xin vui lòng ghi rõ):………
7/ Bạn mong muốn giảng viên của bạn sẽ làm gì để cải thiện khả năng đọc hiểu của bạn? (Đánh dấu ( ) vào các phương án phù hợp.)
Sử dụng trò chơi ngôn ngữ để giới thiệu chủ đề bài đọc
Sử dụng âm nhạc để giới thiệu chủ đề của bài đọc
Đoán chủ đề của bài đọc thông qua phương tiện trực quan
Thảo luận chủ đề bài đọc theo các cặp
Khuyến khích sinh viên đoán nghĩa của từ dựa theo ngữ cảnh
Cung cấp nghĩa của các thuật ngữ và các cấu trúc mới trong các bài đọc tiếng Anh chuyên ngành
Cung cấp các dạng bài tập khác nhau giúp khai thác nội dung của bài đọc
Giúp sinh viên lựa chọn chiến lược đọc phù hợp cho từng bài đọc
Cung cấp các bài tập thêm giúp ghi nhớ từ vựng dễ dàng hơn
Tạo môi trường thoải mái trong mỗi giờ học đọc tiếng Anh chuyên ngành
Ý kiến khác (xin vui lòng ghi rõ): ………
Chân thành cảm ơn sự hợp tác!
APPENDIX B SURVEY QUESTIONNAIRE FOR LECTURERS
This survey aims to identify the teaching strategies used by lecturers for English for Specific Purposes (ESP) reading among third-year Electrical Engineering students at HaUI The study's findings will inform suggestions to enhance the quality of ESP reading instruction at HaUI Your responses will remain confidential and will solely be utilized for this research Please respond to the following questions in English.
Please answer the following questions by ticking the most appropriate column (frequency of use column)
1/ How often do you use the activities below to begin a new ESP reading lesson?
Items Activities (pre-reading stage) Frequency of use
1 Ask questions relating to the topic of the reading text
2 Briefly introduce the topic of the ESP reading text
3 Encourage students to guess the topic of the reading text through the heading(s)
4 Encourage students to guess the topic of the reading text through the illustration(s)
5 Encourage students to guess the topic of the reading text through the visual aid(s)
6 Use language games or music to introduce the topic of the reading text
7 Use music to introduce the topic of the reading text
8 Allow students to discuss the topic of the reading text in pairs or in groups
9 Provide the meaning of new terminologies and new structures in the ESP reading text text through the titles or sub-titles or headings
11 Ask students to brainstorm ideas related to the reading content
2/ How do you organize your students to do those activities? (Tick as many as appropriate)
Work individually Pair work Group work Others (Please specify): ………
3/ How often do you use the activities below while teaching an ESP reading lesson?
Items Activities (while-reading stage) Frequency of use
Identify new vocabularies and terminologies in reading text(s)
Ask students to find out meanings of new vocabularies and terminologies in dictionary
Encourage students to guess the meaning of unfamiliar words by using contextual clues
Translate sentence by sentence in the reading text into Vietnamese
Skip new vocabularies and terminologies and continue reading
Make students read the reading tasks first, then read the text to find out the answers
Ask students to read the text first; then, do all reading tasks
8 Skim to get main ideas
9 Scan to get specific information
Read silently to find the main ideas for each paragraph
1 Do all the reading tasks below the reading text
Do True/ False exercises to check the understanding about facts and ideas in the reading text
Use the information in the text for completing tables
Use the information in the text for completing diagrams
Use the information in the text for doing rephrasing task
Give extra exercises designed by their lecturer
4/ How do you organize your students to do those activities? (Tick as many as appropriate)
Work individually Pair work Group work Others (Please specify): ………
5/ How often do you use the activities below in post-reading stage when teaching an ESP reading lesson?
Items Activities (post-reading stage) Frequency of use
Ask students to discuss the content and issues related to the reading text
2 Summarize the main ideas in the text
3 Do the follow-up activities such as writing about the related topic
4 Do the follow-up activities such as listening about the related topic
5 Translate the text into Vietnamese
6 Encourage students to seek additional reading texts relating to the topic they have learnt
7 Paraphrase what students have learnt
6/ How do you organize your students to do those activities? (Tick as many as appropriate)
Work individually Pair work Group work Others (Please specify): ………
7/ What are difficulties you face with while teaching ESP reading texts to the third-year electrical engineering students? (You can tick as many as appropriate.)
Lack of background knowledge related to reading text(s)
Do not understand properly the meanings of terminologies
Too many unfamiliar terminologies in reading texts
Summarize the main ideas of the reading texts
Inappropriate reading exercises in reading texts
Inappropriate task-based in reading texts
Lack of knowledge of students‟ major
8/ What should be done to improve teaching ESP reading strategies? (You can tick as many as appropriate.)
Use language games to introduce the topic of the reading text
Use music to introduce the topic of the reading text
Use visual aid(s) to ask students to guess the topic of the reading text
Encourage students to guess the meaning of unfamiliar words by using contextual clues
Provide the meaning of new terminologies and new structures in the ESP reading text(s)
Give various kinds of exercises to help students exploit the content of the reading text
Help students choose appropriate reading strategies for each reading texts
