Rationale of the study
Reading is a vital component of language proficiency, enhancing various language skills and deepening knowledge of the target language However, many students struggle with reading comprehension due to low motivation and limited vocabulary This disinterest has led to a passive approach towards reading, where students only engage in required tasks Educators are actively seeking strategies to inspire a love for reading among students While textbooks are commonly used in classrooms, they often present language in a formulaic manner, which may not engage students effectively Furthermore, for those preparing for the compulsory English component of the 2 in 1 GCSE exams, the limited time allocated for reading lessons—only one out of three weekly English classes—is insufficient Consequently, teachers must implement methods to encourage extensive reading, emphasizing its importance as a fundamental language skill.
In language classrooms, traditional coursebooks often seem impractical to learners due to their pre-planned goals and simplified texts This has led to the emergence of "authentic materials," which many linguists believe enhance the learning process Baddock (1981) notes that genuine materials are more motivating and interesting for learners, as they prepare them for real-world English use in foreign cultures Morton (1999) emphasizes that authentic materials help students engage with "real" English, while Nunan (1998) argues that these materials should reflect the outside world, incorporating the language alongside its sociocultural context.
The author initiated an action research project aimed at assessing the effectiveness of utilizing authentic online materials to enhance extensive reading skills among 12th-grade students at B Phu Ly High School.
Aims of the study and research questions
This study aims to investigate the impact of authentic materials on extensive reading among 12th graders at B Phu Ly High School, with the goal of enhancing both their reading skills and overall language proficiency Additionally, the research will explore students' attitudes towards the incorporation of authentic materials in their extensive reading activities Two primary research questions will guide this investigation.
- To what extent do authentic materials help to improve EFL high school students' extensive reading ability?
- What are the students' attitudes towards authentic reading materials?
Hypothesis
This study hypothesizes that the use of authentic materials can enhance the extensive reading skills of EFL high school students, leading to a more positive attitude towards these resources.
Scope of the study
A study involving 90 volunteer students from classes 12A2 and 12A3 at B Phu Ly High School was conducted during the first semester of the 2015-2016 academic year The research focused on the effectiveness of authentic materials in improving the extensive reading skills of 12th-grade students The findings highlight the potential benefits of using authentic resources in the classroom to enhance students' reading abilities.
B Phu Ly High School are persuaded to adopt this kind of materials in their teaching not only reading but other language skills
This study aims to explore the impact of authentic materials on the extensive reading achievements of EFL high school students and their attitudes towards these resources The findings may encourage teachers to incorporate authentic materials into their instruction, ultimately enhancing students' reading comprehension Additionally, the research will provide valuable insights for students seeking to improve their reading skills and overall language proficiency.
Method of the study
This action research aims to enhance the educational context by utilizing a combination of pretests, posttests, and questionnaires to gather data The collected data will be quantitatively analyzed using ANCOVA (Analysis of Covariance) through SPSS (Statistical Package for the Social Sciences).
Organization of the study
The study consists of three parts:
Part A – Introduction: presents the rationale, aim, scope, significance and method of the study
Part B – Development: comprises three chapters:
Chapter 1: Theoretical Background and Literature Review provides a comprehensive overview of existing literature, highlighting the theoretical foundations and examining related studies on extensive reading skills and the incorporation of authentic materials in language education.
- Chapter 2: Research Method continues with the research method including the participants of the study, the instrumentation, the methods and procedures of data collection and data analysis
- Chapter 3: Findings and Discussion demonstrates the findings accompanied by data analysis and discussion
Part C: Conclusion: recapitulates the major findings of the study and represents further recommendations for the implementation of authentic materials.
THEORETICAL BACKGROUND AND LITERATURE
Extensive reading
Reading is widely recognized by scholars as the process of deriving meaning from written texts, a complex skill that necessitates the integration of various interrelated sources of information (Alderson et al., 1987).
Reading is defined by Alderson (2000) as an enjoyable and immersive activity that offers significant pleasure Its meaning varies among individuals; for some, it involves recognizing written words, while for others, it serves as a tool for teaching pronunciation and enhancing speaking skills Regardless of the interpretation, reading always serves a purpose and is a fundamental part of daily life, often taken for granted The reasons for reading can be categorized into three main purposes: survival, learning, and pleasure Reading for survival involves responding to environmental cues, such as street signs and advertisements, and is driven by immediate needs In contrast, reading for learning is goal-oriented, typically occurring in educational settings Lastly, reading for pleasure is a voluntary activity that enriches personal enjoyment.
Reading is a complex process influenced by various interacting factors, as noted by Kim (2002) Given its significance as a fundamental language skill, scholars advocate for the integration of multimedia in reading instruction To enhance reading comprehension, it is essential to provide learners with adequate scaffolding.
Extensive reading, a term introduced by Palmer in 1917, emphasizes fast reading of a large volume of accessible material, primarily outside the classroom and at the individual pace of each student This approach focuses on achieving overall comprehension rather than detailed analysis, with minimal follow-up exercises involved Unlike traditional rigid curricula, extensive reading allows students to select their own reading materials, fostering a sense of responsibility in their learning process, which aligns with the principles of communicative teaching (Thompson, 1996).
Therefore, what does extensive reading entail? Successful extensive reading requires the following (adapted from Maley's list, 2009):
1 Reading often and in a large quantity
2 Reading in a wide variety of topics and genres
3 Reading content that is interesting and compelling
4 Reading books students themselves select
5 Reading for pleasure and information
6 Reading is its own reward
7 Reading at levels appropriate for the readers
8 Reading speed is fast, not slow
Extensive reading involves engaging with a significant volume of material or lengthy texts, focusing on overall comprehension and enjoyment This individualized approach allows students to select their reading materials independently, and discussions about the books do not typically occur in the classroom setting.
1.1.3 The roles of extensive reading in language education
Extensive reading is supported by various studies as a crucial method for language acquisition, providing substantial linguistic input that enhances learners' competence (Bell, 1998) Researchers highlight its positive impact on reading comprehension, suggesting that encouraging students to read extensively is one of the best ways to improve language proficiency By engaging with language in context, extensive reading reinforces vocabulary and structures, fostering an implicit understanding of word usage (Nation, 1997; Cady, 1997, cited in Mutoh, Bamford, and Helgesen, 1998) This approach not only motivates learners through the enjoyment of reading but also emphasizes general understanding over detailed comprehension, allowing students to transition from "learning to read" to "reading to learn" (Carrell, 1998).
Strong (1996) also stated that "extensive reading of literature can encourage students to develop positive attitudes toward reading"
Bell (2011) has clearly identified the role of extensive reading in language education as follows:
It can provide "comprehensible input"
It can enhance learners' general language competence
It increases the students' exposure to the language
It can increase knowledge of vocabulary
It can lead to improvement in writing
It can motivate learners to read
It can consolidate previously learned language
It helps to build confidence with extended text
It encourages the exploitation of textual redundancy
It facilitates the promotion of prediction skills
Extensive reading offers numerous benefits that go beyond simply improving reading fluency According to Krashen (2004), reading is essential for becoming proficient readers, developing strong writing skills, enhancing vocabulary, mastering advanced grammar, and improving spelling.
Extensive reading, as highlighted by Krashen, is essential not only for enhancing reading skills but also for fostering a variety of other language abilities It significantly boosts learners' confidence and motivation while positively influencing their overall attitude towards language acquisition Therefore, reading should be viewed as an integral component of students' comprehensive development rather than a standalone skill.
Davis (1994) emphasized the critical role of extensive reading programs in classrooms, arguing that their absence would hinder students' comprehensive language development He asserted that without such programs, classrooms would struggle to effectively enhance various aspects of students' language skills.
Extensive reading has been proven to enhance students' reading comprehension and various language skills, contributing significantly to their overall language development Research indicates that free voluntary reading, or sustained independent reading, leads to improvements in reading comprehension, writing style, vocabulary, spelling, and grammar.
Authentic materials
Authentic materials are defined as genuine texts created for real-life contexts rather than educational purposes, as noted by Wallace (1992) According to Gilmore (2007) and Morrow (1977), these materials feature real language used by actual speakers for authentic audiences, aiming to communicate meaningful messages.
" materials that have been produced to fulfill some social purpose in the language community." (Peacock, 1997), in contrast to non-authentic texts that are especially designed for language learning purposes
Authentic materials are texts created by native speakers for native speakers, intended for real-life communication outside the classroom These materials encompass everyday objects in the target language, including magazines, newspapers, tourism brochures, advertisements, menus, and recipes Among these, the Internet stands out as a valuable resource for developing reading skills, offering a vast array of easily accessible and varied content.
1.2.2 The use of online authentic materials in improving extensive reading comprehension
The use of authentic materials in language learning has sparked debate due to their complex vocabulary and structures, particularly for lower-level learners However, Gilmore (2007) notes that these materials have been utilized for decades and are gaining popularity again with the rise of the communicative approach, which aims to enhance language competence for real-life communication Unlike textbooks that often feature artificial classroom dialogues, authentic materials bridge the gap to real-life language use, generating greater interest among teachers, students, and publishers compared to traditional materials.
Incorporating authentic materials into course design is essential, as they enhance motivation and engagement while being relevant to students' lives (Floris, 2008) These materials facilitate language use in a more communicative context, offering valuable opportunities for learners (Sánchez, Pérez, and Gómes, 2010) Huang (2005) emphasized that appropriate authentic materials can significantly improve learners' sensitivity to and proficiency in the language Additionally, Littlewood (1992) highlighted the importance of considering learners' needs, interests, and the practical language situations they encounter when selecting authentic materials.
Incorporating student choice in materials and including student-produced content enhances the use of authentic texts in education Authentic materials encompass a wide range, including literature, music, movies, and online resources, which are particularly valuable due to their accessibility The Internet serves as a dynamic medium for global communication, offering a vast array of continuously updated and visually engaging materials that encourage active reading As most students are already familiar with online platforms, teachers can easily access diverse resources at little to no cost, making it a practical and economical option Furthermore, online authentic materials allow students to engage with real language and content, fostering a more immersive learning experience that reflects the use of the target language outside the classroom.
1.2.3 Advantages and disadvantages of using authentic materials
While since the late 1970's authentic materials have been regarded as being superior to simplified textbook materials, there have still been some arguments about their use and effectiveness
Utilizing authentic materials in language education offers several advantages, including originality, engagement, motivation, and practical relevance Authenticity ensures that the original text remains unchanged in both content and presentation These materials are often more interesting than traditional textbooks as they address current issues and everyday activities They motivate students by providing three layers of learning: language structure and vocabulary, cultural insights, and practical applications Moreover, authentic materials bridge the gap between classroom learning and real-life situations, exposing students to the surrounding culture and demonstrating the use of various grammatical structures and discourse types According to Horwitz (2008), while both authentic and constructed materials are beneficial for intensive reading, authentic materials are preferred for extensive reading.
While authentic materials offer several benefits for language learners, they also present notable challenges The grammar and vocabulary found in these materials can often be too complex, as they are designed for real-world communication and may include slang, abbreviations, and informal language Additionally, the content may not always be suitable for students, potentially leading to misunderstandings or discomfort Berardo (2006) outlines a comprehensive table detailing both the advantages and disadvantages of using authentic materials in language education.
Table 1: Advantages & Disadvantages of Authentic Materials
- "Real" language exposure with language change/variation being reflected
- Students are informed about what is happening in the world
- Textbooks tend not to include incidental/improper English and become outdated very quickly
- The same piece of material can be used for different tasks
- Ideal for teaching/practicing mini-skills- skimming/scanning
- Contain a wide variety of text types, language styles not easily found in conventional teaching materials
- Encourage reading for pleasure, likely to contain topics of interest
- Often too cultural biased, difficult to understand outside the language community
- Vocabulary might not be relevant to the student's immediate needs
- Too many structures are mixed so lower levels have problems decoding the texts
- Special preparation is necessary, can be time consuming
- Can become outdated easily, e.g news stories, articles
To mitigate potential drawbacks in teaching, educators must carefully select materials before presenting them to students, ensuring both suitability and readability Additionally, teachers should actively guide students in comprehending the text and identifying challenging vocabulary According to Berardo (2006), there are four crucial factors that educators should consider when choosing authentic reading materials.
Does the text interest the student?
Is it relevant to the student's needs?
Does it represent the type of material that the student will use outside the classroom?
Can the text be exploited for teaching purpose?
For what purpose should the text be exploited?
What skills/strategies can be developed by exploiting the text?
Is the text too easy/difficult for the student?
Is it structurally too demanding/complex?
How much vocabulary does it contain?
Does it grab the student's attention?
Does it make him want to read more?
Research shows that incorporating authentic materials in language teaching is generally effective for EFL learners However, there are notable limitations and challenges associated with their use in this context.
Attitude
According to Longman’s Dictionary of Contemporary English, attitude is "a way of feeling or thinking about someone or something, especially, as this influences one’s behavior"
Language attitudes are distinct from general attitudes as they specifically pertain to language itself These attitudes encompass perceptions regarding various aspects of language, including its variety, sound system, and semantic qualities In contemporary sociolinguistics, the term "language attitude" also encompasses the perspectives and behaviors towards speakers of a particular language, highlighting the complex relationship between language and social identity.
According to Ellis (2000), positive attitudes towards a second language (L2) and its speakers significantly enhance learning outcomes, while negative attitudes can hinder progress The attitudes of learners directly influence their L2 proficiency, creating a cycle where successful learners with positive attitudes experience reinforcement of those attitudes Conversely, learners who struggle may find their negative attitudes further solidified due to their lack of success.
Attitudes are complex constructs that encompass both positive and negative feelings towards a language situation (Baker, 1988) Lambert (1967) identified three components of attitudes: cognitive, affective, and conative The cognitive component involves an individual's belief structure, the affective component pertains to emotional reactions, and the conative component relates to behavioral tendencies Allport (1995) described an attitude as a mental and neural state of readiness, shaped by experience, that influences an individual's responses to various objects and situations Similarly, Ajzan (1998) defined attitude as a disposition to respond either favorably or unfavorably to an object, person, institution, or event.
Wenden (1991), as referenced in Atez & Munir (2009), offers an expansive definition of "attitude," which encompasses three key components: cognitive, affective, and behavioral The cognitive component involves the beliefs, ideas, and opinions held about the attitude object The affective component pertains to the feelings and emotions associated with it, reflecting preferences such as "likes" or "dislikes." Lastly, the behavioral component signifies the actions or intentions that one exhibits towards the object of the attitude.
To sum up, attitude is a mental and neural state, expressing the individual's responses to an object, a person, a thing or an event
1.3.2 The effects of attitude in second language learning
The concept of learners' attitudes has garnered significant attention from social psychologists in understanding human behavior Attitude is defined as a tendency to respond positively or negatively towards various entities, including ideas, objects, people, or situations Numerous studies, such as those by Bachman (1990) and Coleman, Strafield, and Hagan (2003), have explored the connection between attitude and language proficiency Gardner (1985) emphasized that attitudes and other affective factors are equally crucial as aptitude in achieving success in language learning.
Attitude plays a crucial role in the success of English as a Foreign Language (EFL) learning, as noted by Ismet (2005) Learners' attitudes can either enrich their language experience or lead to resentment Positive attitudes towards a second language (L2) foster motivation and enhance the chances of successful language acquisition (Holmes, 1992) Conversely, negative attitudes, often rooted in stereotypes, can hinder the learning process and create barriers to mastering the language (Brown, 2000).
Gardner's socio-educational model emphasizes the connection between success and attitude in language learning, positing that acquiring symbolic elements from a different ethnolinguistic community is essential (Gardner, 1979) Proponents of this model argue that while learners' attitudes indirectly influence their proficiency, integrative motivation has a more direct and powerful impact on language acquisition.
Discussing the students' attitudes to the L2 learning, Stern (1992) gives the below figure:
Table 2: Range of students' attitudes to target language
Positive Neutral Negative Very negative
- Enthusiastic - Enters into - Recognizes, - Finds it hard - Finds L2 about L2
- Enjoys listening to, speaking, reading, and writing L2
- Feels good and confident about L2 tolerates, and accepts L2
- Has no marked sense of discomfort or disorientation to accept L2
- Feels uncomfortable and disoriented about most aspects of L2 odd, annoying, confusing, and ugly
Research indicates that learners' attitudes significantly impact their effectiveness in second language (L2) learning Positive or negative perceptions of a language can greatly influence performance Therefore, L2 teachers must consider these attitudes, recognizing the positive correlation between learners' attitudes and their language proficiency This understanding can guide teachers in their instructional decisions, leading to practices that align with learners' attitudes for improved outcomes.
Some related studies
Recently, authentic materials have been paid more and more attention by several researchers
In his 2006 study, "The Use of Authentic Materials in the Teaching of Reading," Berardo examined the effectiveness of authentic materials in education He discovered that students gained significant benefits from engaging with real-world contexts, which not only heightened their motivation but also fostered a sense of achievement upon comprehension, ultimately encouraging further reading.
A study by Baghban and Pandian (2011) highlights the effectiveness of authentic materials in English for Specific Purposes (ESP) courses These materials, rooted in real-world contexts, are valuable resources for teaching language in its practical form They enable ESP learners to achieve their ultimate goal of effective communication in real-life situations.
In his study "Difficulties Faced by Iraqi Teachers of English in Using Authentic Materials in Foreign Language Classrooms," Huessien (2012) found that authentic materials serve as a motivating factor, bridging the gap between students' general language knowledge and their specific professional language requirements.
Guo (2012) found that using authentic materials for extensive reading significantly enhances English proficiency among students His research highlights that authentic texts provide exposure to real-life English usage, making the learning experience more engaging and relevant for students who possess the appropriate comprehension skills.
A study by Hatimah et al (2013) demonstrated that authentic materials significantly enhance reading comprehension achievement among 10th-grade students Their findings support the idea that using authentic materials is effective for teaching reading comprehension Overall, research consistently shows that authentic materials are valuable resources in language instruction, particularly in improving reading skills.
This literature review establishes a theoretical foundation for the study, forming the basis for its rationale and research questions The anticipated findings aim to enhance both theory and practice regarding the use of authentic materials in language teaching, particularly in reading instruction, and their effects on student achievement.
RESEARCH METHODOLOGY
Research context
Recent improvements in English language education in Vietnamese high schools have led to better outcomes, largely due to updates in textbooks and teaching methods Notably, the textbook series "Tiếng Anh 10" has played a significant role in this positive change.
Since its introduction in 2005, the Tiếng Anh 12 curriculum has captivated teachers and students with its theme-based and task-based approaches However, at B Phu Ly High School, many students struggle with reading comprehension, often citing it as a challenging skill Investigations reveal that students rely heavily on textbook readings, which limits their exposure to diverse texts and hinders their reading development Furthermore, teachers frequently stick to textbook materials due to time constraints, exacerbating the issue These findings highlight the need for this study to explore effective strategies for enhancing reading skills among students.
A study was conducted at B Phu Ly High School in Ha Nam, where students have approximately nine years of English language education, attending three English classes weekly Additionally, half of the students participate in an optional lesson each week, utilizing a specific textbook series.
English 10 to English 12 is taught and the students have to take the entrance exam including English as a compulsory subject The physical condition of the school can provide a supportive environment for language teaching and learning with favorable facilities such as rooms equipped with overhead projector, screen, loud speakers,
As previously mentioned in the Introduction part, this study aims to deal with these two research questions:
- To what extent do authentic materials help to improve EFL high school students' extensive reading ability?
- What are the students' attitudes towards authentic reading materials?
Research approach
2.3.1 An overview of action research
The term “action research” refers to two dimensions of activity: the word
In "action research," the term "research" denotes a systematic method for investigating and gathering information aimed at shedding light on specific issues and enhancing classroom practices Conversely, "action" signifies the implementation of practical steps to address classroom challenges Thus, action research effectively combines the dual objectives of enacting change and fostering understanding.
According to Cohen and Manion (2007), action research is “small-scale intervention in the functioning of the real world and a close examination of the effects of such intervention.”
Kemmis and Mc Taggart (1988) identify three characteristics of an action research, which are: “carried out by practitioners”, “collaborative” and “aimed at changing things”
Tsui (1993) outlines a five-step process for conducting action research, which includes identifying problems, finding their causes, designing improvement strategies, implementing these strategies while maintaining a diary of class events, and evaluating the outcomes In contrast, Nunan (1992) presents a seven-step framework for research, emphasizing a structured approach to inquiry.
- Step 1: Initiation (Identify the problem)
- Step 2: Preliminary investigation (Collect data through a variety of means)
- Step 3: Hypothesis (Develop research questions)
- Step 4: Intervention (Devise strategies and innovation to be implemented)
- Step 5: Evaluation (Collect data again and analyze it to work out the findings)
- Step 6: Dissemination (Report the result by running workshops or issuing a paper)
- Step 7: Follow-up (Find alternative methods to solve the same problem)
Nunan (1992) proposed that teachers should actively observe and document their students' verbal and non-verbal behaviors during class By analyzing these observations, educators can identify effective strategies to facilitate positive changes in their students' learning experiences.
Collaboration is a vital element of action research, involving teachers, colleagues, and students who engage in open discussions to identify and solve problems collectively This teamwork is essential for the successful implementation of classroom-centered action research projects Additionally, active participation from students significantly contributes to the overall success of these initiatives.
In this study, the researcher followed Nunan's action research model and students' pretest and posttest scores from the two groups of students were calculated by using ANCOVA through SPSS
2.3.2 Rationale for the use of an action research
Action research aims to enhance the educational environment in which it is conducted (Cohen & Manion, 2007) This approach is particularly beneficial for practitioners, as it allows them to engage directly in the research process within their specific context, rather than remaining distant observers (Koshy, 2005).
Teachers, especially English teachers, frequently engage in action research as they identify and address classroom challenges This ongoing process of problem-solving is integral to their role, making action research a prevalent practice in education.
This research, conducted by an English teacher, addresses a significant issue observed in recent classes: students' lack of participation in reading lessons Many students displayed passivity and disinterest, likely due to insufficient background knowledge and vocabulary related to the reading topics The study aims to enhance students' reading comprehension skills by incorporating authentic materials for extensive reading, fostering greater engagement in lessons This action research seeks to implement positive changes in the classroom context, focusing on professional development and improving teaching methods to boost students' extensive reading abilities.
Description of the research
In the first semester of the 2015-2016 school year, a researcher and teacher conducted a study involving approximately 90 students from classes 12A2 and 12A3 at B Phu Ly High School The participants were selected through simple random sampling, which ensured that the sample closely mirrored the characteristics of the overall student population.
The study involved 17-year-old non-English major students who had completed nine years of formal English education Initially, these students were evenly divided into two classes based on their entrance exam scores, indicating a similar proficiency level at the start of high school To verify their current abilities, a pretest was administered, revealing that both classes remained comparable The classes were randomly designated as an experimental group and a control group While both groups received identical classroom instruction, the experimental group was provided with supplementary materials for extensive reading outside of class, contrasting with the control group, which adhered to traditional workbook exercises.
The intervention involved providing the experimental group with a series of 10 online reading texts, each ranging from 250 to 300 words, over a span of 10 weeks Following Tran's (2007) recommendations, the selected materials were tailored to be at an appropriate difficulty level and designed for manageable reading times to enhance students' reading skills While students typically have the option to choose their own reading materials, for the purposes of this study, the instructor carefully curated the readings for the experimental group to ensure relevance and convenience.
In order to ensure the validity of this study, a number of different instruments were implemented, which are both qualitative and quantitative All of these instruments were finished in class
This study utilized two reading tests as the primary instrument, with a pretest administered in week 4 and a post-test in week 15 of the first semester Both tests, resembling the reading section of a GCSE exam, required students to read passages and select the correct answers to questions or fill in blanks The tests were sourced from entrance exam samples for Vietnam National University, each allowing 40 minutes for completion and consisting of 30 items They were specifically designed to assess essential reading skills, including skimming for general information, scanning for specific details, and understanding main ideas.
In second language research, questionnaires serve as a vital tool for gathering data on less observable phenomena, including attitudes, motivation, and self-concepts They are also instrumental in understanding the language usage process and in acquiring background information about research participants, such as their age and prior language learning experiences.
In this study, the questionnaires were to get the information on their attitudes toward using authentic materials for extensive reading, and their suggestions for future programs after this research
This study utilized two questionnaires: a Pre-questionnaire distributed to participants at the beginning and a Post-questionnaire given at the end of the intervention These tools were specifically designed to gather practical and situational insights that the researcher aimed to obtain.
The Pre-questionnaire (refer to Appendix I) includes four items aimed at gathering participants' background information, their proficiency in English, and their levels of interest, needs, and expectations regarding reading lessons.
At the end of the first semester, a post-questionnaire was administered to students in the experimental group to assess their attitudes toward extensive reading with online authentic materials This questionnaire consisted of 15 questions, with 10 focused on students' perceptions of authentic materials and 5 aimed at gathering suggestions for future programs To ensure clarity, all questions were presented in Vietnamese The findings from this questionnaire provided valuable insights into students' thoughts and attitudes regarding extensive reading using authentic materials.
The action was conducted during 10 weeks of the first semester of school year 2015-
2016 from October 12 th to December 19 th , 2015 Adapting steps in Nunan (1992)’s action research cycle, the action was developed in four main steps as follows:
In the school years 2013-2014 and 2014-2015, the researcher identified significant weaknesses in reading comprehension skills among 12th-grade students, who showed little interest in reading activities and scored poorly on GCSE reading questions Discussions with colleagues revealed that similar issues were widespread, exacerbated by insufficient time allocated for reading lessons This situation highlighted the need for students to engage in extensive reading to enhance both their reading abilities and overall language competence, prompting the teacher to seek more effective strategies for her new classes in the 2015 school year.
A study of GCSE exam results from the 2014-2015 school year revealed that only 12.1% of students achieved a mark of 5 or higher, indicating a general lack of English competence among the students Interviews conducted with the students highlighted that nearly all of them considered reading questions to be the most difficult and challenging aspect of the exam.
Therefore, the researcher raised two questions for exploration: “Can authentic materials help to improve EFL high school students' extensive reading ability?”,
“What are the students' attitudes towards authentic reading materials?”
A pre-questionnaire was conducted to analyze data regarding students' poor reading skills, their interests, and expectations for reading lessons Based on these findings, the teacher believed that incorporating authentic materials would enhance student engagement and address the identified issues Consequently, the researcher opted to introduce authentic reading materials to her students.
To solve the problem, the teacher decided to use authentic materials for students’ extensive reading This step of intervention was carried out as follows:
In the first semester of the 2015-2016 school year, a researcher and teacher sought approval from the headmistress of B Phu Ly High School to recruit approximately 90 students from classes 12A2 and 12A3 for a study.
Both groups of students completed a pretest focused on reading comprehension, which consisted of 30 multiple-choice questions and cloze tests The pretest results were evaluated using an answer key and securely recorded for future reference.
A comprehensive course was developed for the experimental group, utilizing online authentic materials and incorporating diverse activities and exercises tailored to these texts While the experimental group engaged in extensive reading with authentic resources, the control group continued with traditional materials found in the "English 12" Students’ Workbook.
The experimental group met weekly on Fridays for optional lessons, where the teacher provided hand-outs of online reading texts from www.newsinlevels.com/# Students were tasked with extensive reading and answering questions related to the texts Additionally, they were encouraged to independently watch videos on the same website and complete supplementary activities, fostering improvement in all four language skills, not just reading.
Finally, after a period of 10 weeks, the students of both groups took the posttest so that the researcher could see if there were any differences in the two groups’ results
Table 3: An overview of an extensive reading program:
Week Title of the text Topic Activities
1 Girl is saved Everyday life Write a summary of the text
Sports Talk about your favourite footballer
3 Boy hits a painting Everyday life Write a summary of the text
List some causes of air pollution in big cities
5 End of one-child policy
Population Discuss the equality between men and women in modern society
6 Attacks in Paris World Peace Write a paragraph of about 150 words about your ideal world
7 The rich are helping people
Charity Discuss the question: Why do people do charity?
Talk about some measures to protect wildlife
9 Old wreck is found Discovery Write a summary of the text
10 Joke about a clever blonde woman
Funny story Retell the story
Summary
This chapter outlines the methodological framework of the study, justifying the use of action research design It details the research questions, the pre-test and post-test, and the questionnaires employed for data collection Additionally, it describes the participants involved, along with the processes of data collection and analysis used to address the two research questions.
In the next chapter, there will be a presentation of the findings of the study and a discussion of the two research questions raised in this study.
FINDINGS AND DISCUSSION
Initial data
The initial results helped to confirm the problem, to find out the causes of the problem so that an action plan could be prepared
The initial data consist of the results from the pre-questionnaire as shown in the following table
Table 4: The levels of students’ interest in reading lessons, their needs and their attitudes toward reading skills
Agree Neutral Disagree Strongly disagree
1 I like reading lessons because they’re very interesting
2 I’m interested in the topics of the reading texts in the textbook
3 It will be helpful if the teacher introduces me more interesting and updated materials for reading
4 I would like the teacher to give me real-life reading texts such as news reports and
9 10% articles from newspapers on the Internet
The pre-questionnaire data reveals that students exhibit a lack of enthusiasm for reading lessons, indicating their needs and expectations are not being met effectively Overall, the findings suggest that students' attitudes towards reading lessons are less than favorable.
A significant 58% of respondents expressed a dislike for reading lessons, while 17% were uncertain about their feelings towards reading Only 24% indicated an interest in these lessons, highlighting a general lack of enthusiasm for reading among the sample.
The cause of the problem might be a lack of interest in the topics of the reading texts
A great number of participants (67%) said they did not like these topics Only 22% of them agreed that the topics of the reading texts were interesting and 11% had neutral opinion
A significant majority of students (74%) expressed a desire for updated reading materials, while a notable minority (23%) showed hesitation towards engaging with real-life texts sourced from the Internet This highlights the importance of striking a balance in the difficulty levels of reading materials when designing the course.
In short, the step of analyzing the students’ interest in reading lessons and their needs and expectations is crucial when designing the course.
Research question 1
The statistical analysis of the pretest and posttest scores (see Appendix 3) was aimed to answer the first research question:
- To what extent do authentic materials help to improve EFL high school students' extensive reading ability?
Table 5 Significant difference between the pretest mean scores of the students taught using traditional method and that of those using authentic materials in the teaching of extensive reading
Table 2 indicates a significant difference in the pre-test mean scores between students taught using traditional methods and those utilizing authentic materials for extensive reading The findings reveal that the experimental group and control group exhibited no significant difference, as evidenced by a P-value of 0.657, which exceeds the threshold of 0.05 This suggests that the pre-test scores of students taught through traditional methods are comparable to those taught with authentic materials, indicating that the students' abilities are at a fair level.
Table 6 Significant difference between the post-test mean scores of the students taught using traditional method and that of those using authentic materials in the teaching of extensive reading
Table 3 indicates a significant difference in the post-test mean scores between students taught using traditional methods and those utilizing authentic materials for extensive reading The findings demonstrate that the obtained P-value of 0.000 is below the threshold of 0.05, confirming a substantial difference in the post-test scores Therefore, it can be concluded that the teaching method employed—traditional versus authentic materials—has a significant impact on students' performance in extensive reading.
This implies that the experimental group performs better than the control group
Table 7 Significant effect of authentic materials in the teaching of extensive reading
The analysis of pre-test and post-test scores reveals a significant improvement in student performance when taught using authentic materials The post-test mean score increased to 6.9 with a standard deviation of 0.98, compared to the pre-test mean score of 5.5 and a standard deviation of 1.10.
The study's findings indicate a significant difference between the pre-test and post-test results of the experimental method, with a P-value of 0.000, which is below the 0.05 threshold This demonstrates the effectiveness of using authentic materials in teaching extensive reading, confirming the hypothesis that such materials enhance EFL high school students' reading abilities.
Research question 2
- What are the students' attitudes towards authentic reading materials?
To answer the second research question, the results from the post-questionnaire administered to students in the experimental group were analyzed
3.3.1 Students’ attitudes towards authentic materials
Mean Sd Df t-value P-value
Table 8: Students’ attitudes towards authentic material program
Agree Neutral Disagree Strongly disagree
1 Authentic materials gave me more pleasure in learning reading
2 The use of authentic materials in learning didn’t make reading more pleasant
3 While reading authentic materials, I can have a chance to learn new vocabulary and structures
4 The use of authentic materials didn’t help to expand my grammar and vocabulary
5 While learning with authentic materials, I can understand the way native speakers use the language and learn many different uses of languages, which helps me acquire the language more accurately and fluently
6 While reading authentic texts, I have no difficulty getting the main ideas
7 While reading the authentic texts, I sometimes feel discouraged by the difficult language items
8 Authentic materials helped to improve my reading skills
9 Authentic reading texts helped me improve other language skills like speaking, writing and listening
10 My background knowledge has been broadened thanks to authentic texts
The study utilized a set of 10 items to assess participants' evaluative attitudes towards the program To ensure the validity and reliability of the responses, the items included both positive indicators (1, 3, 5, 6, 8, 9, 10) and negative indicators (2, 4, 7).
4, 7) items were used Some items were to examine the effects of the course on the students’ motivation and interest in reading; and the rest on their language competence
A significant 84% of students in the experimental group found authentic reading texts more engaging than those found in traditional course books, while only 9% expressed disagreement, and 7% remained neutral on the matter.
A significant 75% of students reported that engaging with authentic texts not only provided enjoyment but also offered opportunities to learn new vocabulary and structures Conversely, 14% disagreed with this perspective, while 11% remained uncertain about the benefits of such texts.
In a recent study, 91% of students in the experimental group expressed agreement or strong agreement that engaging with authentic texts enhanced their understanding of native speakers' language use This exposure provided them with diverse language applications, significantly aiding their acquisition of the language with greater accuracy and fluency.
A significant majority of students, 69%, reported having no difficulty in grasping the main ideas when reading authentic texts However, 24% expressed disagreement regarding this ease, while 7% remained uncertain about their reading comprehension.
Over half of the students in the experimental group reported that challenging language can occasionally discourage them when engaging with authentic texts In contrast, approximately 24% disagreed with this sentiment, while 20% remained uncertain in their judgment.
A significant majority of participants, 80%, reported that the use of authentic materials in the program significantly enhanced their reading skills Additionally, they noted positive impacts on their speaking, writing, and listening abilities, highlighting the overall effectiveness of the authentic material program in improving language competence.
It was interesting to find that up to 93% of the students confirmed that their background knowledge was widened thanks to this course
The findings from the initial post-questionnaire indicate that most students in the experimental group preferred authentic materials over traditional reading texts, citing increased interest and usefulness A significant number reported improvements in their reading skills, background knowledge, and other language abilities due to exposure to real-life texts However, some students expressed challenges in comprehending these materials.
The next section will investigate the students’ suggestions for the future program
3.3.2 Students’ suggestions for future program
Table 9: Students’ suggestions for future program
Agree Neutral Disagree Strongly disagree
1 The program should be applied in other language skills
2 Students should be exposed to authentic materials earlier
3 If this program does not continue in the next semester,
I’ll keep exploiting authentic materials for extensive reading
4 The teacher should choose the reading materials more carefully
5 The instructions for activities of reading these texts should be explained more clearly
As shown in Table 6, the suggestions focus on making the program better in the future
A significant 88% of students advocated for the implementation of the program across other language skills, while a similar percentage expressed a desire for earlier exposure to authentic materials Furthermore, nearly all respondents (88%) indicated that they would continue to utilize authentic texts for extensive reading, even if the program were to be discontinued.
One-third of students believe that the selection of authentic reading materials needs to be more thoughtful, as many found these texts challenging due to unfamiliar and complex language.
Finally, 46% of the students from the experimental group recommended that the teacher should help students to read these texts with more guidance
What can be drawn from this finding is that changes should be made only to some components of such a future program
In conclusion, the use of authentic materials for extensive reading proved effective in enhancing learners' reading skills and boosting their interest While students generally held positive views on the incorporation of authentic texts, they occasionally faced challenges in comprehension due to unfamiliar and complex vocabulary.
Students who engaged with authentic materials demonstrated significantly superior reading skills compared to those who were taught solely using textbooks.
A detailed summary of the study is given in Table 10 In the table, the research questions, data sources, data collection methods and findings can be observed
Table 10: Summary of the Research Findings
Data sources Data collection method
1 Achievement Experimental and Control groups
- No difference in the Pretest scores
- A significant difference between the experimental and control groups’ gain scores in the Posttests
Questionnaire - Motivating and enjoyable; however, sometimes difficult and discouraging
In conclusion, this section summarizes key findings from the study, discusses the limitations of the action research conducted, and offers recommendations for future research Additionally, it reflects on the author's professional growth resulting from the research experience.
Conclusion
Low reading scores among students at B Phu Ly High School present a significant challenge This action research aims to enhance students' extensive reading skills through the use of authentic materials while also exploring their attitudes towards these resources.
In a successful ten-week course featuring ten authentic extensive reading texts, the researcher achieved the goal of enhancing students' reading skills while exploring their attitudes toward authentic materials The positive feedback and scores from students regarding the authentic texts provided significant encouragement to the researcher-teacher.
Firstly, the results of the study revealed that the authentic reading materials were found effective in improving students’ achievement and stimulating students’ interest in reading
The study revealed a notable difference in the average scores between the pretest and posttest for the experimental group, indicating that students who engaged with authentic reading materials demonstrated significant improvements in their language competence.
The questionnaire results revealed that students were enthusiastic about reading texts in natural contexts, such as news reports and articles, believing that this approach would enhance their reading and overall language skills, ultimately leading to fluency akin to that of native speakers While the majority of students had a positive attitude towards using authentic materials, some expressed concerns about the difficulty and challenges posed by the complex language found in these texts.
The questionnaire revealed that many students expressed a willingness to engage with authentic materials, largely due to their appealing nature and practical benefits.
In summary, the analysis of pretest and posttest scores, along with questionnaire feedback, indicates that authentic reading materials significantly enhance students' language competence Furthermore, the program garnered positive feedback and favorable attitudes from the majority of students.
Based on these findings, the implications, limitations of the study and some suggestions for further research will be presented in the next section.
Implications
The study indicates that utilizing authentic materials for extensive reading can effectively boost student success, but careful selection is crucial While these materials can enhance student interest, they can also diminish it if not aligned with students' preferences It's essential to consider students' needs and interests, as a lack of engagement arises when texts do not resonate with them Additionally, the complexity and length of the materials should match students' achievement levels to foster effective learning.
In an authentic material-based classroom, learner autonomy should take precedence over teacher autonomy, as allowing students to engage with texts independently or through frequent interaction with peers enhances their language proficiency This approach fosters more effective communication skills, as language serves as a means of self-expression Consequently, it is essential to encourage students to become more proficient users of the target language.
To enhance the effectiveness of extensive reading classes, it is crucial to allocate adequate time for students to engage in discussions and seek clarification on the text This approach allows for a thorough analysis and ensures that students can address any complex structures within the material that may require further explanation.
To enhance language learning, authentic reading materials should be integrated with skills and vocabulary instruction These texts serve as valuable resources for creating diverse activities that promote the development of listening, speaking, and writing skills, while also addressing areas like pronunciation and vocabulary enhancement.
Limitations of the study
The study makes some beneficial contributions to the reading skill teaching and learning Still, it has some limitations as follows
Firstly, as an action research with its typical characteristics defined as
This study's findings may lack generalization due to the limited sample size of only 45 participants, which restricts the understanding of the impact of authentic materials on students' reading skills across different proficiency levels While the analysis indicated a normal distribution of scores, the narrow participant range hinders the ability to apply these results to other classes or contexts Consequently, although the intervention was successful in the researcher’s class, its broader applicability remains uncertain, highlighting the research's inherent limitations.
The research project did not allow the researcher to control all variables, such as students' interest and the time spent on each text, leaving the question of whether authentic materials enhance reading skills partially unresolved Improvements in students' reading abilities may be influenced by other factors, including their positive attitudes, dedication of time, or learning experiences from different sources.
Despite the research findings, some questions remain unanswered, such as whether teachers should consistently utilize authentic materials for extensive reading or if doing so might lead to student boredom with repetitive activities.
The study has opened some directions for future research:
- This study may be applied with similar or different population content in broader sample sizes
- Similar studies can also be conducted with varying language proficiency levels and wider ranges of ages
- There can be a study on the effects of authentic materials on the teaching and learning of other language skills
Ajzan, I (1998) Attitudes, Personality and Behaviour Chicago: Dorrsey Press
Allport, G W (1954) The history background of modern social psychology In
Lindzey, G (ed) Handbook of social psychology Cambridge, Massachusetts:
Atez, A & Munir, S (2009) Motivation and attitudes towards learning English: A study of petroleum engineering undergraduates at Hadhramout University of
Science and Technology GEMA Online Journal of Language Studies, 9(2)
Retrieved from http://www.ukm.my/ppbl/Gema//pp%2029-55.pdf
Alderson, J.C & Urguhart, A.H (1984) Reading in a Foreign Language London:
Alderson, J.C (2000) Assessing Reading Cambridge: CUP
Anderson, N.J (1999) Exploring Second Language Reading - Issues and Strategies
Bachman, L (1990) Fundamental considerations in language testing Oxford:
Bell, J (1998) Extensive Reading: Why? and How? The Internet TESL Journal,
6(12) Retrieved from http://iteslj.org./Articles/Bell.Reading.html
Berardo, S A (2006) The use of authentic materials in the teaching of Reading
The Reading Matrix, 6(2) Retrievedfrom http://www.readingmatrix.com/articles/berard o/article.pdf
Brown, H D (2000) Principles of language learning and teaching White Plains,
New York: Addition Wesley Longman
Cohen, L & Manion, L (2007) Research Methods in language Learning (6 th Ed.)
David, H Teaching with Authentic Materials www.intelligent-business.org
Davis, C (1994) Extensive reading: an expensive extravagance ELT Journal:
Oxford Journals Retrieved from: eltj.oxfordjournals.org
Ellis, R (2000) The Study of second language acquisition Oxford: Oxford
Ellis, R (2002) Individual differences in second language learning In A Davies &
C Elder (Eds), The handbook of applied linguistics Malden, Mass: Blackwell Floris, F (2008) Developing English for general academic purposes (EGAP) course in an Indonesian university Kata, 10(1) Retrieved from http://puslitz.petra.ac.id./ejou rnal/index.php/ing/article/shop/16759/16740
Gardner, R C (1979) Social-psychological aspects of second language acquisition Oxford: Blackwell
Grellet, F (1996) Developing Reading Skills: A Practical Guide to Reading Comprehension Exercises Cambridge: Cambridge University Press
Gilmore, A (2007) Authentic Materials and Authenticity in foreign language teaching Language Teach, 40
Holmes, J (1992) An Introduction to Sociolinguistics New York: Longman Group
Horwitz, E K (2008) Becoming a language teacher: a practical guide to secoond language learning and teaching Boston: Pearson Education http://www.newsinlevels.com/
Huang, C.C (2005) Effective EFL education through popular authentic materials
Asian EFL Journal, 7(1) Retrieved from http://www.asian-efl- journal.com/march
Ismet (2005) explores how native speaker English teachers influence learners' attitudes and academic performance, highlighting the significance of teacher background in language education Additionally, Kemmis and McTaggart (1998) provide a comprehensive guide on action research planning, emphasizing its importance in educational settings for continuous improvement.
Krashen, S (2004) The power of reading (2nd ed.) Portsmoth, NH: Heinemann
Littlewood, W T (1992) Communicative language teaching: An introduction (4th ed.) Cambridge, UK: Cambridge University Press
Koshy, V (2005) Action Research for Improving Practice: A Practical Guide
Longman Dictionary of Contemporary English (1989) Longman
Maley, A (2009) Extensive Reading: Why it is good for our students and for us
Retrieved from http://www.teachingenglish.org.uk/think/articles/extensive- reding-why-it-good-our-students%E2%80%A6-us
Martinez, A.G (2002) Authentic Materials: An overview on Karen's Linguistic
Issues Retrieved from ttp://www3.telus.net/linguisticissues/authenticmaterials.html
Morrow, K (1997) Authentic texts and ESP In S Holden (ed.) English for specific purposes London: Modern English Publication
Nunan, D (1992) Research Methods in Language Learning Cambridge: CUP Nunan, D (1999) Second language teaching and learning Boston, USA: Heinle & Heinle Publishers
Nuttal, C (1996) Teaching Reading Skills in a foreign language (New Edition)
Peacock, M (1997) The Effect of Authentic Materials on the Motivation of EFL Learners in English Language Teaching Journal 51/2 April 1997 Oxford:
Oxford University Press Retrieved from http://www.elt.oxfordjournal.org/content/51/2/14
Richards, J.C (2005) Curriculum Development in language Teaching Cambridge: CUP
Sánchez, R.C., Pérez, A.S., & Gómes, P.C (2010) An attempt to elaborate a construct to measure the degree of explicitness and implicitness in ELT materials International Journal of English Studies, 10(1)
Stern, H (1992) Issues and Options in Language Teaching Oxford: Oxford
Strong, M (1996) Integrative motivation: cause or result of successful second language acquisition? Language Learning 34(3), 1-14
Tran, A (2007) A learning-center vocabulary-reading activity for English language learners The Cleaning House, 81(2)
Tsui, A.B (1993) Helping teachers to conduct Action Research in their classrooms
In D Freeman, with S Cornwell (Eds) New ways in Teacher Education,
Wallace, M.J (2001) Action Research for Language Teachers Cambridge
APPENDIX I: PRE-QUESTIONNAIRE FOR STUDENTS
I have been learning English for … years
Please choose one degree from 5 to 1 and tick the appropriate column for the following statements
1 I like reading lessons because they’re very interesting
2 I’m interested in the topics of the reading texts in the textbook
3 It will be helpful if the teacher introduces me more interesting and updated materials for reading
4 I would like the teacher to give me real-life reading texts such as news reports and articles from newspapers on the Internet
CÂU HỎI KHẢO SÁT DÀNH CHO HỌC SINH
Giới tính: Nam/ Nữ Tuổi: ……
Số năm học tiếng Anh: …
Em hãy đánh dấu vào cột thể hiện ý kiến của mình về các nhận xét sau đối với các giờ học đọc môn tiếng Anh trong trường THPT:
1 Em thích các giờ học đọc vì chúng rất thú vị
2 Em thích các chủ đề của các bài đọc trong sách giáo khoa
3 Em muốn thầy cô giới thiệu thêm những tài liệu thú vị hơn và cập hơn
4 Em muốn thầy cô cung cấp thêm những bài đọc thực tế như bản tin, bài báo từ mạng Internet
APPENDIX II: POST-QUESTIONNAIRE FOR STUDENTS
This questionnaire seeks to gather your insights and expectations regarding the use of authentic materials for extensive reading Your genuine feedback is crucial for the success of this study Thank you for your participation.
Please choose one degree from 5 to 1 and tick the appropriate box for the following statements
1 Authentic materials gave me more pleasure in learning reading
2 The use of authentic materials in learning didn’t make reading more pleasant
3 While reading authentic materials, I can have a chance to learn new vocabulary and structures
4 The use of authentic materials didn’t help to expand my grammar and vocabulary
5 While learning with authentic materials, I can understand the way native speakers use the language and learn many different uses of languages, which helps me acquire the language more accurately and fluently
I have no difficulty getting the main ideas
7 While reading the authentic texts, I sometimes feel discouraged by the difficult language items
8 Authentic materials helped to improve my reading skills
9 Authentic reading texts helped me improve other language skills like speaking, writing and listening
10 My background knowledge has been broadened thanks to authentic texts
11 The program should be applied in other language skills
12 Students should be exposed to authentic materials earlier
13 If this program does not continue in the next semester,
I’ll keep exploiting authentic materials for extensive reading
14 The teacher should choose the reading materials more carefully
15 The instructions for activities of reading these texts should be explained more clearly
Câu hỏi khảo sát học sinh
Phiếu điều tra này khảo sát tác động của tài liệu nguyên gốc trên Internet đối với kỹ năng đọc mở rộng của học sinh và ý kiến của các em về loại tài liệu này Sự tham gia và kết quả khảo sát sẽ đóng góp quan trọng vào nghiên cứu và nâng cao chương trình giảng dạy tiếng Anh Mọi thông tin sẽ được bảo mật và không ảnh hưởng đến kết quả học tập của các em Chúng tôi mong các em trả lời trung thực các câu hỏi trong phiếu khảo sát.
Xin trân thành cảm ơn sự cộng tác của các em!
Em hãy đánh dấu vào cột thể hiện ý kiến của mình về các nhận xét sau đối với môn tiếng Anh trong học kì I vừa qua:
1 Các tài liệu nguyên gốc mang lại cho em niềm vui thích trong việc học kĩ năng đọc
2 Việc sử dụng các tài liệu nguyên gốc không giúp cho việc đọc thú vị hơn
3 Em có cơ hội học thêm từ vựng và cấu trúc mới khi đọc những bài tiếng Anh nguyên gốc
4 Việc sử dụng tài liệu nguyên gốc không giúp em mở rộng vốn từ vựng và ngữ pháp
5 Những bài tiếng Anh nguyên gốc giúp em học được nhiều các sử dụng ngôn ngữ khác nhau Điều đó giúp em lĩnh hội được ngôn ngữ này một cách chính xác và trôi chảy
6 Em không gặp khó khăn gì khi đọc hiểu ý chính các bài đọc nguyên gốc
7 Đôi khi em cảm thấy nản lòng khi đọc những bài tiếng Anh nguyên gốc vì ngôn ngữ khó hiểu
8 Các tài liệu nguyên gốc giúp em cải thiện kĩ năng đọc
9 Các bài đọc nguyên gốc giúp em nâng cao cả các kĩ năng ngôn ngữ khác như nghe, nói, viết
10 Các bài đọc nguyên gốc còn giúp em mở rộng kiến thức nền
11 Chương trình này cũng nên được áp dụng vào các kĩ năng ngôn ngữ khác
12 Học sinh nên được tiếp xúc sớm hơn với các tài liệu nguyên gốc
13 Nếu khóa học này kết thúc, em sẽ vẫn tiếp tục đọc thêm các bài nguyên gốc trên Internet
14 Thầy cô nên chọn tài liệu đọc nguyên gốc một cách kĩ càng hơn
15 Thầy cô nên giải thích rõ hơn các hoạt động đọc dành cho các bài đọc này
APPENDIX III: AN INTERVENTION COURSE
10 authentic texts and designed activities
A seven-year-old Colombian girl, missing for nearly three weeks in Tayrona Park, has been found alive after an extensive search Initially believed to be dead, she vanished while collecting coconuts with her parents in the northern Colombian jungle Following an 18-day search involving hundreds of officers, she was located in an abandoned hut after an anonymous tip-off to her family.
Authorities are investigating the mysterious circumstances surrounding a seven-year-old girl who was found in an abandoned hut in poor condition after surviving alone in the jungle Injuries on her feet suggest she may have traveled long distances, raising concerns about her ordeal Fortunately, she has been reunited with her worried parents while receiving medical treatment at a hospital The investigation also includes examining an anonymous call made to the police regarding her disappearance.
* Difficult words: tip-off (a piece of information), abandoned (without any people), hut (a small, simple building), ordeal (a terrible experience), amid
(among; in the middle of)
* Activity: Write a summary of the text
Text 2: Ronaldo wins another Golden Shoe
Cristiano Ronaldo has made history by winning the European Golden Shoe award for the fourth time, becoming the first player ever to achieve this milestone Despite this remarkable accomplishment, the dedicated Real Madrid striker believes that his success is still not sufficient.
I am constantly striving for more, despite already having four trophies My ambition drives me to seek a fifth and sixth title, as winning collectively with my team is essential Real Madrid, being the greatest club in the world, must secure titles every year, and I am determined to ensure that this year is no exception.
The award recognises Cristiano as the top scoreer in Europe’s domestic leagues He scored 48 goals in 35 appearances for Real last season, edging out Barcelona’s
Lionel Messi who netted 43 goals in 38 outings
The sports star picked up the trophy along with his son Cristiano Junior at a ceremony in Madrid
Ronaldo became Real Madrid’s top scorer in history in September, surpassing Raul Gonzalez with 324 goals
In the realm of domestic competition, athletes strive to bag victories and net impressive scores Those who edge out their opponents often surpass expectations, showcasing their skills and determination.
* Activity: Talk about your favourite footballer
A visit to an art museum in Taiwan took an unexpected turn when a child accidentally lost his balance and damaged a painting valued at approximately $1.5 million.