INTRODUCTION
Statement of the problem and rationale for the study
Teaching a foreign language in general and English in particular requires great knowledge, experiences and efforts
Reading is a crucial macro skill for students, especially in learning English as a second or foreign language (Carrell, 1984) It plays a vital role in language instruction across all levels by serving as a key source of language input Exposure to diverse reading materials allows students to enhance their vocabulary, grammar, and understanding of sentence and discourse structures Additionally, reading in the classroom provides authentic materials and purposes, enriching the learning experience Furthermore, it broadens students' knowledge of the cultures and perspectives of the speakers of the language they are studying.
Researchers believe that teaching productive reading strategies motivate students to read and facilitate reading comprehension (Anderson, 2003; Eskey, 2002; Grabe,
In 2004, research indicated that successful students utilize diverse reading strategies, highlighting the significance of teaching these techniques By incorporating effective reading strategies into education, educators not only enhance students' reading processes but also contribute to the enrichment of their vocabulary and grammar skills.
In upper secondary schools, reading is crucial, surpassing the importance of speaking, listening, and writing skills, primarily due to the grammar- and reading-based examinations students must face Unfortunately, many students demonstrate inadequate reading proficiency, highlighting a significant area for improvement.
This study examines the reading strategies employed by 10th-grade students at Pham Hong Thai High School Despite having learned English since grade 6, many students struggle to utilize effective reading strategies Consequently, this lack of understanding can lead to frustration and decreased motivation when they encounter challenging texts.
For the above-mentioned factors, the researcher attempted to conduct a study named “A study on students’ use of reading comprehension strategies: A case of 10 th form students”.
Aims and objectives of the studies
This study aims to explore the reading comprehension strategies employed by 10th-grade students at Pham Hong Thai High School and to identify methods to improve their reading comprehension skills The research seeks to answer key questions regarding the current practices and potential enhancements in reading strategies for these students.
1 What are reading strategies currently applied by 10 th form students in Pham Hong Thai high school?
2 How to improve 10 th form students’ reading comprehension?
Significance of the study
The study's findings are anticipated to benefit English teachers, 10th-grade students, the researcher, and other researchers by highlighting the advantages of reading comprehension strategies Teachers can utilize these insights to enhance their teaching methods and improve student reading skills The research offers practical solutions for engaging students and teaching effective reading techniques Additionally, it empowers students with self-study strategies to tackle reading comprehension challenges For the researcher, this study provides valuable experience and knowledge in teaching reading comprehension strategies Ultimately, the findings aim to supply reliable and current information for future studies in this area.
Research methodology of the study
This descriptive study utilizes a qualitative approach to analyze reading strategies among 10th form students Data was collected through a written survey questionnaire administered to students and an unstructured group interview conducted with teachers, aimed at identifying methods to enhance reading comprehension for these students.
Scope of the study
The Ministry of Education and Training mandates that high school students develop all four language skills: reading, speaking, listening, and writing However, due to large class sizes and a test-oriented approach, English lessons predominantly concentrate on reading This research specifically examines the reading strategies employed by 10th-grade students, who are new to high school and have been studying English for over five years.
Design of the Study
The thesis consists of three main parts: introduction, development and conclusion The Introduction aims at the rationale, the aims, the scope, and also the design of the study
The article is structured into three main chapters Chapter 1, the Literature Review, examines foundational theories and recent studies related to the subject area Chapter 2, the Methodology, outlines the research methods and data collection tools, including student questionnaires and unstructured interviews with teachers, along with a detailed description of the data collection and analysis process Finally, Chapter 3 presents the Research Findings and Discussion, showcasing the analysis of data and the resulting insights.
In the Conclusion, the author presents the conclusions and limitations of the study as well as some suggestions for the further related studies
This chapter is followed by the References and Appendices.
LITERATURE REVIEW
Reading comprehension
Reading plays an important part in the success of second language learning It is essential to understand the nature of reading
Reading is fundamentally an activity that engages both the eyes and the brain, as highlighted by Hamer (1989:190) The eyes capture the written messages, while the brain interprets their meaning, making reading a complex cognitive process.
According to Williams (1984), reading in a second language is an active process where the reader engages with the text to derive meaning, rather than passively consuming letters and words The reader does not need to focus on every detail of the writing; instead, they can achieve comprehension through selective attention, demonstrating that effective reading involves interaction and interpretation.
According to Anderson (2003:68), reading is defined as a fluent process where readers integrate information from a text with their own background knowledge to construct meaning, with comprehension being the ultimate goal of the reading experience.
Reading is an active and selective process that involves comprehension, highlighting the significance of a reader's language skills and world knowledge for successful reading.
In teaching reading, it is necessary for both teachers and students to have a deep understanding about the definition of reading comprehension
Reading comprehension refers to the ability to efficiently extract necessary information from a text Scholars have presented diverse perspectives on what constitutes reading comprehension.
Reading comprehension is a mental process uniquely understood by the reader, as noted by Richard, Thomas, and Jere (1987: 143) It involves the ability to recall past experiences, which informs the reader's interpretation of text Ultimately, meaning is not inherent in the printed words but is shaped by the reader's personal understanding and context.
Roe, Stoodt and Burns (1987:2) proposed that “reading comprehension is reconstruction, interpretation and evaluation of what author of written content means by using knowledge gained from life experience”
According to interactive model of reading, comprehension is built up or constructed from knowledge sources which interact with each other on the input from the written page
Comprehension involves connecting new information to existing knowledge stored in memory Readers actively link the details presented on the page with what they already know, allowing the new information to integrate into their understanding.
Ur (1996:148), on the other hands, stated that effective reading comprehension is a process with the elements as follow:
- appropriate reading comprehension strategies based on the purposes and motivation
- sufficient background information and vocabulary
- close attention to the significant bits
Reading comprehension goes beyond simply understanding written text; it engages students by connecting new information to their personal experiences This process involves integrating facts, emotions, beliefs, and critical evaluation to derive meaning from the printed page Ultimately, reading comprehension is about grasping the conveyed messages in the text, allowing readers to recognize graphic forms and comprehend the underlying implications.
Reading strategies
Much attention has been paid to the study of reading strategies and there are a number of definitions of reading strategies
Reading strategies are defined as the conscious mental processes that readers select to effectively complete reading tasks (Cohen, 1986) In line with this definition, Brantmeier (2002) describes reading strategies as the comprehension processes employed by readers to understand and interpret the material they engage with.
According to Oxford, Levine, and Crookall (1989), reading strategies encompass techniques and study skills that enhance reading effectiveness and facilitate learning These strategies serve as a process for learners to boost reading comprehension and address any difficulties they encounter in understanding texts.
Brown (1990) considered reading strategies as the ways that help learners read more quickly and effectively
Reading strategies, as defined by O'Malley & Chamot (1990), encompass the conscious and unconscious techniques, actions, and behaviors that learners utilize to improve their comprehension and address interpretation challenges.
In summary, despite various definitions, they collectively support the concept of reading strategies These strategies are essential as they guide readers in effectively managing their interaction with written texts, enabling them to comprehend and learn new information efficiently.
Researchers in reading strategy studies have utilized different strategy types when categorizing reading strategies
Block (1986) and Carrell (1989) classified reading strategies into two main categories: general (or global) strategies and local strategies Local strategies focus on decoding text, while global strategies involve top-down reading approaches, such as grasping the main idea, leveraging background knowledge, and understanding the structure of the text.
Barnett (1988) outlines a multifaceted reading process that includes skimming, scanning, and guessing, as well as recognizing cognates and word families It emphasizes the importance of reading for meaning, making predictions, and activating general knowledge Additionally, effective reading involves making inferences, following references, and distinguishing between main ideas and supporting details.
Oxford (1990) identified six components of reading strategies as follows:
- Guessing the meaning of new words
There are other scholars who support Oxford’s classification of reading strategies such as Grellet (1986), Kristin, Leah, & Soro (2009) and Smith (1994) Each of the strategies is as below:
Prediction is a reading strategy that leverages readers' prior knowledge to infer the meaning or message of a text through its topics, images, keywords, and structures This technique significantly enhances students' motivation to engage with the material and comprehend its context (Oxford, 1990).
Skimming is a reading technique that allows individuals to quickly grasp the main ideas of a text without focusing on specific details According to Grellet (1986), this method emphasizes understanding general information rather than searching for particular facts.
Scanning and skimming both involve quickly glancing at a text, but they serve different purposes While skimming aims to grasp the general idea or main points, scanning focuses on locating specific information In the scanning technique, readers seek precise answers to their questions, making it a targeted approach to information retrieval.
Inferring involves the skill of reading between the lines, allowing readers to extract meaning from the text It is defined as the interaction between words and phrases within a sentence or across sentences, highlighting the importance of understanding context to grasp the intended message (Kristin, Leah, & Soro, 2009).
Guessing the meaning of new words
Guessing the meaning of new words helps readers to read and understand text quickly because difficult words usually create problems for students and are obstacles in reading comprehension (Smith, 1994)
This strategy allows readers to regulate their reading Awareness of using this strategy helps learners to solve their problems in reading
On the other hand , Anderson (1999) divided reading strategies into six sub types including (1) A activate prior knowledge, (2) C cultivate vocabulary, (3) T teach for comprehension, (4) I increase reading rate, (5) V verify reading strategies, (6) E evaluate progress
In conclusion, various scholars have categorized reading strategies using distinct terminology, and learners may not apply all strategies in every context Instead, the choice of reading strategies depends on the specific purpose of reading, highlighting the necessity of understanding and recognizing the significance of these strategies.
Effective reading strategies are essential for helping readers achieve their reading goals and improve their comprehension skills According to Block (1986), students who neglect to employ these strategies often struggle with understanding the material they read.
Reading strategies play a crucial role in enhancing reading comprehension, particularly for those learning a foreign language Many readers struggle with understanding texts, but effective reading strategies enable them to connect new information with their existing knowledge This ability to relate new concepts to prior understanding is vital for developing strong reading comprehension skills.
Reading strategies are essential for enhancing learning opportunities and improving information recall, ultimately strengthening reading comprehension skills among language learners (Dehnad, 2005) It is crucial for learners to receive explicit instruction on effectively utilizing these strategies to monitor their understanding while reading By incorporating meta-cognitive instruction in English classes, EFL learners can significantly boost their reading comprehension and achieve a higher level of proficiency, which in turn encourages them to engage in regular reading activities (Block).
According to Chamot (2005), EFL learners possess individual preferences for reading strategies; however, to enhance motivation and effectively utilize these strategies, they must engage in self-monitoring This means that EFL students should be aware of when and how to implement suitable reading strategies, particularly when they encounter difficulties in comprehension.
Teaching and learning reading strategies
As acknowledged by many researchers, teaching second or foreign language readers how to use strategies should be part of every reading lesson
Learning reading strategies encompasses various activities and techniques designed to help students retain, achieve, and assess information effectively Educators play a crucial role in guiding students on when and how to implement these strategies to enhance their reading skills.
Teachers can effectively demonstrate reading strategies by verbalizing their thought processes, such as predicting, skimming, scanning, inferring, and deducing the meanings of unfamiliar words This approach helps students understand how these strategies function and reveals the depth of comprehension they can achieve about a text even before reading it word by word.
Predicting involves leveraging subject matter knowledge to anticipate content and vocabulary, while also assessing comprehension It includes understanding the text type and its purpose to forecast discourse structure, as well as utilizing insights about the author to make informed predictions regarding writing style, vocabulary, and overall content.
Skimming: a process of speed reading for getting general meaning: quickly getting the gist or overview of a passage or book
Scanning: looking through a text very rapidly for specific information
Inferring: finding clues and add those clues to what have been known or read based on prior knowledge
Utilizing prior knowledge and contextual clues within a text can effectively help in deducing the meanings of unfamiliar words, allowing readers to maintain their flow without the interruption of looking up definitions.
Self – monitoring: checking comprehension during reading
Teachers should dedicate time in class for both group and individual preview and prediction activities to prepare students for reading, whether in-class or out-of-class This allocation of class time underscores the significance and value of these preparatory activities.
Another way teachers can utilize is using cloze exercises to review vocabulary items This helps students learn to guess meaning from context
Teachers should encourage students to discuss the strategies they believe will assist them with reading assignments, as well as reflect on the strategies they employed after completing the reading This practice fosters flexibility in students' strategic approach to reading tasks.
Students must first determine their purpose for reading and activate their background knowledge to anticipate content and choose suitable reading strategies They should select and apply these strategies flexibly and interactively, tailored to the reading tasks at hand Finally, it is essential for students to monitor their comprehension throughout the reading process and after completing the task, as this enables them to identify inconsistencies and comprehension failures, ultimately guiding them to adopt alternative strategies for better understanding.
In conclusion, employing effective reading strategies empowers students to take charge of their reading experience, ultimately boosting their confidence in their language comprehension skills.
Numerous studies have explored the reading comprehension strategies utilized by second language learners, encompassing a diverse range of participants in terms of age, proficiency, and background Researchers employed various methodologies, such as think-aloud protocols, interviews, questionnaires, observations, and written recalls, to analyze the types and frequency of these strategies.
1.4.1 Foreign research on reading strategies
In a study by Hosenfeld (1977) on second-language reading strategies, the think-aloud procedure revealed key differences between successful and unsuccessful readers Successful readers maintained an overall understanding of the passage, read in broad phrases, skipped less important words, and possessed a positive self-image as readers Conversely, unsuccessful readers struggled to retain the meaning of sentences, read in short phrases, focused on trivial words, rarely omitted unimportant terms, and had a negative self-perception.
In a study conducted by Carrell (1989), two groups of students—Spanish-speaking and English-speaking—were analyzed using questionnaires to explore the relationship between reading strategies and reading ability among first and second language learners The findings revealed notable differences in strategy perception between proficient L1 and L2 readers Specifically, Spanish-speaking learners of English demonstrated a more effective use of global or top-down strategies, while English-speaking learners relied more on local or bottom-up strategies in their L2 reading abilities.
Anderson (1991) examined the reading strategies employed by adult second language learners, finding that both high and low scoring readers utilized similar strategies when responding to comprehension questions However, the study highlighted that high scoring students were more effective and appropriate in their application of these strategies.
In a study by Block (1992), the comprehension monitoring processes of first and second language English readers were examined, involving 25 college freshmen categorized as proficient and non-proficient readers Participants were instructed to verbalize their thoughts and understanding while reading an expository text, providing insights into their cognitive processes during reading.
Proficient ESL readers effectively tackle vocabulary challenges by utilizing background knowledge, assessing the relevance of words to the overall passage meaning, rereading sentences, and leveraging syntactic clues, which are considered global strategies In contrast, non-proficient ESL readers tend to concentrate on identifying lexical issues and often neglect to derive meaning from the words.
In a multi-method study by Sugirin (1999) examining EFL readers' comprehension strategies, various research methods were employed, including think-aloud protocol analysis, retellings, a reading comprehension test, in-depth interviews, and casual observations The findings revealed significant disparities in comprehension levels and strategies among participants, highlighting traits of both poor and proficient readers Notably, during the think-aloud activity, participants initially skimmed the entire text despite being instructed to read sentence by sentence, suggesting a reliance on top-down processing, a strategy typically associated with effective readers.
Researches on reading strategies
This chapter outlines the methodology employed for data collection and analysis in the study, following the theoretical background established in the previous chapter It begins by detailing the study's setting and participant descriptions, followed by an explanation of the data collection instruments and analysis procedures utilized in the research.
2.1 An overview of the textbook “Tieng Anh 10” (the set of standard textbooks)
The English textbook "Tieng Anh 10," developed by a team of lecturers from ULIS (VNU, Hanoi) and published in 2006, serves as a continuation of the curriculum established in secondary school textbooks.
According to the Ministry of Education and Training, by the end of the 10 th form students are expected to achieve the following:
- Listen for the main ideas or for specific information of a monologue or a dialogue with the length of 120 - 150 words of the topics they have learnt
- Exchange information in English at a simple level about the situations relating to the topics they have learnt
- Comprehend passages of appropriately 190 - 230 words about the topics they have learnt
- Understand the main ideas of the text or understand the text in detail Develop vocabulary comprehension: gap - filling, matching, etc
- Write paragraphs (of about 100 - 120 words) relating to the topics they have learnt according to a model or with prompts
Despite years of English learning, often starting in secondary school, students from various schools exhibit differing levels of proficiency due to diverse teaching methods In the context of large class sizes and limited time, it becomes challenging for all students to meet learning goals, resulting in noticeable disparities among them.
THE METHODOLOGY
An overview of the textbook “Tieng Anh 10” (the set of standard textbooks)
The English textbook "Tieng Anh 10," developed by a team of lecturers from ULIS (VNU, Hanoi) and published in 2006, serves as a continuation of the secondary school curriculum This standard textbook is designed to build upon the foundational knowledge acquired in earlier grades, ensuring a seamless transition for students in their English language learning journey.
According to the Ministry of Education and Training, by the end of the 10 th form students are expected to achieve the following:
- Listen for the main ideas or for specific information of a monologue or a dialogue with the length of 120 - 150 words of the topics they have learnt
- Exchange information in English at a simple level about the situations relating to the topics they have learnt
- Comprehend passages of appropriately 190 - 230 words about the topics they have learnt
- Understand the main ideas of the text or understand the text in detail Develop vocabulary comprehension: gap - filling, matching, etc
- Write paragraphs (of about 100 - 120 words) relating to the topics they have learnt according to a model or with prompts
Despite years of English study since secondary school, students from various schools exhibit differing proficiency levels due to diverse teaching methods In large classes with limited time, it becomes challenging for all students to meet learning objectives, resulting in noticeable disparities among them.
The English textbook "Tieng Anh 10" utilizes a theme-based approach, featuring 16 units that encompass six key topics The first topic, "You and Me," includes Unit 1, which focuses on "A Day in the Life of ," Unit 2, centered around "School Talk," and Unit 3, which explores "People’s Background."
The article covers various educational topics, including "Education," which encompasses special education, technology, and excursions It then explores "Community," highlighting the mass media and personal narratives about villages The focus shifts to "Nature and Environment," discussing the undersea world, conservation efforts, and national parks, emphasizing the importance of preserving our natural heritage.
“Recreation” (Unit 12 - Music, 13 - Films and cinema, 14 - The world cup) People and Places (Units 15 Cities, 16 Historical places)
There are five parts in each unit arranging in equal order as follows: Reading, Speaking, Listening, Writing, and Language focus Each part is carried out in a period
The arrangement is designed to enhance students' practice of four macro-skills within a 45-minute timeframe After every two or three units, a "Test yourself" section is included to assess students' understanding and progress in the previous units This assessment focuses on four key areas: Listening, Reading, Grammar, and Writing, ensuring a comprehensive evaluation of their skills.
Reading serves as the foundational element of each unit, aiming to enhance students' reading skills like scanning and skimming This process provides essential language input, enabling students to effectively engage in speaking, listening, and writing activities related to the unit's theme in subsequent sections.
Effective reading strategies are crucial for students to acquire additional skills This article outlines the key characteristics of the reading section in the textbook, highlighting its importance in the learning process.
2.1.3 Characteristics of reading part in the textbook
In reading part, there is always a passage whose topic relates to other three skills
It is designed with three parts including “Before you read” (pre-reading), “While you read” (while-reading) and “After you read” (post-reading)
The article emphasizes the structured approach to reading comprehension, beginning with engaging questions and visuals in the "Before you read" section to introduce the topic During the "While you read" phase, students engage in targeted tasks that encourage them to scan for specific information and skim for overarching concepts, thereby improving their reading skills Finally, the "After you read" section offers valuable activities that reinforce and review the knowledge gained from the text, ensuring a comprehensive understanding of the material.
Reading comprehension can be enhanced through diverse topics in texts, yet students often face challenges due to unfamiliar vocabulary and grammatical structures To aid in their understanding, teachers must offer effective reading strategies, guidance, and support.
In conclusion, reading part helps students improve mainly scanning and skimming strategies, so they haven’t learnt all of the reading strategies well.
Objectives and method of the study
The study aimed to explore the reading comprehension strategies utilized by 10th-grade students at Pham Hong Thai High School and identify methods to improve their reading comprehension skills To achieve this, the research sought to answer specific questions regarding the current practices and potential enhancements in reading strategies among these students.
1 What are reading strategies currently applied by 10 th form students in Pham Hong Thai high school?
2 How to improve 10 th form students’ reading comprehension?
This study utilized a qualitative approach, focusing on data gathered from a written survey questionnaire administered to 10th form students and an unstructured group interview with 10th form English teachers at Pham Hong Thai High School.
The participants of the study
The participants of the study consisted of the tenth form students and the tenth form English teachers at PHT high school
As for the students, the samples were 150 tenth form students from four classes chosen randomly as follow:
There are 13 classes of the tenth form students, and each class has approximately
35 students These 13 classes were arranged in ascending order from 1 to 13, then one class chosen after every 3 classes
This study focuses on tenth form students at PHT high school due to their significant training quality concerns among teachers The research aims to provide valuable insights to enhance these students' reading proficiency, ultimately improving overall educational quality The selected participants have completed their first semester in English reading, with proficiency levels ranging from elementary to intermediate, making them ideal candidates for examining reading strategies Additionally, the random selection from four classes ensures the researcher can effectively conduct all phases of the research process.
Currently, there are five English teachers, including the researcher, responsible for teaching 10th form students To ensure objective feedback, only four energetic and dedicated teachers with over ten years of valuable teaching experience were selected as participants Their extensive experience enables them to understand students' needs, strengths, weaknesses, and effective strategies for improving English reading skills These teachers were interviewed to share their insights on enhancing students' reading comprehension.
Instruments of data collection
The major instruments employed in this study are survey questionnaire for students and semi unstructured group interview for teachers
A questionnaire is a printed tool for data collection that consists of questions or statements for respondents to answer These questions can vary from simple yes-no responses to more open-ended inquiries that encourage detailed descriptions of language learning behaviors Surveys are widely regarded as one of the most prevalent descriptive methods in educational research, offering several advantages as a research method.
"The main attraction of questionnaires is their unprecedented efficiency in terms of (a) researcher time, (b) researcher effort, and (c) financial resources." (Zoltan Dornyei, 2003:
Selinger and Shohany (1989) highlight several advantages of using questionnaires in research They note that questionnaires require less time to administer compared to other methods, resulting in greater efficiency Additionally, administering the same questionnaire to all subjects simultaneously ensures that the data collected is uniform, standardized, and accurate Furthermore, the use of multiple-choice questions facilitates easy quantification of the data Due to these benefits, questionnaires are utilized as the primary data collection method in this study.
The study's questionnaire was divided into two primary sections: the first gathered background information from participants, including age, gender, years of English study, and self-assessed proficiency levels The second section featured seven questions, with two employing a 4-point Likert scale to assess students' attitudes toward reading comprehension and effective reading strategies Additionally, two multiple-choice questions explored students' motivations for reading and the challenges they face A 5-point Likert scale question evaluated participants' reading strategies, while the final two open-ended questions invited insights on other strategies used and suggestions for teacher interventions to improve reading comprehension (See Appendix 1)
2.4.2 Unstructured group interview for teachers
In addition to utilizing a survey questionnaire for students, the researcher conducted unstructured group interviews with teachers to enhance the validity and reliability of the collected data These interactive interviews allow the researcher to obtain further insights by clarifying vague, incomplete, or off-topic responses, ensuring a comprehensive understanding of the subject matter (Mackey and Grass, 2005:173).
The interview conducted was unstructured and aimed at gathering opinions on improving students' reading comprehension Open-ended questions were utilized to encourage interviewees to elaborate on their responses, clarify issues, and provide additional insights The session was tape-recorded, and key points were documented for future analysis and interpretation.
Data collection procedures
The procedure of data collection consists of three main stages as follows:
Stage 1: In this stage, the survey questionnaire was constructed and edited carefully After that, it was modified and piloted with some respondents to ensure that both of their content and structures could be suitable to the samples
Stage 2: The survey questionnaire for the students was administered by the researcher in the classes The aim of this questionnaire was to figure out the current situation of reading comprehension strategies used by the samples The researcher briefly introduced her study, instructed them how to complete the survey questions (Vietnamese version) and got trimmed to help them if needed in order to avoid misunderstanding and achieve the most accurate results
Stage 3: Then, the researcher contacted with four 10 th form English teacher so as to invite them to participate in the interviews It is noted that, all of respondents’ personal information were assured to be particularly kept confidential by the researcher
Following the analysis of the survey questionnaire data, interviews were conducted with tenth-grade English teachers to validate the findings and gather insights into their students' reading strategies The aim was to enhance current strategies and develop new ones The researcher utilized a recorder to accurately capture essential information during the interviews Similar to the survey process, the interviewer began by introducing the study and explaining the interview format before recording Respondents were encouraged to express their personal opinions and experiences, providing specific examples to elicit in-depth information.
Data analysis procedures
The procedure of data analysis encompasses three main following stages:
Stage 1: After the survey questionnaire had been delivered to the participants, the returned data was combined and cleaned before the analysis As for the open-ended questions, the researcher wrote down the ideas that the respondents had given
Stage 2: In this stage, the data collected from the survey questionnaire was described through pie charts and graphs, analyzed and synthesized
Stage 3: After being transcribed, relevant and important ideas collected from the interview were analyzed and used as illustrations of the data analysis to answer the research questions
In summary, this chapter outlined the research methodology, detailing the study's design, participant selection, and the instruments and procedures used for data collection and analysis This foundational information sets the stage for the subsequent section, which will present the results and discussions.
RESEARCH’S RESULTS AND DISCUSSIONS
The survey questionnaire results
Research question 1 : What are reading strategies currently applied by 10 th form students in Pham Hong Thai high school?
A survey questionnaire was distributed to 150 tenth-grade students at Pham Hong Thai High School, with all responses collected and processed Table 1 presents a summary of the participants' background information, including their gender, age, years of English study, and self-assessed proficiency in the language.
Number of years learning English
Male Female 15 16 17 4 5 6 Elementary Pre-intermediate Intermediate
Table 1: Background Information of the Subjects All of the questions in the survey questionnaire for the students were analyzed to address the first research question
The following pie chart indicates the students’ attitude towards the importance of reading comprehension
0 6.7 very important as important as other skills not important as other skills not important at all
According to Figure 1, 60% of students recognize reading comprehension as very important, while 33.3% view it as equally significant as listening, writing, and speaking skills Only 6.7% of students undervalue reading, considering it less important than other skills, but notably, none believe that reading is unimportant This indicates that learning reading in English is both essential and necessary.
The following chart presents the students’ opinions on their purposes of reading in English
20 40 60 80 100 to reinforce vocabulary & grammar to improve language skills to improve background knowledge to fullfil the compulsory requirements
Figure 2: Students’ purposes of learning reading in English
The purposes of reading among students vary significantly, with a substantial 83.3% indicating that they read to enhance their vocabulary and grammar Following closely, 58.3% of students aim to improve their language skills through reading Additionally, half of the respondents (50.5%) recognize that reading helps broaden their background knowledge In contrast, only 10.8% view reading as a means to fulfill compulsory requirements Overall, it is evident that many students perceive reading as a valuable tool for reinforcing language skills and expanding their knowledge base.
The next figure highlights the difficulties in reading texts that the students have
0 20 40 60 80 100 new words difficult grammar structures strange topics difficult reading tasks Difficulties
Figure 3: The difficulties in reading a text
A recent survey revealed that 77% of students experience difficulties with new vocabulary when reading texts Additionally, 57% of respondents identified unfamiliar grammatical structures as a significant challenge In contrast, only 5.35% found strange topics to be a barrier to comprehension Notably, 38% of students believe that challenging reading tasks hinder their ability to read smoothly, potentially due to a lack of effective reading strategies.
The students’ attitude towards the importance of having good reading strategies is indicated in the following chart
9% very important important a little important not important at all
The chart highlights the significance of effective reading strategies, with 48% of surveyed students indicating they are very important for reading comprehension, and 28% deeming them important However, nearly 24% of respondents disagreed on the necessity of these strategies, potentially due to a lack of awareness or instruction in utilizing them.
The analysis of respondents' reading strategies revealed several key methods employed by participants, categorized according to Oxford's classification (1990) These strategies included predicting, skimming, scanning, inferring, guessing the meanings of new words, and self-monitoring, allowing for a clearer understanding of their reading approaches.
Never Rarely Sometimes Often Very often
1 I preview the headings and illustrations to get the main idea of the text before reading
2 I relate my prior knowledge to the information of the texts I am reading
Table 2: Results of predicting strategy The first type reading strategies is predicting including two items
According to the data from item 1, a significant portion of respondents, 37.3%, reported that they never preview headings and illustrations to grasp the main ideas of the text before reading, while 40.6% indicated that they do this rarely In contrast, only a small percentage of readers, 14.1%, frequently or very frequently utilize this strategy.
The survey results from PHT students indicate a nearly even distribution in their strategy usage, with 55% rarely employing the strategy, while 44.7% reported using it sometimes or often Notably, none of the students acknowledged using the strategy consistently.
“never” or “very often” used this strategy
Never Rarely Sometimes Often Very often
I skim through the text to understand main ideas of the texts before focusing on details
Table 3: Results of skimming strategy
The results from Table 3 reveal a diverse frequency in the use of skimming strategies among participants Over half of the subjects, specifically 31.3% often and 25.5% very often, employed skimming to grasp main ideas before delving into details, while 10.6% reported using this strategy sometimes Conversely, more than one-third of respondents, totaling 32.6%, indicated they either never or rarely utilized skimming techniques.
Never Rarely Sometimes Often Very often
I scan for key words or concepts that are closely related to the questions in order to answer them 31 20.6 19 12.5 21 14.1 38 25.5 41 27.3
Table 4: Results of scanning strategy
Table 4 shows that there was no significant difference in the choices made by students regarding their reading strategies Overall, 66.9% of students reported using skimming techniques to identify key words or concepts relevant to answering questions However, a notable portion of respondents—20.6%—indicated they never used this strategy, while 12.5% reported using it rarely.
Never Rarely Sometimes Often Very often
I use my knowledge of grammar or vocabulary to help understand difficult parts in reading texts
Table 5: Results of inferring strategy
According to the data presented in Table 5, a significant majority of students, specifically 68.8%, did not utilize their grammar and vocabulary knowledge to comprehend challenging sections of the reading text In contrast, only 20.6% of respondents occasionally employed this strategy, while a mere 10.6% did so frequently.
Guessing meaning of new words
Never Rarely Sometimes Often Very often
I guess meanings of new words using the available information
Table 6: Results of guessing meaning strategy
Table 6 reveals that over half of the students utilized this strategy frequently, with 23.3% doing so very often and 18.7% often In contrast, a similar proportion of students, totaling 43.4%, reported that they either never or rarely employed this strategy.
Never Rarely Sometimes Often Very often
1 I choose reading strategies according to my reading purposes
2 Before reading, I read the comprehension questions to decide important information that should be noted
3 I skip the words that are not essential for comprehending the texts while reading
4 I check if my answers to the questions are correct or wrong after reading
5 I summarize the main ideas of the texts after reading
Table 7: Results of self – monitoring strategy When looking at table 7, it can be seen that self-monitoring comprises 5 items
A significant 88.5% of participants indicated that they rarely selected reading strategies based on their specific purposes, while only 11.5% of students reported that they sometimes or frequently employed such strategies.
According to the findings of item 2, a significant 61.5% of respondents focused on reading the comprehension questions carefully to identify the key information needed to answer them.
The responses to item 3 showed significant variation, with nearly half of the respondents (49.9%) indicating that they never or rarely skipped non-essential words for understanding In contrast, a similar number of students reported using this strategy sometimes (20.6%), often (16.2%), or very often (13.3%).
The interview results
Research question 2: How to improve 10 th form students’ reading comprehension?
All the information of the interview was to address the second research question
This study involved an unstructured group interview with four current 10th-grade English teachers at PHT High School, providing valuable insights on improving reading comprehension for 10th-grade students.
To keep respondents’ personal information confidential, the researcher called four teachers A, B, C and D
Teachers unanimously emphasized the significance of reading comprehension and its strategies in learning English, highlighting that these skills not only enhance students' reading abilities but also support their overall learning across various subjects.
Teachers expressed mixed opinions on the reading texts in the course book Teacher C noted that the texts cover essential topics at a reasonable length, generally familiar to students In contrast, Teacher B mentioned that certain topics are perceived as boring, making it challenging to engage students, particularly in units 1, 2, 4, 7, and 8 Additionally, some reading materials are either too simplistic (units 2 and 7) or overly complex for students to grasp, such as those in units 3 and 15 Teacher A highlighted the inconsistency in reading difficulty, pointing out that while some texts are accessible, others present significant challenges due to the presence of unfamiliar vocabulary and phrases.
In discussing effective reading strategies, three teachers (A, C, and D) emphasized the importance of teaching students how to scan and skim texts Additionally, Teacher B highlighted the value of helping students infer the meanings of unfamiliar words through contextual clues.
In an interview about motivating students to read, Teacher D emphasized the need for diverse activities such as pair work, group work, and role play to cater to varying reading abilities among students However, she noted challenges like insufficient materials, time constraints, large class sizes, and a focus on grammar-based testing that hinder the implementation of these strategies Meanwhile, Teacher C suggested incorporating engaging "warm-up" exercises and using authentic materials, such as magazines and short stories, to enhance students' reading experiences.
Last but not least, the question “What will you do to enhance Ss’ reading comprehension?” was raised
Teacher A observed that her students rarely utilize reading strategies and some lack awareness of their significance To address this, she encourages her students to identify their reading purposes prior to engaging with texts, enabling them to choose and apply suitable strategies flexibly and interactively, which can greatly improve reading efficiency Additionally, she emphasizes the critical role of reading strategies in comprehension, guiding her students to practice predicting, skimming, scanning, and incorporating timed speed-reading exercises.
Teacher C plans to enhance vocabulary comprehension in the pre-reading stage by collecting and defining key terms from the text, utilizing flash cards to facilitate meaningful learning Additionally, she will have students preview comprehension questions to help them concentrate on answering these questions while reading, thereby improving their overall understanding of the material.
Teacher B emphasizes the significance of enhancing reading fluency to boost reading comprehension She plans to implement various strategies, including self-monitoring during reading, vocabulary enhancement, and improving reading speed Furthermore, she advocates for cooperative learning by organizing students into pairs or groups, believing that this approach can facilitate learning, increase student engagement, alleviate classroom tensions, and ultimately promote better learning outcomes.
Teacher D plans to enhance her students' learning by providing a diverse range of texts beyond the course book She aims to activate their background knowledge to help them predict content, check comprehension during reading, and engage in post-reading activities such as summarizing, questioning, and making predictions about future events in the text.
In conclusion, both students and teachers recognize the significance of reading comprehension and strategies Teachers face challenges in reading lessons due to limited time, large class sizes, grammar-focused testing, and students' insufficient reading strategies, vocabulary, and grammar The three main reading strategies taught—skimming, scanning, and context-based guessing—align with those commonly used by students Therefore, educators should introduce a variety of reading strategies to enhance learning Furthermore, teachers’ perspectives on improving students’ reading comprehension align with students’ desires, effectively addressing the second research question from the interviews.
This chapter provides a comprehensive analysis and interpretation of the findings from both the student survey and teacher interviews, aimed at answering the study's two research questions The upcoming conclusion will summarize these findings, discuss the study's limitations, and offer recommendations for future research.
CONCLUSION
Conclusions
This study aimed to investigate the use of reading comprehension strategies of the
A study was conducted on 10th-grade students at Pham Hong Thai High School to explore methods for improving reading comprehension Utilizing a qualitative approach, the researcher employed a survey questionnaire with 150 students and conducted unstructured interviews with four selected teachers to gather data The findings led to several key conclusions regarding the enhancement of students' reading skills.
The study on tenth-grade students at Pham Hong Thai High School highlighted their awareness of the significance of reading comprehension and the desire for effective reading strategies to enhance their understanding of texts Despite this awareness, no notable differences were found between proficient and struggling readers Many students faced challenges with unfamiliar vocabulary and grammatical structures during reading lessons While they generally favored reading comprehension lessons and were encouraged to utilize reading strategies, most relied on skimming, scanning, and guessing meanings A few students began to employ additional strategies such as predicting, inferring, and self-monitoring, albeit unconsciously However, some students continued to read word by word, pausing frequently to look up unknown vocabulary.
The findings from the unstructured interviews revealed that teachers recognize the significance of reading comprehension and strategies However, they face challenges such as limited time, large class sizes, grammar-focused assessments, and students' insufficient reading strategies, vocabulary, and grammatical knowledge To address these issues, teachers primarily instruct students in skimming, scanning, and contextual guessing techniques during reading comprehension lessons Additionally, they proposed various methods to enhance students' reading skills, including the use of effective reading strategies, authentic materials, and diverse activities throughout the three stages of a reading comprehension lesson.
Based on the findings, some pedagogical implications are suggested as follows:
Teachers play a crucial role in helping students apply various reading strategies to enhance their learning They should provide engaging activities that focus on essential reading skills and select texts that resonate with students' interests or relate to their daily lives Before each reading comprehension activity, teachers are encouraged to offer clear explanations for each step involved The reading process consists of three stages: pre-reading, while-reading, and post-reading, with the teacher's role evolving at each stage During the pre-reading stage, teachers should prepare students for the lesson without consuming too much class time, allowing more time for the main reading activities In the while-reading stage, teachers should be available to assist students as needed Finally, in the post-reading stage, teachers act as guides to help students articulate their understanding of the text, ultimately enhancing their comprehension and improving their reading skills.
Students play a crucial role in the success of reading lessons, as their active participation as listeners is essential They must attentively follow the teacher's instructions to effectively recognize information and deduce new vocabulary and grammar Additionally, students should engage as proactive and adaptable readers, utilizing class time efficiently to read and complete exercises for a comprehensive understanding of the material It is also vital for them to adopt appropriate reading strategies and leverage their background knowledge, as the significance of the text and its information may not always be explicitly presented in the printed content.
Limitations of the study
Despite the researcher's commitment to conducting the study professionally, challenges arose during implementation, leading to certain limitations The study focused on a sample of 150 tenth-grade students and four teachers at PHT High School, making the findings and recommendations specific to this context For other high schools in Hanoi or different provinces with varying conditions, it is important to carefully evaluate the applicability of the study's conclusions.
Suggestions for further study
With the above limitations, there are some suggestions for other researchers to take this issue into consideration and make necessary changes to carry out further studies
To enhance the depth of the investigation, it is advisable to broaden the participant pool to include all tenth-grade students from high schools in Hanoi and other provinces This approach will provide teachers with valuable insights into their students' expectations, needs, and interests, enabling them to tailor their teaching methods accordingly.
The study emphasizes the need for further research on specific reading strategies, such as skimming, scanning, and inferring, in the context of learning English.
Thirdly, other further studies can be carried out to examine the differences between good readers and bad readers or male readers and female readers when they use reading strategies
Researchers should explore additional studies that emphasize the implementation of strategies for enhancing three essential skills: listening, speaking, and writing.
In conclusion, this study explored two key research questions and identified several limitations This chapter summarizes the main findings of the research and offers recommendations for future studies on the topic.
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APPENDICE Appendix 1 SURVEY QUESTIONNAIRE FOR STUDENTS
This survey questionnaire is designed with the aim of getting necessary information for study “A study on students’ use of reading comprehension strategies:
We are conducting an evaluation research involving 10th-grade students and would greatly appreciate your insights on the following questions Your feedback is crucial in enhancing the quality of our materials Thank you for your cooperation.
Your years of learning English: 4 years 5 years 6 years
PART 2: In completing these questions, please choose the answer by circling the letter next to your choice You could also have more than one choice in some questions or give your own answers
1 How important is reading comprehension?
As important as other language skills (listening, speaking, writing)
Not as important as other language skills (listening, speaking, writing)
2 What is your purpose of learning reading in English?
To reinforce vocabulary and grammatical structures
To fulfill the compulsory requirements
3 What difficulties do you often have in reading a text?
There are many new words in the text
The texts often have strange topics
The reading comprehension tasks are difficult
4 How important is having good reading strategies to reading comprehension?
5 Circle the most suitable option to clarify you use of reading strategies?
1 Never 2 Rarely 3 Sometimes 4 Often 5 Very often
1 I choose reading strategies according to my reading purposes 1 2 3 4 5
2 I preview the headings and illustrations to get the main idea of the text before reading
3 Before reading, I read the comprehension questions to decide important information that should be noted
4 I skim through the text to understand main ideas of the texts before focusing on details
5 I scan for key words or concepts that are closely related to the questions in order to answer them
6 I skip the words that are not essential for comprehending the texts while reading
7 I guess meanings of new words using the available information
8 I use my knowledge of grammar or vocabulary to help understand difficult parts in reading texts
9 I relate my prior knowledge to the information of the texts I am reading
10 I check if my answers to the questions are correct or wrong after reading
11 I summarize the main ideas of the texts after reading 1 2 3 4 5
6 Name other reading strategies that you apply when learning reading? (Please specify)
7 What do you want the teachers do to help enhance your reading comprehension? (Please specify)
Appendix 2 BẢN KHẢO SÁT DÀNH CHO HỌC SINH
Bản câu hỏi này được thiết kế để thu thập thông tin cần thiết cho nghiên cứu
Việc áp dụng chiến lược đọc hiểu Tiếng Anh cho học sinh lớp 10 là rất quan trọng, giúp cải thiện khả năng tiếp thu ngôn ngữ Học sinh cần phát triển kỹ năng phân tích và suy luận từ nội dung văn bản để hiểu sâu hơn Mỗi người có thể có những cách tiếp cận khác nhau, vì vậy không có câu trả lời đúng hay sai Việc khuyến khích học sinh chia sẻ ý kiến cá nhân sẽ tạo ra môi trường học tập tích cực và sáng tạo.
Cảm ơn sự hợp tác của em!
PHẦN 1: THÔNG TIN CÁ NHÂN
Số năm đã học Tiếng Anh: 4 năm 5 năm 6 năm
Trình độ Tiếng Anh của em (Tự đánh giá):
PHẦN 2: TRẢ LỜI CÂU HỎI Đánh dấu tất cả các đáp án em thấy phù hợp với bản thân mình trong khi học đọc hiểu:
1 Đọc hiểu quan trọng như thế nào?
Quan trọng như những kỹ năng khác (nghe, nói, viết)
Không quan trọng như những kỹ năng khác (nghe, nói, viết)
Không quan trọng chút nào
2 Mục đích đọc hiểu Tiếng Anh của em là gì? Để củng cố từ vụng và cấu trúc ngữ pháp Để cải thiện kỹ năng ngôn ngữ Để mở rộng kiến thức nền Điều kiện bắt buộc
3 Khó khăn em thường gặp phải trong khi đọc hiểu?
Có nhiều từ mới trong bài đọc
Nhiều cấu trúc ngữ pháp khó
Các bài đọc thường có chủ đề lạ
Bài tập đọc hiểu khó
4 Chiến lược đọc hiểu tốt quan trọng như thế nào đối với đọc hiểu?
Không quan trọng chút nào
5 Khoanh vào các lựa chọn để cho thấy mực độ sử dụng các chiến lược đọc hiểu em dùng
1 Chọn chiến lược đọc hiểu theo mục tiêu đọc 1 2 3 4 5
2 Xem trước tiêu đề và minh họa để biết ý chính của đoạn trước khi đọc
3 Đọc trước câu hỏi để quyết định thông tin cần thiết 1 2 3 4 5
4 Đọc lướt qua đoạn văn để hiểu ý chính trước khi tập trung vào chi tiết
5 Đọc từ khóa hoặc khái niệm gần với câu hỏi để trả lời chúng 1 2 3 4 5
6 Bỏ qua những từ không cần thiết khi đọc bài 1 2 3 4 5
7 Sử dụng thông tin có sẵn trong bài để đoán nghĩa từ mới 1 2 3 4 5
8 Sử dụng kiến thức ngữ pháp hoặc từ vựng của mình để hiểu phần khó
9 Liên hệ kiến thức sẵn có với thông tin trong bài đọc 1 2 3 4 5
10 Kiểm tra lại xem câu trả lời đúng hay sai sau khi đọc 1 2 3 4 5
11 Tóm tắt ý chính của bài sau khi đọc 1 2 3 4 5
6 Những chiến lược đọc hiểu khác mà em áp dụng? (Hãy ghi rõ)
7 Em muốn giáo viên làm gì để giúp em cải thiện kỹ năng đọc hiểu? (Hãy ghi rõ)
I am conducting a study named “A study on students’ use of reading comprehension strategies: A case of 10 th form students” and your valuable information will help me carry out my study successfully
Now let’s start our interview!
I: First of all, how important is reading comprehension and reading strategies?
Teacher A: We all agree that they are of great importance as they facilitate the students’ learning not only in reading itself but other skills as well
I: “What do you think about the reading texts in the course book?”
Teacher C: the reading texts cover all the basic topics with reasonable length which are familiar with the students in general
Teacher B: I think that some topics are boring and teachers find it difficult to motivate students to study (unit 1, 2, 4, 7, and 8) Some reading texts are too simple (unit
2, 7), whereas there are some texts really difficult for students to acquire in a lesson such as unit 3, and 15
Teacher A believes that the expectations for students vary significantly, as some reading materials are quite simple, while others present greater challenges due to the inclusion of numerous unfamiliar words and phrases.
I: What reading strategies do you often teach your students?
Teacher A: I often teach my students how to scan and skim
Teacher B: I also teach my students to guess the meaning of new words in context
I: What do you do to motivate your students to read?
Teacher D emphasizes the need for diverse activities, such as pair work, group work, and role play, to cater to the varying reading abilities of students However, challenges arise in implementing these strategies due to a lack of materials, limited time, large class sizes, and a focus on grammar-based testing.
Teacher C: I often prepare interesting “warm – up”, and designs authentic material like magazines or short stories for students to read
I: What will you do to enhance Ss’ reading comprehension?
Teacher A observes that her students rarely utilize reading strategies and some do not recognize their significance To address this, she plans to have her students identify their reading purposes before engaging with texts, allowing them to choose suitable strategies that can be applied flexibly and interactively, ultimately boosting their reading efficiency Acknowledging the crucial role of reading strategies in comprehension, she will encourage her students to practice predicting, skimming, and scanning, while also incorporating timed speed-reading exercises.
To enhance vocabulary comprehension, I will gather and define key terms from the text for my students, utilizing flashcards during the pre-reading stage This approach will enable students to expand their vocabulary in a meaningful context Additionally, I will have students preview comprehension questions to guide their focus and improve their ability to answer these questions while reading.