Identification of the problem
As we all know, English is the most widely used language in the world and its important role in today‟s life of industrialization and modernization is undeniable
English serves as a crucial bridge for economic, political, and cultural interactions in our multilingual world, making it a key requirement for job seekers Consequently, it has become an essential subject in the educational systems of many countries globally.
In Vietnam, the significance of English is increasingly recognized due to the government's open economic policy, impacting various aspects of life, including economic, social, and political spheres Consequently, English teachers play a crucial role in developing the country's human resources, facing the challenge of enabling students to use English effectively and effortlessly To address this, teachers should focus on incremental progress, starting by encouraging students to take an active role in their learning process.
The learner-centered approach to foreign language teaching emphasizes the active role of learners in the learning process, moving away from the traditional view of them as passive recipients of information According to Ellis and Sinclair (1989), promoting learner autonomy is essential for effective learning, as it empowers students to take control of their education, encourages continued learning beyond the classroom, and allows them to apply learning strategies across various subjects Little (1991) highlights that proactive engagement in learning leads to greater efficiency and effectiveness Thus, learner autonomy is vital in language acquisition, with teachers playing a crucial role in motivating students to recognize the value of their learning and encouraging them to seek answers independently.
Carrell and Eisterhold (1989) highlight the strong connection between autonomous learning and reading skills, suggesting that inadequate reading proficiency can significantly impede students' overall language learning progress (Paweena, 2012).
At Phu Duc Upper Secondary School, the concept of learner autonomy is relatively new to students, impacting their ability to effectively engage in the learning process English is a key subject, with a strong focus on reading skills in each class However, English teachers Miss H and Miss D have observed that students exhibit low self-learning abilities, attributed to their limited reading proficiency This thesis aims to demonstrate how fostering learner autonomy can enhance reading comprehension skills, ultimately encouraging students to take ownership of their language learning journey This motivation underpins the research titled “Promoting Learner Autonomy in Enhancing Reading Comprehension.”
Skills for Students at High School in Thai Binh: An Action Research”.
Purpose of the study
The purpose of the research:
- Identifying the current students‟ autonomy at Phu Duc High School in reading comprehension skills
- Proposing anappropriate scheme of action to improve the situation
- Finding out the effect of the selected activities in action plan
- Reflecting the result of the research
The study aims to provide valuable insights for English teachers and students at Phu Duc Upper Secondary School, focusing on fostering learner autonomy to improve reading comprehension skills.
Particularly, the research is carried out to find out the best answer for the following questions:
- Can the uses of the three implemented reading strategies in help students at Phu Duc High School immprove their reading comprehension skills?
- Can the uses of the three implemented reading strategies help students at Phu Duc High Schooldeveloplearner autonomy?
Method Review
To achieve the study's objectives, an action research approach will be implemented through a 12-week autonomy-raising project during the first semester of 2016-2017 This method is selected to enhance both teaching practices and learner autonomy in reading comprehension skills, which necessitate consistent practice Thus, action research serves as an effective strategy to identify the most suitable solutions to the posed research question.
Scopes of the study
Learner autonomy is a significant challenge in second language acquisition, with ongoing research aimed at enhancing it This study contributes to the existing body of knowledge by focusing on improving learner autonomy through reading skills development Conducted over 12 weeks at Phu Duc Upper Secondary School with 27 students from a 10th-grade math gifted class, the research highlights a notable lack of learner autonomy among participants, who dedicate minimal time to English learning A particular concern identified is their reluctance towards reading, which hampers their overall language development.
Structure of the study
This study is organized into three main sections:
This part aims to give a description of the reasons, objectives, scope, methods and design of the study
This article is organized into several chapters, beginning with Chapter 1, which establishes a theoretical foundation by defining key terms and relevant theories Chapter 2 offers an overview of the teaching and learning environment at Phu Duc High School Chapter 3 outlines the methods, objects, and procedures used for data collection, while Chapter 4 presents the findings and analysis of the collected data.
This paper concludes by summarizing the key findings of the study and offering recommendations for enhancing learner autonomy through improved reading skills Additionally, it provides valuable suggestions for future research directions.
LITERATURE REVIEW
Learner autonomy
Autonomy in learning empowers students to take control of their educational journey, making it a key objective in modern education, especially in language teaching Prominent educators (Holec, 1981; Dickinson, 1987; Little, 1991; Dam, 1995; Benson, 2001; Palfreyman, 2003; Lamb and Reinders, 2007) emphasize the importance of fostering learner independence Teachers play a crucial role in promoting this autonomy by employing pedagogical strategies that encourage students to manage their language skills independently By raising awareness of the significance of autonomy, educators can help students develop lifelong learning abilities, echoing the wisdom of the proverb: “Give a man a fish, feed him for a day Teach a man to fish, feed him for a lifetime.”
Learner autonomy, a concept introduced by Henri Holec, is defined as "the ability to take charge of one’s own learning." According to Holec, learners should actively plan, monitor, and evaluate their learning processes to enhance their autonomy and create personal learning opportunities Similarly, Nunan emphasizes that the ability to set personal goals and generate individual learning opportunities is crucial for achieving learner autonomy.
Linguists and educationalists have differing views on the definition of autonomy in learning David Little (1994) describes autonomy as the learner's psychological relationship to the learning process, highlighting the importance of critical reflection, decision-making, and independent action In contrast, Leni Dam (1995) emphasizes the learner's willingness and ability to manage their own learning Both Dam and Holec (1981) agree that an autonomous learner independently sets goals, selects materials and methods, organizes tasks, and determines evaluation criteria, showcasing the multifaceted nature of learner autonomy.
115) states that autonomy “is learned at least partly through educational experiences and interventions”
According to Dickinson (1987), learners are at the center of the learning process, viewing learning as a self-initiated endeavor, which contrasts with the behaviorist perspective that sees learners as passive participants engaged in rote memorization A crucial aspect of this definition is that autonomy is an inherent quality of learners rather than a product of the learning environment Additionally, Benson (2001) notes that most research on learner autonomy revolves around three main hypotheses: the nature and components of autonomy, the potential for fostering autonomy among learners, and the effectiveness of various approaches in promoting autonomy in language learning.
Scharle and Szabo (2000) stated that an autonomous student must have built four blocks:
Sharing the same ideas, (Omaggio, 1978, cited in Wenden, 1998, pp 41-42; Holec, 1981; Dickinson, 1987; Little, 1991; Broady & Kenning, 1996; Barnett, 1993) distinguish the characteristics between dependent learners and independent learners as below:
1 do not set learning goals
2 only work when extrinsic motivators such as grades or rewards are offered
3 do not reflect on how well they are learning and stick to the fixed hypotheses
4 cannot make decisions about their learning
5.do not know their own strengths and weaknesses
6 do not know their learning styles and different strategies for learning
7 make mistakes or not knowing is shameful
8 rely heavily on teachers and think teachers is wholly responsible for their learning
9 study, translate and memorize knowledge
10 do not connect classroom learning with the real world
1 plan their learning and set goals 2.are intrinsically motivated by making progress in learning
3 often reflect on the learning process and progress, reject hypotheses that do not apply
4 can make well-informed learning decisions
5.are aware of their strengths and weaknesses 6.have insights into their learning styles and strategies
8 are self-reliant for own learning
9 use and practice skills, analyzea little
10 connect classroom learning with the real world
Basing on these theoretical backgrounds, I will analyze the data to see whether the population students are autonomous learners or not
Autonomous learning is often misunderstood as learning in isolation, but it actually exists on a continuum where teacher dependence plays a role Reinders (2000) emphasizes that while learners can take charge of their education, teachers are crucial in guiding them towards this responsibility Holec (1981) asserts that learners can manage their own learning, yet teachers can facilitate this process To foster autonomy, educators must provide both support and challenges Boud (1981) notes that it is acceptable for learners to seek instruction when they find it beneficial, indicating that promoting autonomy might require structured guidance of a different nature rather than simply eliminating teaching.
The role of the teacher in fostering autonomous learning evolves but remains essential Teachers' perspectives shift in response to their roles, while students' views change regarding motivation, the significance of learning, ownership of their education, and opportunities for learning outside the classroom (Nordlund, 1997: 71-89) Educators must empower students to become self-directed learners and instill confidence in their ability to enhance their educational journey.
According to Cohen (2002), an effective learning strategy involves empowering learners to understand their learning style preferences, language strategy choices, and motivational levels, rather than solely focusing on strategy instruction Research has consistently shown that learning strategies, learner training, and learner development remain crucial aspects of autonomy in language learning, as highlighted in studies by Gao (2002), Jiménez-Raya and Lamb (2003), and Huang (2006) By promoting autonomy, learners are encouraged to take control of their language skills and develop the ability to learn independently in various situations.
Developing language skills requires learners to cultivate awareness of their own learning processes and the strategies available to them, as emphasized by Nordlund et al (1997) Strategic competence involves planning, implementing, monitoring, and evaluating one's learning while utilizing all opportunities both inside and outside the classroom Oxford (1990) highlights that many language students are conditioned to be passive learners, often relying on traditional educational methods Therefore, education must equip learners with the skills to take control of their learning journey By fostering a sense of autonomy, learners can achieve proficiency in all four language skills Reading, in particular, is crucial for language acquisition, as it enhances knowledge and supports lifelong learning Given that much of human knowledge is conveyed through written language, strong reading skills have become essential in various aspects of life.
Motivation plays a crucial role in language learning, serving as a central theme in linguistics for many years Various definitions of motivation exist, with Guilloteaux and Dürnyei (2008: 55-56) providing insights into its complexities and significance in the learning process.
Motivation is essential for starting and maintaining the often lengthy process of learning a second or foreign language Even individuals with exceptional abilities may struggle to achieve long-term goals without adequate motivation Additionally, effective curricula and quality teaching alone cannot guarantee student success in language acquisition.
Attitudes, as defined by Wenden (1998), are learned motivations and valued beliefs that influence our responses toward approaching or avoiding situations In the context of language learning, attitudes can be evaluated through perceptions of the language course and the teacher According to Tremblay and Gardner (1995), motivation in language learning comprises three key components: the effort invested to achieve learning goals, the desire to learn the language, and the overall attitude toward the learning task.
A motivated learner is characterized by their effort, persistence, and attention to tasks, as noted by Masgoret and Garder (2003) They set goals and have aspirations, finding enjoyment in the learning process Additionally, motivated learners reflect on their successes and failures, remain engaged, and employ strategies to reach their objectives.
Motivation for reading is crucial for students to enhance their reading skills and persist in overcoming challenges (Grabe, 2009) It drives them to engage with texts, as skilled reading develops through extensive practice According to Guthrie and Wigfield (2000), reading motivation encompasses an individual’s personal goals, values, and beliefs about the reading process and its outcomes, highlighting its importance in fostering a positive reading experience (Becker, McElvany, & Kortenbruck, 2010).
In Grabe (2009)‟study we find a table where he describes factors that support reading motivation These factors are:
1 Opportunities for learning success and gains in conceptual knowledge
2 Real-world interactions (demonstrations, data collection, observations, etc.)
3 Autonomy support, student self-direction
7 Social collaboration and relationship building for academic tasks
8 Evaluation and feedback that support learning (Grabe 2009: 191)
Motivation is the key driver of effective learning, as it shapes our intentions and purpose in achieving successful outcomes In this study, I aim to enhance students' motivation by demonstrating that our activities lead to positive results, fostering their desire to reach their goals Particularly in the context of learning a foreign language, motivation plays a crucial role, especially since our target group often lacks the drive to engage in reading and homework With limited time for these activities—only 2-4 hours a week—it's vital to encourage self-learning through effective reading strategies By allowing learners to choose their reading topics, we can inspire them to engage in meaningful reading experiences that boost their motivation and learning success.
1.1.4 Way to develop learner autonomy
Nunan (1988) presents a nine-step program designed to transition students from dependent to autonomous learners However, in the context of Phu Duc High School, implementing all nine steps is impractical Consequently, the researcher has omitted certain unnecessary steps during the training activities.
Step 1 – Make instructional goals clear to learners
A very first step in generating learner autonomy is to help learners recognize their goals after the lesson
For example: Today we‟re going to practice scanning strategy and we‟re going to read about music and movies and stuff OK?
Now, I want you to open your reading materials and look quickly over the first text then tell what the main idea of the text is
After this unit you will able to recognize the main idea of a text
Step 2 – Allow learners to create their own goals
Reading comprehension
There are plenty of different definitions of reading comprehension, for example:
Reading comprehension involves deriving meaning from text to achieve a holistic understanding rather than focusing on isolated words or sentences As children engage with text, they create mental models that represent the ideas conveyed These models fall into two categories: a text-based model, which reflects the propositions presented in the text, and a situation model, which captures the overarching themes and context of the text (Kintsch 1998; Van Dijk and Kintsch 1983).
Reading comprehension involves constructing meaning from written or spoken communication through an interactive exchange of ideas between the interpreter and the message (Harris & Hodges, 1995) This process assumes that meaning is derived from the intentional problem-solving and thinking of the interpreter, with the understanding shaped by their prior knowledge and experiences.
Reading comprehension is a vital skill that involves actively constructing meaning from text, as highlighted by Durkin (1993) It encompasses a complex interplay of automatic and strategic cognitive processes, allowing readers to form mental representations of the material they engage with (Van den Broek & Espin, 2012).
Reading comprehension involves the collection and synthesis of information from texts, relying on the reader's prior knowledge to enhance understanding.
Reading strategies
Skimming is a rapid reading technique used to grasp the main ideas of a text without focusing on every word It involves quickly previewing content, such as a newspaper, by scanning headings and the first lines of paragraphs while skipping over large sections of information This method allows readers to efficiently identify key concepts and themes in a passage (Richards et al., 1992; Hedge, 2003).
According to Nuttall (1996:49), skimming involves quickly scanning a text to grasp its main idea, which can help determine the relevance of a research paper to our work or keep us lightly informed about less significant topics.
Scanning has to do with looking for “specific information, for example, the relevant times on a timetable, items in a directory, or key points in an academic text”
(Hedge, 2003: 195) Williams (1996: 107) states that “scanning is reading for particular points of information It is a selective reading, and its purpose is to achieve very specific reading goals”
Scanning involves quickly glancing through a text to locate specific information, such as names or dates, or to assess its relevance for a particular purpose, like determining if a gardening book covers the cultivation of a specific vegetable.
According to Anderson & Pearson (1984): “The ability to make inferences from given information in a text and from background information has been described as the heart of the reading process.”
Making inferences is the skill of reading between the lines, requiring readers to interpret text through critical thinking, prior knowledge, intuition, and imagination This process enhances comprehension and engagement with the material.
Making inferences is essential for readers to actively engage with a text, as it involves building meaning through personal interaction Skilled readers often make these inferences instinctively, using logical assumptions derived from textual clues and their prior knowledge This process not only fosters creativity but also allows for diverse interpretations, especially in fictional genres In contrast, nonfiction texts, which focus on factual information, tend to offer more limited interpretations Regardless of the genre, readers must support their inferences by articulating the prior knowledge and textual evidence that inform their conclusions.
Keene and Zimmerman (1997) showed that when successful readers infer, they:
Make reasonable predictions as they read, test and revise those predictions as they read further
Create dynamic interpretations of text that are adapted as they continue to read
Use the combination of background knowledge and explicitly stated information from the text to answer questions they have as they read
Make connections between conclusions they draw and other beliefs or knowledge
Make critical or analytical judgments about what they read
In a different aspect, Barrett‟s Taxonomy of Reading Comprehension (1974) identifies the following eight factors that proficient readers often use when they infer:
Inferring supporting details – guessing about additional facts the author could have included in the selection that would have made it more informative, interesting, or appealing
Inferring the main idea – providing the main idea, general significance, theme, or moral that is not explicitly stated in the selection
Inferring sequence – guessing what action or incident might have taken place between two explicitly stated actions or incidents or making hypotheses about what could happen next
Inferring comparisons – inferring likenesses and differences in characters, times, or places
Inferring cause-and-effect relationships – hypothesizing about the motives of characters and their interactions with others and with time and place
Inferring character traits – hypothesizing about the nature of characters on the basis of explicit clues presented in the selection
Predicting outcomes – guessing the outcome of a selection after reading an initial portion of it
Inferring about figurative language – inferring literal meanings from the author‟s figurative use of language
METHODOLOGY
Research question
The research question for this study has been raised in Part A, Section 2 above It is, however, reproduced here to make it easy for the reader to follow:
- Can the uses of the three implemented reading strategies in help students at Phu Duc High School immprove their reading comprehension skills?
- Can the uses of the three implemented reading strategies help students at Phu Duc High Schooldeveloplearner autonomy?
Context and Subject of the study
Established in 1965, Phu Duc Upper Secondary School has grown from a modest institution with just 8 classrooms and 10 teachers to a thriving educational establishment featuring 42 classrooms, 96 staff members, and nearly 2,000 students The school's spacious and well-maintained facilities support a strong commitment to educational excellence Teachers at Phu Duc focus on enhancing the quality of education by implementing innovative teaching methods, resulting in an impressive annual graduation rate of 98% or higher and consistently high university entrance exam scores, placing the school among the top performers in the province.
This study focuses on 27 students from the 10A2 class at Phu Duc Upper Secondary School, who have been learning English as a compulsory subject for at least nine years but exhibit a negative attitude towards the language due to poor reading scores The group consists of 6 girls and 21 boys, aged 18-20, who are part of a math gifted class in Thai Binh province, where one of the researchers teaches English Despite their long exposure to the language, these students dedicate minimal time to English learning, and their lack of autonomy in reading poses a significant challenge, contributing to their aversion to reading.
Procedure of the research
The researcher identified the issue of low student autonomy through discussions with colleagues and decided to focus on reading strategies at Phu Duc High School as a viable solution To assess students' autonomy and proficiency levels, various data collection instruments were employed An intervention was then implemented, introducing three reading strategies based on theoretical insights from the literature review, aimed at enhancing reading proficiency and fostering learner autonomy Throughout the intervention, six class observations were conducted, following Nunan's (1995) theory, to monitor progress Post-intervention data collection tools were utilized to analyze and reflect on the research outcomes.
Data collection instruments
To guarantee the reliability and validity of the data, all interviews were conducted in Vietnamese, allowing students to fully understand the questions Similarly, the survey questionnaire was administered in Vietnamese Subsequently, all questionnaires and interview transcripts were translated into English for the purpose of this English thesis.
According to Nunan (1993), survey questionnaires are an efficient tool for researchers, significantly reducing the time needed for distribution and collection They provide respondents with the freedom to express their thoughts without concerns about confidentiality In many action research studies, questionnaires remain the primary method for data collection To enhance the validity and reliability of the findings, I utilized a survey questionnaire to assess whether students' responses aligned with the statistical data gathered.
The questionnaireconsists of four parts for multiple selections:
Part 1 is designed to find students' attitudes and behaviour towards the project by committing to project implementation that demonstrates the student's level of autonomy
Part 2 is used to find out if students have improved their speaking skills The data not only shows the student's level of proficiency, but they also show an improvement in their autonomy
Part 3 was based on Broady (1996) and Chu, Lee, Sakai, and Takagi (2008)‟ theory about learners‟ attitude towards self-learning It is used to explore the changing attitudes of students towards self-learning after the intervention
Part 4 is used to confirm the conclusions drawn from Parts I, II, III It is also used to find out whether the answers of the students for the questions in the four sections are consistent or not In short, all of fourparts aims to prove if the studentshas improved their reading proficiency and become autonomous after all interventions
To gain deeper insights into the issues at hand and to elaborate on the reasons behind questionnaire responses, semi-structured interviews were conducted A total of 5 out of 27 students were randomly selected to provide their feedback on the project, making this approach an effective tool for addressing the identified problems.
The researcher conducted six observations over 11 lessons to assess student participation and reading autonomy Utilizing an adapted version of Nunan’s observation sheet (1995), the observation tool aimed to gather comprehensive data on student involvement in class activities, ensuring data reliability This approach focused on the collective engagement of the entire class rather than individual students.
At the conclusion of the project, a reading achievement test was conducted to evaluate the students' ability to effectively apply three key strategies and enhance their reading skills Additionally, the test aimed to determine the consistency between the statistical data gathered from various sources and the students' test scores.
Implemented activities
Meeting number 1consists of 3 activities:
Activity 1: Introduce the project to the class and
Learner autonomy plays a crucial role in the educational process, empowering students to take charge of their own learning By fostering independence, students can develop critical thinking skills and enhance their motivation To assess their understanding of this concept, students will complete two self-evaluation questionnaires: one focused on their level of learner autonomy and the other identifying whether they are independent or dependent learners These activities encourage reflection and promote a deeper awareness of personal learning styles.
Meeting number 2 consists of 4 activities:
Activity 1: Have students sign a learner commitment
Activity 2: Convince the learners about the benefits of three reading strategies to improve their learner autonomy
Activity 3: Raising awareness of 3 strategies (scanning, skimming, inferring) for enhancing reading comprehension skills (have students do exercises using 3 strategies)
Activity 4: Have students complete questionnaires on pre-project self-evaluation form of reading comprehension skills
Meeting number 3-4-5: Discuss and practice on scanning skill
In these activities, students had to practice finding the specific information in a text
In the pre-reading phase, the researcher engaged students by providing topic suggestions and language preparation, allowing them to tap into their prior knowledge For instance, during meeting 3, students examined pictures and headings to predict topics and discuss them In the reading phase, they focused on locating specific information within short texts Finally, in the post-reading phase, students practiced their scanning skills and reflected on their reading; for example, in meeting 3, they were tasked with writing two true statements and two false ones about the text they had read.
Meeting number 6-7-8: Discuss and practice on scanning skill
In a series of activities aimed at enhancing reading comprehension, students practiced identifying the main idea of texts through a structured approach During the pre-reading phase, the researcher assessed students' prior knowledge of the reading materials In the while-reading phase, they engaged in exercises such as matching headings with corresponding paragraphs to pinpoint the main idea For instance, in meeting 6, students quickly scanned the text to connect headings (A-D) with paragraphs (1-4) In the post-reading phase, students reinforced their skimming skills by summarizing the texts in their own words, as demonstrated in meeting 7, where they reflected on their reading experience.
Meeting number 9-10-11: Discuss and practice on inferring skill
In this study, students engaged in activities designed to enhance their ability to make inferences from implicit information in texts The pre-reading phase involved the researcher facilitating language preparation by tapping into students' prior knowledge related to the reading materials During the reading phase, students practiced inferring meanings, exemplified by a ten-question exercise in meeting 10, where they selected the word closest in meaning to an underlined term In the post-reading phase, students further developed their inferring skills by reflecting on the text, as demonstrated in meeting 9, where they evaluated the truthfulness of ten statements about the reading material.
- Have students complete questionnaire on post-project self-evaluation on autonomy
- Have students complete questionnaire on post-project self-evaluation of reading comprehension skills
- Select 5 students randomly to conduct the interviews
The program, based on Williams (1996), emphasizes effective reading instruction through three key phases: pre-reading, while-reading, and post-reading The pre-reading phase is designed to engage students by introducing the topic, motivating them to read, and preparing them linguistically for the text During this phase, learners are encouraged to explore their prior knowledge related to the readings The while-reading phase focuses on helping students grasp the writer's intent, understand the text's structure, and clarify its content.
In the post-reading stage, teachers should solicit student feedback on the text to gauge comprehension and engagement This critical phase allows educators to assess students' responses and insights regarding the chosen materials, enhancing the overall learning experience.
FINDINGS AND DISSCUSSIONS
Self-evaluation of reading comprehension skills before and after the projects 25 3.2 Attitude towards learner autonomy before and after the project
(1.Strongly disagree 2.Disagree 3.Agree 4.Strongly agree)
1 I often read outside the classroom
2 I can recognize the specific information in texts
3 I often guess the meanings of unknown words before using dictionary
4 I can make inferring about content and vocabulary in texts
5 I can understand the main idea in texts
Before the project 9(33%) 15(55%) 1(4%) 2(8%) After the project 1(4%) 3(11%) 13(48%) 10(37%)
6 I can summarize texts in my own words
7 I feel confident when doing reading tests
Before implementing new strategies, a significant 84% of students frequently depend on dictionaries for unfamiliar words Additionally, 85% lack confidence in making inferences about content and vocabulary within texts Their reading comprehension skills show further weaknesses, with 85% unable to summarize texts in their own words, 88% struggling to grasp main ideas, and 85% failing to identify specific information Consequently, reading exercises are perceived as a burden, with 92% of students expressing a lack of confidence when engaging in these activities.
Before the project, students demonstrated passivity in enhancing their reading comprehension skills, as indicated by self-evaluation questionnaires However, after the introduction of three effective reading strategies—scanning, skimming, and inferring—there was a notable positive shift Post-intervention, 88% of students could identify specific information in texts, while 81% could make inferences about content and vocabulary, and 85% understood the main ideas Additionally, 85% felt confident in summarizing texts, leading to a perception that reading had become easier Consequently, 84% of students expressed confidence in tackling reading tests Furthermore, the number of students reading outside the classroom surged to 84%, a significant increase from just 8% prior to the project The overall enhancement in reading skills is illustrated in Table 1.
Thetable below shows the improvement of a student's reading skills:
Table 3.2: The illustration of the improvement of a student's reading skills
(1.Strongly disagree 2.Disagree 3.Agree 4.Strongly agree)
4 I can make inferring about content and vocabulary in texts
The letter X in the table represents a student's selection among four responses: 1 Strongly disagree, 2 Disagree, 3 Agree, and 4 Strongly agree A downward movement of X to the right indicates a shift in the student's perception of learner autonomy Each step from 1 to 4 to the right earns one point, while moving two steps counts as two points and three steps as three points No movement results in zero points, and moving left deducts one point for each step.
The scoring system indicates varying degrees of change: a score of 7 points signifies a significant change, while scores ranging from 1 to 6 suggest minor changes Conversely, a score of 0 or below indicates no change at all For instance, as illustrated in the chart, a student earns 1 point when the letter X shifts from position 2 to 3, reflecting a slight change.
Figure 3.1: Students’ improvement in reading skills
82% no improvement slight impveoment significant improvement
The results indicate that all students demonstrated improvement in their reading abilities, with 82% of the 28 students experiencing significant enhancements and 18% showing slight progress following the interventions.
3.2 Attitude towards learner autonomy before and after the project
After exploring learner autonomy through Nunan's theory, I administered pre-project self-evaluation questionnaires to gauge my students' attitudes towards their learning independence Based on Nunan's classification of independent and dependent learners, the students assessed their own learning styles The findings revealed that 100% of the students identified as dependent learners, responding "I'm a dependent learner" to the question regarding their learner type (see Appendix 1).
The Table 3 below reveals the attitude of students before the project
Table 3.3: Attitude towards learner autonomy before and after the project
(1.Strongly disagree 2.Disagree 3.Agree 4.Strongly agree)
1 I know what my strengths and weaknesses are in learning
2 I like reading outside the classroom
3 I‟ll do the exercises even if I don‟t have to hand it in
4 The best way to learn is not by asking for teacher‟s explanations
5 I can learn by myself and improve without class
6 I often plan my learning and set goals
7 I like the teacher to let me find my mistakes and correct them myself
8 I had purposes in mind when choosing what to read for my assignments
Before the project 8(30%) 15(55%) 3(11%) 1(4%) After the project 1(4%) 3(11%) 13(48%) 10(37%)
9 I check and read again the assigned readings to complement what I‟ve gained in class
10 I can monitor and overcome any difficulties in my learning process all by myself
The pre-project self-evaluation questionnaire indicates that a significant majority of students are independent learners, with 11% of them able to manage their own learning and solve problems without teacher assistance These students express confidence in their ability to enhance their English proficiency independently Additionally, only 8% of students set specific goals and plan their learning processes purposefully, while 11% demonstrate a positive attitude towards learner autonomy before and after the project, as shown in Table 3.
A recent study revealed that 85% of students lack specific goals when selecting reading materials for assignments, highlighting a reliance on teacher explanations during the learning process Only 15% of students demonstrate autonomy by taking responsibility for their learning, such as revisiting assigned readings or engaging in exercises without prompting This lack of self-reliance stems from an unclear understanding of their strengths and weaknesses, hindering their ability to identify effective learning styles and improve reading comprehension To address this issue, the upcoming phase of the project will focus on equipping students with reading strategies aimed at enhancing their comprehension skills and fostering a greater awareness of the importance of learner autonomy in their educational journey.
Implementing reading strategies significantly enhances students' reading skills, fostering their awareness of learner autonomy After teaching these strategies, students engage in self-assessment of their reading comprehension, followed by post-project self-evaluation questionnaires Statistics reveal a shift in mindset, with 85% of students believing they can improve independently and 81% feeling capable of addressing learning challenges without teacher assistance Furthermore, there is a notable increase in students' ability to plan their learning and set goals, rising from 8% to 84%, while 81% now recognize their strengths and weaknesses in learning English.
A significant 85% of students acknowledge the importance of enhancing reading skills beyond the classroom, actively selecting reading materials with specific purposes for their assignments The data reveals that 85% of students prefer to solve problems independently before seeking teacher assistance, indicating a growing reliance on self-learning Furthermore, 88% of students frequently revisit and review assigned readings, a notable increase from 15% prior to the project Additionally, the willingness to engage in exercises without teacher prompts has risen dramatically, with 88% of students expressing this readiness compared to just 15% before the initiative.
Positive student attitudes towards activities significantly enhance the learning process According to the data, 92% of students find the activities interesting, while 84% believe their peers are also engaged Only 3% feel that the reading materials do not match their proficiency levels Furthermore, an impressive 96% of students recognize the effectiveness of strategies in improving their reading skills, and 92% report feeling motivated after participating in the activities.
Table 3.4: Attitudes toward the activities
(1.Strongly disagree 2.Disagree 3.Agree 4.Strongly agree)
1 I find the selected activities interesting
2 After doing the activities, I liked reading a lot
3 My friends seemed to be interested in doing the tasks
4 Reading materials are not suitable with my proficiency
5 The strategies help me read faster 0% 1(4%) 14(51%) 12(45%)
6 I believe that the use of the strategies is very helpful in reading process
7 The activities make me feel motivated
8 I kept a record of my assignment to check and read again
The interviews in Appendix 8 have given more evidences to convince the student of the importance of both improving reading skills and promoting learner autonomy:
Students report increased confidence and significant improvement in their reading skills following the implementation of effective strategies They find these strategies not only useful in reading exercises but also applicable in various contexts, leading to greater motivation and enjoyment This synergy between enhanced reading skills and learner autonomy highlights the reciprocal relationship where boosting reading abilities fosters independence in learning, while promoting autonomy further enhances reading proficiency.
Table 3.5: The illustration of the changes of a student’s attitude toward learner autonomy
(1.Strongly disagree 2.Disagree 3.Agree 4.Strongly agree)
5 I can learn by myself and improve without class 1 2 3 4
In Table 5, the letter X represents a student's selection among four responses: (1 Strongly disagree, 2 Disagree, 3 Agree, 4 Strongly agree) A downward movement of X to the right indicates a shift in the student's perception of learner autonomy, with each step from 1 to 4 earning points—one point for each step, two points for two steps, and three points for three steps A stationary X scores zero points, while movement to the left results in a deduction of one point per step A score of 10 points or more indicates a significant change in perception, 1 to 10 points signifies a slight change, and a score of zero or below indicates no change For instance, a student moving X from 1 to 3 would accumulate 2 points.
Figure 3.2: Students’ changes in their perception of learner autonomy
The results shows that 100% of the students have changed their attitudes positively in which 15% of them have changed slightly while the rest (85%) have changed significantly
Table 3.6: Attitudes towards the benefits of self-directed learning
(1.Strongly disagree 2.Disagree 3.Agree 4.Strongly agree)
1 The self-directed learning project help me improve my reading comprehension skills a lot
2 The self-directed learning project help me to set learning goals and make plans to achieve the goals
3 Learner autonomy helps me to learn ways to study by myself
4 Learner autonomy help me recognize the importance of autonomy not only in
English but also in the other subjects
5 Learner autonomy plays a significant role in language learning
85% no change slight change significant change
A significant majority of students, 89%, believe that learner autonomy enables them to learn independently and effectively set and achieve their learning goals Furthermore, 92% recognize the critical role of learner autonomy not only in language acquisition but also across other subjects, with the same percentage affirming that their reading comprehension skills have improved due to this approach Overall, 92% of students acknowledge the substantial benefits of learner autonomy in language learning, while only a minimal percentage—0% strongly disagreeing and 8.4% disagreeing—express skepticism about its advantages In contrast, 54.6% and 37% of students agree and strongly agree, respectively, on the positive impact of learner autonomy in their educational experience.
Figure 3.3: Attitudes of students towards the benefits of learner autonomy
A comparison of student attitudes towards learner autonomy reveals a positive shift in perception Furthermore, the analysis of questionnaire data highlights the various benefits associated with learner autonomy, indicating an overall enhancement in students' understanding and appreciation of this educational approach.
Strongly disagree Disagree Agree Strongly agree
Summary
Employing three key reading strategies—scanning, skimming, and inferring—fosters a motivational process that empowers learners to take charge of their education By utilizing these techniques, students can make informed decisions, set personal goals, and effectively plan their learning journeys Furthermore, these strategies promote learner autonomy, allowing individuals to tailor their learning styles to successfully achieve their objectives.
Effective reading strategies not only enhance learners' reading speed and ease but also boost their enthusiasm for reading Allowing students to choose topics of personal interest further fuels their motivation Additionally, these strategies empower students to independently identify specific and general information and make predictions about the text, reducing their reliance on teacher guidance.
In conclusion, the analysis indicates that the implementation of reading strategies has significantly improved students' reading skills Furthermore, these enhanced skills contribute to greater student autonomy Ultimately, the researcher believes he has found a partial answer to the research question.
- Can the uses of the three implemented reading strategies in help students at Phu Duc High School immprove their reading comprehension skills?
- Can the uses of the three implemented reading strategies help students at Phu Duc High Schooldeveloplearner autonomy?
Findings
Research indicates that students are becoming more independent learners, as evidenced by the improvement in their reading skills and learner autonomy A comparative analysis of data collected before and after the project highlights significant advancements in students' ability to take charge of their learning, supported by effective reading strategies The findings demonstrate that participation in the project has successfully enhanced students' reading comprehension, fostering their growth as proactive and self-sufficient learners.
The research was completed with the answer to the question:
- Can the uses of the three implemented reading strategies in help students at Phu Duc High School immprove their reading comprehension skills?
- Can the uses of the three implemented reading strategies help students at Phu Duc High School develop learner autonomy?
The strategies implemented at Phu Duc High School have significantly improved students' reading comprehension skills, fostering their awareness of the importance of learner autonomy This autonomy not only enhances reading skills but also positively impacts other subjects and overall learning processes.
Implications
In many EFL classes, the traditional word-by-word reading strategy prevails, with few teachers focusing on enhancing students' reading comprehension through effective reading strategies By incorporating techniques such as skimming, scanning, and inferring, learners can significantly improve their reading skills while fostering learner autonomy This mutual relationship between reading proficiency and learner autonomy not only leads to better outcomes in language learning but also benefits students in other subjects.
Reading strategies play a crucial role in enhancing other language skills such as listening, speaking, and writing Regardless of the specific skill being developed, reading serves as a foundational tool For instance, when taking listening or speaking tests, understanding the test structure through reading is essential, making skimming a valuable skill Additionally, these reading strategies are beneficial not only in academic settings but also in practical situations Learners can employ scanning techniques to locate specific information in texts or use skimming to quickly grasp key news highlights in newspapers.
At Phu Duc High School, enhancing reading skills and fostering learner autonomy can be achieved by selecting reading materials that align with students' English proficiency, interests, age, and gender This tailored approach encourages student engagement and proactivity in the learning process, making it more enjoyable and motivating To ensure effective teaching outcomes, educators should implement the reading strategies proposed by Williams (1996), which include pre-reading, while-reading, and post-reading activities.
4 Limitations and suggestions for further research
This study acknowledges several limitations that may impact its findings Firstly, the research involved only 27 students, leading to insufficient data for a definitive conclusion Additionally, the study was conducted at Phu Duc Upper Secondary School, meaning the selected reading materials were tailored to this institution and may not be suitable for others due to varying student reading proficiencies and educational programs Furthermore, time constraints prevented the exploration of all effective reading strategies that could enhance students' reading comprehension skills and foster learner autonomy.
This research highlights the need for further investigation into various reading strategies, such as predicting and extensive reading Additionally, replicating this study with a larger population could demonstrate how equipping students with diverse reading strategies enhances their reading comprehension skills and fosters learner autonomy.
Anderson, R., & Pearson, P (1984) A schema-theoretic view of basic processes in reading comprehension Champaign, Ill.: University of Illinois at Urbana-
Assinder, W (1991) Peer teaching, peer learning: one model ELT Journal
Benson, P (2001) Teaching and Researching Autonomy in Language Learning
Benson, P (2007) Autonomy in language teaching and learning State of the Art
BLOCK, C C.; PARRIS, S.R.; REED, K.L.; WHITELEY, C.S.; CLEVELAND, M.D Instructional Approaches That Significantly Increase Reading Comprehension Journal of Educational Psychology
Boud, D (1981) Developing student autonomy in learning London, UK: Kogan Page.
Broady, E and M-M Kenning (eds) (1996) Promoting Learner Autonomy in University Language Teaching London: AFLS/CILT.
Broady and Kenning (1996) introduce key issues surrounding learner autonomy in their work on promoting self-directed learning in university language teaching This publication, produced by the Association for French Language Studies and the Center for Information in Language Teaching Research, emphasizes the importance of fostering independence among students to enhance their language acquisition skills The insights provided serve as a foundational resource for educators aiming to implement effective strategies that encourage autonomous learning in language education.
Candy, P (1991) Self-direction for lifelong learning: A comprehensive guide to theory and practice San Francisco: Jossey-Bass Publishers.
Dam, L (1995) Learner autonomy 3: from theory to classroom practice Dublin: Authentik.
Day, R R., & Bamford, J (2002) Top ten principles in teaching extensive reading Reading in a Foreign Language.
Durkin, D (1993) Teaching them to read (6th ed.) Boston, MA: Allyn & Bacon.Ellis, G and B Sinclair (1989) Learning to learn English: a course in learner training Teacher’s book Cambridge: Cambridge University Press.
Guthrie, J T., McRae, A., Coddington, C S., Klauda, S L., Wigfield, A., & Barbosa, P (2009) Impacts of comprehensive reading instruction on diverse outcomes of low-achieving and high-achieving readers Journal of Learning
Hansen, J., & Pearson, P D (1983) An instructional study: Improving the inferential comprehension of fourth grade good and poor readers Journal of
Harris, T., & Hodges, R (Eds.) (1995) The literacy dictionary Newark, DE:
Hart, N (2002) Intra-group autonomy and authentic materials: A different approach to ELT in Japanese colleges and universities.
Heath, S B (1992) Literacy skills or literate skills? Considerations for ESL/EFL learners In Nunan, D (Ed.) Collaborative Language Learning and Teaching
Hedge, T (2000) Teaching and Learning in the Language Classroom Oxford:
Hellekjổr, G O 2007b Reading: From a Forgotten to a Basic Skill Sprồk og
Holec, H (1981) Autonomy in Foreign Language Learning Oxford: Pergamon. Hopfenbeck, T.N & Roe, A (2010).Learning and Reading Strategies In: M Kjổrnsli & A Roe, (Eds.), National PISA Report 2009.
Karlsson, L., F Kjisik and J Nordlund (1997) From Here to Autonomy A Helsinki
University Language Centre Autonomous Learning Project Helsinki: Helsinki
Kasten, W C., Kristo, J V., & McClure, A A (2005) Living literature : using children's literature to support reading and language arts Upper Saddle River,
Keene, E.K., & Zimmerman, S (1997) Mosaic of thought: Teaching comprehension in a reading workshop Portsmouth, NH: Heinemann.
Kintsch, W (1998) Comprehension: A paradigm for cognition Cambridge, UK: Cambridge University Press.
Lamb, T & Reinders, H (2007) Learner and teacher autonomy: Concepts realities and responses Amsterdam: John Benjamins.
Leslie Dickinson, Self-instruction in Language Learning Cambridge: Cambridge
Little, D (1991) Learner Autonomy 1: Definitions, Issues and Problems, Dublin: Authentik.
Little, D (1994) Learner autonomy: A theoretical construct and its practical application Die Neuere Sprache.
Nunan, D (1995) ATLAS: Learning-Centered Communication Boston MA:
Nunan, D (2000) Language Teaching Methodology Oxford: Phoenix.
Nuttall, C (1982) Teaching reading skills in a foreign language London, UK: Heinemann.
Nuttall, C (1996) Teaching reading skills in a foreign language (2 nd ed.) Oxford, UK: Heinemann.
Palfreyman, D & Smith, R C (2003) Learner autonomy across cultures: Language education perspectives Basingstoke: Palgrave Macmillan.
Pearson, P D., & Johnson, D (1978) Teaching reading comprehension New
Pearson, P D., Roehler, L R., Dole, J A., & Duffy, G G (1990) Developing expertise in reading comprehension: What should be taught? How should it be taught? UrbanaChampaign: University of Illinois, Center for the Study of
Railton, D & Watson, P (2005) Teaching autonomy: 'reading groups' and the development of autonomous learning practices Active Learning in Higher education.
Raphael, T E., & Wonnacott, C A (1985) Metacognitive training in question- answering strategies: Implementation in a fourth grade developmental reading program Reading Research Quarterly.
Reinders, H (2000) Do it yourself? A learners’ perspective on learner autonomy and self-access language learning Unpublished master's thesis, Groningen
Scharle, A & Szabo, A (2000) Learner Autonomy: A Guide to Developing Learner Responsibility Cambridge: Cambridge University Press.
Simensen, A M (2007) Teaching a Foreign Language - Principles and Procedures (2 ed.) Oslo: Fagbokforlaget.
Van Dijk, T A., & Kintsch, W (1983) Strategies of discourse comprehension New York: Academic Press.
Wenden, A L (1998) Meta-cognitive knowledge and language learning Applied
Williams, E (1996) Reading in the language classroom Malaysia: Modern English Publications
To determine whether you are a dependent or independent learner, please mark the characteristics that apply to you based on the distinctions provided.
1 do not set learning goals
2 only work when extrinsic motivators such as grades or rewards are offered
3 do not reflect on how well they are learning and stick to the fixed hypotheses
4 cannot make decisions about their learning
5.do not know their own strengths and weaknesses
6 do not know their learning styles and different strategies for learning
7 make mistakes or not knowing is shameful
8 rely heavily on teachers and think teachers is wholly responsible for their learning
9 study, translate and memorize knowledge
10 do not connect classroom learning with the real world
1 plan their learning and set goals
2 are intrinsically motivated by making progress in learning
3 often reflect on the learning process and progress, reject hypotheses that do not apply
4 can make well-informed learning decisions
5 are aware of their strengths and weaknesses
6 have insights into their learning styles and strategies
7.learn from mistakes or question making
8 are self-reliant for own learning
9 use and practice skills, analyze a little
10 connect classroom learning with the real world
I’m a dependent learner I’m an independent learner
Đánh dấu các đặc tính của bạn để xác định xem bạn thuộc loại người học phụ thuộc hay tự chủ Dưới đây là sự phân biệt giữa hai loại hình học này.
Người học phụ thuộc Người học tự chủ
1 Không đặt mục tiêu trong học tập
2 Chỉ học khi có động lực bên ngoài như là điểm hoặc phần thưởng
3 Không phản ảnh họ đang học tốt thế nào vàkhư khư với những giả thuyết cứng nhắc
4 Không thể quyết định việc học của mình
5.không biết điểm mạnh , điểm yếu của bản thân
6 Không biết phong cách học của mình và những chiến thuật học tập khác nhau
7 Mắc lỗi hoặc không biết là xấu hổ
8 Dựa dẫm vào giáo viên và nghĩ giáo viên chịu trách nhiệm hoàn toàn với việc học của họ
9 Học, dịch và ghi nhớ kiến thức
10 Không liên hệ kiến thức trên lớp với thực tế
1 Lập kế hoạch và đặt mục tiêu trong học tập
2 Có động lực bên trong bằng những tiến bộ trong học tập
3 Thường phản ánh trên kết quả học tập và sự tiến bộ, loại bỏ những giả thuyết không khả thi
4 Có thể đưa ra quyết định
5.Ý thức được điểm mạnh và điểm yếu của bản thân
6 Có hiểu biết sâu sắc về phong cách học tập của mình và những chiến lược học tập
7 Học từ lỗi sai hoặc đặt câu hỏi
8 Tự chủ với việc học
9 Sử dụng và thực hành kĩ năng, biết phân tích một chút
10 Liên hệ kiến thức trên lớp với thực tế
Em là người học phụ thuộc Em là người học tự chủ
1 Take responsibility for my own study
2 Attend the class on times required
3 Send homework and assignments to the teacher on schedule
4 Not to cheat or copy others‟ work
5 Trymybest to cooperate with the teacherduring the project
I understand that breaking the learner commitment could result me in losing my points from the total study result at school
Date: /2017 Place: Thái Bình Signature
CAM KẾT HỌC TẬP Lớp:
1 Có trách nhiệm với việc học của mình
2 Có mặt ở lớp đúng thời gian được yêu cầu
3 Gửi bài tập về nhà và các bài tập cho giáo viên đúng thời gian quy định
4 Không gian lận hoặc chép bài của bạn
5 Cố gắng hết sức hợp tác với giáo viên trong suốt quá trình nghiên cứu
Em hiểu rằng vi phạm cam kết học tập có thể khiến em bị hạ điểm tổng kết kết quả học tập ở trường
FEEDBACK QUESTIONNAIRE Identify your degree of agreement or disagreement with a statement by putting a tick in one of four responses The four options are presented as follows:
1 I find the selected activities interesting
2 After doing the activities, I liked reading a lot
3 My friends seemed to be interested in doing the tasks
4 Reading materials are not suitable with my proficiency
5 The strategies help me read faster
6 I believe that the use of the strategies is very helpful in reading process
7 The activities make me feel motivated
8 I kept a record of my assignment to check and read again
2 Attitude towards learner autonomy before and after the project
1 I know what my strengths and weaknesses are in learning
2 I like reading outside the classroom
Before the project 10(37%) 14(51%) 2(8%) 1(4%) After the project 1(4%) 3(11%) 15(55%) 8(30%)
3 I‟ll do the exercises even if I don‟t have to hand it in
4 The best way to learn is not by asking for teacher‟s explanations
5 I can learn by myself and improve without class
6 I often plan my learning and set goals
7 I like the teacher to let me find my mistakes and correct them myself
8 I had purposes in mind when choosing what to read for my assignments
Before the project 8(30%) 15(55%) 3(11%) 1(4%) After the project 1(4%) 3(11%) 13(48%) 10(37%)
9 I check and read again the assigned readings to complement what I‟ve gained in class
10 I can monitor and overcome any difficulties in my learning process all by myself
3 Self-evaluation of reading comprehension skills before and after the projects
1 I often read outside the classroom Before the project 11(41%) 14(51%) 1(4%) 1(4%) After the project 2(8%) 2(8%) 14(51%) 9(33%)
2 I can recognize the specific information in texts Before the project 10(37%) 13(48%) 3(11%) 1(4%) After the project 2(8%) 1(4%) 14(51%) 10(37%)
3 I often guess the meanings of unknown words before using dictionary Before the project 9(33%) 14(51%) 2(8%) 2(8%) After the project 1(4%) 2(8%) 14(51%) 10(37%)
4 I can make inferring about content and vocabulary in texts
Before the project 8(30%) 15(55%) 3(11%) 1(4%) After the project 2(8%) 3(11%) 13(48%) 9(33%)
5 I can understand the main idea in texts Before the project 9(33%) 15(55%) 1(4%) 2(8%) After the project 1(4%) 3(11%) 13(48%) 10(37%)
6 I can summarize texts in my own words Before the project 8(30%) 15(55%) 3(11%) 1(4%) After the project 1(4%) 3(11) 15(55%) 8(30)
7 I feel confident when doing reading tests Before the project 10(37%) 15(55%) 1(4%) 1(4%) After the project 2(8%) 2(8%) 14(51%) 9(33%)
4 Attitudes towards the benefits of self-directed learning
1 The self-directed learning project help me improve my reading comprehension skills a lot
2 The self-directed learning project help me to set learning goals and make plans to achieve the goals
3 Learner autonomy helps me to learn ways to study by myself
4 Learner autonomy help me recognize the importance of autonomy not only in
English but also in the other subjects
5 Learner autonomy plays a significant role in language learning
FEEDBACK QUESTIONNAIRE Đánh dấu vào các lựu chọn tương ứng của em cho những câu dưới đây:
1 Thái độ đối với các hoạt động
1 Em thây các hoạt động được chọn rất thú vị
2 Sau khi tham gia các hoạt động em rất thích đọc
3 Bạn em rất thích thú khi tham gia các hoạt động
4 Tài liệu đọc không phù hợp với trình độ của em
5 Các chiến lược đọc giúp em đọc nhanh hơn
6 Em tin rằng các chiến lược đọc rất hữu ích trong quá trình đọc
7 Các hoạt động khiến em cảm thấy có động lực
8 Em giữ một bản photo của bài đọc được giao để kiểm tra và đọc lại
2 Thái độ đối với tính tự chủ trong học tập trước và sau nghiên cứu
1 Em biết điểm manh và điểm yếu của mình trong việc học ngoại ngữ
2 Em thích đọc ngoài giờ học
3 Em sẽ làm bài tập dù không phải nộp bài
4 Cách học tốt nhất nhờ giáo viên giải thích
5 Em có thể tự học và tiến bộ mà không cần đến lớp
6 Em thường vạch rakes hoạch và đặt mục tiêu trong học tập
7 Em thích giáo viên để em tự tìm và sửa lỗi sai của mình
8 Em có mục đích khi lựa chọn tài liệu đọc cho bài đọc được giao
9 Em đọc và kiểm tra lại những bài đọc được giao để bổ túc thêm những gì em đã học được trên lớp
10 Em có thể tự mình xoay sở và vượt qua những khó khăn trong học tập
3 Tự đánh giá về kĩ năng đọc hiểu trước và sau nghiên cứu
1 Em thường đọc ngoài giờ học
2 Em có thể nhận ra thông tin cụ thể trong văn bản
3 Em thường đoán nghĩa những từ mới trước khi tra từ điển
4 Em có thể suy luận về nội dung và nghĩa của từ mới trong văn bản
5 Em hiểu nội dung chính của văn bản
6 Em có thể tóm tăt lại nội đung văn bản theo ý hiểu của mình
7 Em thấy tự tin khi làm bài kiểm tra kĩ năng đọc
4 Thái độ với lợi ích của tính tự chủ trong học tập
1 Nghiên cứu về phát huy tính tự chủ trong học tập giúp em cải thiện khả năng đọc hiểu rất nhiều
2 Nghiên cứu về phát huy tính tự chủ trong học tập giúp em đặt mục tiêu trong học tập và vạch ra kế hoạch để đạt được mục tiêu
3 Tính tự chủ trong học tập giúp em biết cách tự học
4 Tính tự chủ trong học tập giúp em nhận ra tầm quan trọng của nó không chỉ với tiếng Anh mà còn với những môn học khác
5 Tính tự chủ trong học tập đóng vai trò quân trọng trong việc học ngoại ngữ
1 Bạn có nghĩ rằng các chiến lược đọc sách thực hiện là hữu ích cho bạn trong các ngữ cảnh khác không ? Vì sao?
Sinh viên B: Có ạ, bởi vì em đã sử dụng chúng trong các môn học khác và đã không mất nhiều thời gian để hiểu các bài học
Sinh viên C: Có ạ, bởi vì em đã phát giác được các chiến lược này hiệu quả như thế nào trong các môn học khác sau khi đượchọc
Sinh viên D cho biết rằng họ có thể áp dụng chiến lược này cho các môn học khác, điều này giúp họ hiểu câu hỏi ngay lập tức và tìm ra câu trả lời một cách nhanh chóng.
Sinh viên A cho biết rằng các chiến lược học tập giúp họ xác định thông tin cụ thể một cách nhanh chóng, từ đó hỗ trợ việc học các môn khác trở nên dễ dàng và hiệu quả hơn.
Chiến lược đọc quét giúp sinh viên E nâng cao tốc độ đọc và cải thiện khả năng ôn tập bài học trước một cách hiệu quả hơn.
2 Bạn có cảm thấy có động lực khi bạn có thể đưa ra sự suy luận về nội dung và từ vựng trong một văn bản tiếng Anh không? Vì sao?
Sinh viên B: Có ạ, bởi vì em thích đọc khi em có thể hiểu sâu hơn về ý nghĩa tiềm ẩn bên trong những gì em đọc
Việc xác định thông tin ngoài thông tin cụ thể trong một văn bản giúp sinh viên tự tin hơn khi đọc, đặc biệt là khi tiếp cận các tài liệu mới Kỹ năng này cho phép họ phân tích và hiểu rõ hơn nội dung, từ đó nâng cao hiệu quả đọc và học tập.
Sinh viên E: Có ạ, bởi vì chiến lược này làm cho việc đọc thú vị hơn, và nó giúp emđọc được nhiều hơn
Sinh viên A: Có ạ, bởi vì chiến lược này giúp em thu thập thêm thông tin trong văn bản
Sinh viên D: Có ạ, bởi vì em có thể hiểu sâu hơn về văn bản Và em càng thích đọc nhiều hơn sau khi thực hiện chiến lược suy luận
3 Bạn có cảm thấy có động lực khi bạn có thể xác định thông tin cụ thể một văn bản tiếng Anh không? Vì sao?
Sinh viên C: Có ạ, bởi vì em có thể đọc nhanh hơn khi tôi có thể xác định thông tin cụ thể một văn bản tiếng Anh
Sinh viên E: Có ạ, bởi vì em có thể sử dụng chiến lược để tìm ra câu trả lời đúng nhanh hơn
Sinh viên A: Có ạ, bởi vì em có thể đọc hiểu các văn bản dễ dàng hơn
Sinh viên B: Có ạ, bởi vì nó giúp em mất ít thời gian khi đọc và em có thời gian để đọc thêm nữa
Học sinh D: Có ạ, bởi vì em cảm thấy thoải mái hơn khi đọc khi em có thể xác định các văn bản thông tin cụ thể
4 Bạn có cảm thấy có động lực khi bạn có thể hiểu được ý tưởng chính của một văn bản tiếng Anh không? Vì sao?
Việc đọc sách trở nên thú vị hơn khi người đọc có thể hiểu nội dung, như sinh viên A đã chia sẻ Sinh viên C cũng đồng tình, cho rằng việc nắm bắt ý chính không chỉ giúp cải thiện khả năng đọc mà còn nâng cao trải nghiệm học tập.
Sinh viên D: Có, bởi vì điều này khiến em cảm thấy tự tin khi tập bài tập
Sinh viên E: Có ạ, bởi vì em cảm thấy việc đọc dễ dàng hơn khi có thể hiểu ý chính của văn bản
Sinh viên B: Có ạ, bởi vì nó giúp em đọc nhanh hơn và dành thời gian để đọc nhiều hơn và có thêm kiến thức
5 Bạn có nghĩ rằng các chủ đề tùy chọn theo mối quan tâm của bạn đã thúc đẩy quyền tự chủ hơn để đọc về các chủ đề khác không? Vì sao?
Sinh viên A: Có ạ, bởi vì các chủ đề tùy chọn khiến em cảm thấy những bài đọc thú vị hơn