INTRODUCTION
Rationale
English is a mandatory subject in college curricula, emphasizing the four essential skills: reading, listening, speaking, and writing Among these, reading is crucial for enhancing students' general knowledge and supporting their future studies Langer (1981) highlights that reading is vital in language classes, serving as a source of information and a means to deepen language understanding Additionally, Reutzel (1985) notes that increased reading correlates with a broader vocabulary and improved grammar and writing scores Carrell (1984) further asserts that for many ESL students, reading is the most important skill Consequently, teaching reading has gained significant focus However, students often lack prior knowledge of the text's topic, making the pre-reading stage essential for introducing the subject, sparking interest, motivating learners, and providing necessary language preparation (Williams, 1986).
At Vinh Phuc College, teaching reading is crucial for developing the four basic English skills among first-year English-major students in the Department of Social-Science I have observed that the pre-reading stage significantly impacts students' reading performance; however, the pre-reading tasks I implemented were often simple and ineffective, failing to motivate students or provide the necessary background knowledge for comprehension To address this issue, I initiated action research aimed at enhancing pre-reading tasks for my students The findings from this research will guide improvements in my teaching methods and the development of appropriate strategies, ultimately aiming to boost student engagement and effectiveness in reading lessons I also intend to share these insights with fellow educators facing similar challenges.
Aims of the Study
The main purpose of the study is to develop pre-reading tasks in reading lessons for English-major freshmen at Vinh Phuc college Specifically, it aims at:
finding out the problems the first-year English-major students at Vinh Phuc College encountered in pre-reading tasks
giving the teacher‟s solutions for these problems and emphasizing on the effects of the intervention on the students
providing the implications for developing pre-reading tasks to improve students‟ reading performances.
Research questions
The above aims of the study can be realized by the following research questions:
1 What problems did the first-year English-major students at Vinh Phuc College encounter in pre-reading tasks?
2 What could the teacher do to solve these problems? What were the effects of the intervention on the students?
3 What were the implications for developing pre-reading tasks to improve students‟ reading performances?
Significance of the Study
Theoretical significance of the study :
The study analyzed the challenges associated with implementing pre-reading tasks in reading lessons and their impact on student performance Additionally, it offered recommendations for effectively designing pre-reading tasks to enhance students' reading abilities.
Practical significance of the study :
This study aims to enhance reading lessons at Vinh Phuc College through the implementation of pre-reading tasks The findings suggest effective strategies for developing these tasks, providing valuable recommendations for both teachers and students to improve reading performance.
Scope of the Study
This study focuses on the impact of effectively developing pre-reading tasks to enhance students' reading performance during lessons Conducted with Course 18 English, the research spanned four lessons, each consisting of four 45-minute periods.
The research method employed in this study is action research, following Tsui's (1993) adapted process, which consists of five key steps: identifying problems, determining their causes, designing improvement strategies (action planning), implementing these strategies, and evaluating their effectiveness These steps are organized into four distinct phases, as illustrated in the accompanying figure.
Figure 1: Action research procedure These steps were described more concretely in the chapter 3 on methodology
The main body of this thesis consists of five chapters:
Chapter 1: Introduction: presents the rationale, the aims, the significance, the scope, the method and the design of the study Herein, the research questions are also raised
Chapter 2: Theoretical background: provides the definition of related concepts and reviews the related works that compose the theoretical background of the study
(1) DIAGNOSING Identifying the problem & its causes
(2) ACTION PLANNING designing strategies for improvement writing a proposal for action research
(3) TAKING ACTION trying out the strategies
(4) EVALUATING evaluating the try-out
Chapter 3: The Methodolody: presents situation analysis, identifies the research method and gives detailed descriptions of the data collection tools (survey questionnaire and classroom observation), methods of analysis as well as the participants of the study
Chapter 4: Findings: presents, analyzes the findings of the research
Chapter 5: Conclusion: summarizes the discussion of research findings, gives some teaching implications, and discusses the limitations of the study as well as suggestions for further research.
THEORETICAL BACKGROUND
Introduction
This chapter explores the theoretical aspects of pre-reading tasks, organized into three main sections The first section delves into the theoretical background of reading, covering definitions and various types of reading The second section highlights the significance of reading in foreign language acquisition and outlines the stages of a reading lesson Finally, the third section provides an overview of pre-reading tasks, including their theoretical foundations and a classification of different task types.
Theoretical background of reading
There are various definitions of reading Herein, I also would like to mention different points of view on the definition of reading
Reading is defined as the process of interpreting and comprehending text, as highlighted by Ur (1996), who states that “reading means reading and understanding.” This involves readers engaging with written material to extract meaning from the conveyed messages, as noted by Williams (1984) and Aebersold and Field (1997).
According to Harmer (1989), reading is defined as an exercise for both the eyes and the brain, where the eyes receive the text and the brain processes and comprehends the conveyed message.
A definition of reading is offered by Rubin and Thomson (1994, p.91),
Reading is an active process of seeking information where readers connect new insights from the text to their existing knowledge Consequently, a reader's language proficiency and background knowledge are crucial factors that significantly influence their success in understanding the material.
Reading is also defined as the interaction between the reader and the author According to Smith (1978, p.102), “reading is understands the author‟s thought”
Reading involves grasping the author's intentions rather than merely interpreting their words, highlighting that it is a complex mental process focused on understanding written language.
“reading is thinking” (Roe, Stood and Burns, 1987, p.2)
In summary, the various theories on reading suggest that no single definition can encompass all its aspects, as each linguist's interpretation reflects their unique perspective Despite these differences, all definitions emphasize the fundamental nature of reading.
According to Brown (1989), there have been several types of reading These types may be categorized as follows:
According to Doff (1988, p.70), oral reading encompasses the processes of examining the text, comprehending its meaning, and articulating it aloud This method goes beyond merely reading out loud; it serves as a powerful means of communicating the text's significance to an audience.
Oral reading has both advantages and disadvantages According to Natal
Oral reading, established as an effective technique since 1966, significantly enhances learners' pronunciation by bridging the gap between sounds and the spelling of letters and words This method not only aids students in improving their speaking skills but also allows teachers to monitor pronunciation effectively Additionally, oral reading helps maintain classroom control, as it engages all students; while one reads aloud, others must listen attentively in preparation for their turn.
Greenwood (1985) highlights several disadvantages of oral reading A primary concern is that students often struggle to grasp the meaning of the text, as their focus shifts to correctly pronouncing words Additionally, when reading aloud in turns, only one student actively engages with the text, leaving others passive and unengaged Consequently, the effectiveness of reading aloud in enhancing reading skills is questionable Therefore, it is essential for teachers and educators to assess their students' proficiency levels and determine the appropriateness of incorporating oral reading in their teaching strategies.
Silent reading, as defined by Doff (1988, p.67), is the process of visually interpreting sentences and grasping the conveyed message without vocalizing the words, even internally This technique allows students to comprehend the text's meaning and extract key ideas, which is essential for effectively answering questions related to the material.
In conclusion, silent reading is a crucial skill that enhances the overall reading process and improves reading comprehension It allows teachers to easily assess their students' understanding and tailor reading materials and exercises to meet their abilities Additionally, silent reading encourages students to concentrate on the meaning of the text rather than on pronunciation, making it a valuable technique in foreign language teaching and learning.
Silent reading encompasses two distinct types: intensive and extensive reading Intensive reading focuses on teaching specific reading strategies and skills, treating the text as an end goal In contrast, extensive reading involves engaging with large volumes of material fluently, serving as a means to an end, whether for pleasure or for professional and technical purposes Although these two approaches may seem contrasting, they are actually complementary and both essential for effective reading.
Intensive reading is defined as a classroom-based activity where a teacher guides students to concentrate on the text, emphasizing the importance of focused engagement with the material (Nuttall, 2000, p.38).
Intensive reading, as defined by Grellet (1981, p.41), involves reading short texts to extract specific information, emphasizing accuracy and detailed comprehension Similarly, Brown highlights the importance of this reading approach in focusing on precise understanding.
Intensive reading focuses on achieving a comprehensive understanding of a text, emphasizing not only its literal meaning but also the mechanisms behind that meaning According to research, this approach draws students' attention to grammatical forms, discourse markers, and other structural elements, enabling them to grasp implications and rhetorical relationships As a result, readers develop a deep understanding of logical arguments, the text's organization, and the writer's attitudes and intentions Ultimately, intensive reading is crucial for enhancing students' comprehension and accuracy in interpreting texts.
Extensive reading, as defined by Grettle (1981) and supported by Carrell and Carson (1997), involves reading longer texts for pleasure and general understanding, emphasizing meaning over language structure This practice is beneficial for self-learning, as it enables students to enhance their reading skills and enrich their linguistic competence According to Brown (2001), extensive reading is essential for developing vocabulary, spelling, and writing abilities, making it a crucial activity for language learners.
Teaching and learning reading skills
2.3.1 The importance of reading in foreign language learning
In teaching and learning English as a second language, reading is often emphasized due to its fundamental importance as a key skill, as highlighted by Carrell.
Reading is a crucial macro skill for students, particularly in English as a second or foreign language, as emphasized by the importance of teaching and learning reading at Vinh Phuc College This skill not only enhances vocabulary and grammatical structures but also significantly improves students' abilities to summarize reading materials As Richard (1992) notes, reading increases knowledge of the target language through exposure to new vocabulary and grammar Additionally, reading aids in developing listening skills by allowing students to engage with audio presentations of texts, which enhances their understanding and retention Furthermore, reading serves as a valuable resource for oral presentations, enabling students to gather information and ideas for discussions Overall, integrating reading with other language skills fosters a comprehensive learning experience.
Reading plays a crucial role in helping students engage with the target culture, as highlighted by Richard (1992, p.4), who emphasizes that "reading in the new language is also an important way to learn about the target culture." Through reading, students gain valuable insights into the lifestyle, behaviors, thoughts, and customs of native people, making it an essential tool for cultural understanding.
Reading is essential in language classes, serving not only as a source of information and enjoyment but also as a way to deepen and expand language knowledge (Rivers, 1981, p.147) Furthermore, it enhances students' language skills and provides valuable insights into diverse cultures.
Linguists agree that reading lessons are structured into three key stages: pre-reading, while-reading, and post-reading (William, 1984; Dubin & Bycina, 1991; Phillips, 1985).
(1984) also indicates that each of these stages carries its own features and requires different techniques and strategies
The pre-reading stage is a crucial initial step in every reading lesson, as it fosters motivation for the text and equips students with the necessary language skills before they begin reading.
The pre-reading stage serves three main purposes: introducing the reading topic to spark student interest, activating prior knowledge, and providing essential vocabulary Doff (1988) supports this view by suggesting key tasks for this phase, including a brief introduction to the text, which helps motivate students and familiarize them with the topic Additionally, presenting new vocabulary and reviewing grammatical structures prepares students for the reading Finally, offering guiding questions related to the text's general idea encourages brainstorming and deeper engagement Overall, the pre-reading phase is crucial for effective reading preparation, enhancing focus, and equipping students with the necessary language tools.
The while-reading stage is crucial in a reading lesson, focusing on understanding the writer's purpose, text structure, and clarifying content (William, 1984, p.38) This phase employs diverse techniques, including contextual guessing of new words, questioning, and note-taking Teachers must encourage students to grasp both the text and the author's intentions Ultimately, the while-reading phase is vital for enhancing reading comprehension, and educators should implement various activities to improve students' reading performance.
The post-reading phase is crucial for students to demonstrate their understanding of the text, as it allows them to consolidate their learning and connect it to their personal knowledge and interests (William, 1984) During this stage, teachers should prioritize creating engaging activities that encourage reflection and application of the reading material It is essential for educators to recognize the importance of this phase in the overall reading lesson, ensuring that it is not overlooked.
Theoretical background of pre-reading tasks
This section provides a comprehensive review of the theoretical foundations and research studies on pre-reading tasks, highlighting their significance in enhancing reading comprehension It is organized into two key components: an overview of pre-reading tasks and a classification of diverse lead-in activities designed for the pre-reading stage.
2.4.1 Overview of pre-reading tasks
Pre-reading tasks are essential tools that prepare readers by providing necessary background knowledge, enhancing their understanding of reading materials, and sparking interest in the topic According to Ringler and Weber (1984), these tasks enable readers to connect with the content, while Lazar (1993) emphasizes their role in pre-teaching vocabulary and engaging students Additionally, Chen and Graves (1995) describe pre-reading tasks as mechanisms that bridge the gap between the text's content and the reader's existing knowledge structures.
Pre-reading tasks are essential for enhancing student motivation and improving reading performance Research consistently shows that these tasks effectively activate and build upon students' background knowledge before they engage with the reading material.
Pre-reading tasks play a crucial role in enhancing student engagement and comprehension, as highlighted by various scholars (Chen, 1995; Graves & Cooke, 1980; Hudson, 1982; Johnson, 1981, 1982; Langer, 1984; Maghsoudi, 2012; Stevens, 1982; Taglieber, Johnson & Yarbrough, 1988) According to Chastain (1988), these tasks not only stimulate interest in the topic but also prepare students linguistically before they begin reading Additionally, Lewis and Hill (1992) assert that pre-reading activities facilitate easier text comprehension and help students concentrate more effectively on the material.
In summary, pre-reading tasks are essential as they serve three key functions: they help build students' background knowledge, spark their interest in the topic, and offer necessary language preparation for the text.
Various researchers have focused on the pre-reading stage such as Bowen
(1982), Lewis and Hill (1985), William (1986), Doff (1988), Swaffar (1991), Moore
(1992), Wallace (1992), Nuttal (2000) and Chia (2001) In their studies, they have also provided several pre-reading tasks of the first phase of each reading lesson
2.4.2.1 Giving a brief introduction of the text
An effective introduction to an informative text is crucial for teachers, as it serves two primary purposes: establishing a reading purpose and activating background knowledge To engage students, teachers should create tasks that align with their interests, motivating them to delve into the text Additionally, a well-crafted introduction helps students recall prior knowledge related to the topic from their personal experiences Nuttall (2000) emphasizes that a good introduction not only motivates and activates background knowledge but also involves students actively and is typically concise Therefore, implementing various pre-reading tasks is recommended to enhance the introduction before reading.
Pre-reading questions serve as a crucial tool for engaging students with the reading material, as they encourage learners to explore the main ideas rather than focusing on intricate details According to Doff (1988), these questions provide students with a purpose for reading, enhancing their comprehension and interest in the topic Designed to be easily answerable, pre-reading questions can be utilized in group or pair discussions, fostering collaboration and excitement among students Various types of pre-reading questions, including yes/no, multiple-choice, and 'wh' questions, can effectively stimulate curiosity and prepare students for the reading ahead.
Incorporating visual aids such as photographs, videos, flashcards, and charts at the beginning of reading lessons is essential for engaging students and enhancing their motivation to read These aids not only serve as valuable input for the lesson but also capture students' attention effectively To maximize their impact, it is crucial that the visual aids are closely related to the reading topic and align with students' interests.
Telling a short story related to the reading text serves as an effective pre-reading task that engages students and piques their interest This brief narrative acts as an introduction, linking the story to the upcoming content and enhancing students' excitement about the material Consequently, the teacher's story not only motivates students but also sets a positive tone for their reading experience.
Incorporating games during the pre-reading stage is an effective strategy for engaging students with the text These activities not only maintain students' interest but also allow teachers to create meaningful contexts for language use Recommended games for this purpose include Lucky Number, Crossword, and Hangman, all of which can effectively introduce the text in an enjoyable way.
Engaging in pre-reading discussions is a vital technique that prepares students for the reading material This approach stimulates their thinking about the topic and enhances their interest in the text Furthermore, discussions play a crucial role in fostering student interaction and significantly improving their speaking skills.
Brainstorming serves as an effective introduction to texts and is recognized as a popular pre-reading task (Wallace, 1992) This activity involves providing students with key words, prompting them to generate related terms either orally or in writing By doing so, brainstorming helps students recall their existing knowledge about the topic, while also fostering an engaging and dynamic classroom environment.
2.4.2.2 Providing some language preparation for the text
Pre-teaching vocabulary is an essential strategy in reading instruction, where teachers introduce new words and grammatical structures before students engage with the text According to Nuttall (1982), this approach enhances comprehension by presenting key language items within the context of the reading material, rather than in isolation By pre-teaching vocabulary, educators provide students with the necessary linguistic preparation, facilitating a smoother reading experience and deeper understanding of the content This method not only aids in vocabulary acquisition but also ensures that students are better equipped to tackle the text as a whole.
Before reading, some pre-reading tasks are suggested for both teachers and students to pre-teach vocabulary effectively
Teaching vocabulary effectively often involves providing definitions or explanations of new words and structures This approach not only helps students understand the meanings of vocabulary but also encourages them to learn related terms within the same context, enhancing their motivation to engage with the text It is recommended that teachers offer concise and straightforward definitions and explanations as a pre-teaching strategy to optimize vocabulary acquisition before reading.
Utilizing synonyms and antonyms is an effective strategy for defining new words and structures These linguistic tools serve as valuable aids in activating students' prior knowledge while also facilitating the pre-teaching of challenging vocabulary related to unfamiliar topics.
THE METHODOLOGY
Introduction
This chapter provides a detailed introduction about the methodology including situation analysis, participants, data collection instruments, methods of data analysis, research method.
Situation analysis
The study was conducted at the English-major Division of the Department of Social Science at Vinh Phuc College, a key institution in the province for training teachers, secretaries, and tour guides Students in the English major complete a three-year program where English is the primary focus, divided into two stages In the first two years, they learn general English encompassing four language skills, while the final year allows them to explore specialized subjects such as grammar, phonetics, semantics, lexicology, and methodology.
The initial stage of education plays a crucial role in developing students' four language skills, particularly for first-year students transitioning from high school, as they have more opportunities for systematic practice However, the allocation of class time for these skills, especially reading, is often inadequate Typically, freshmen receive only three reading periods per week, which is insufficient for enhancing their reading abilities, expanding their background knowledge, and improving their vocabulary and structural understanding.
The main course book is used to teach reading skill to first-year English- major students is „Insights for Today‟ of Lorraine C Smith and Nancy Nici Mare
The course book features a theme-based approach, organized into six units, each focusing on a significant theme divided into two chapters Each chapter maintains a consistent format and can be completed in class, though some exercises may be assigned as homework at the teacher's discretion and based on available class time.
Every chapter in the course book consists of many parts The sample of some chapters is put in Appendixes B, C, D, E Below is the introduction of each part of a chapter
Pre-reading activities are crucial for engaging students, activating their background knowledge, and introducing essential vocabulary for the reading passage Research highlights the significant benefits of pre-reading preparation in boosting student motivation and enhancing reading comprehension, often proving more effective than pre-vocabulary exercises Educators should dedicate time to discussing illustrations and pre-reading questions, encouraging students to connect the topic to their personal experiences and make predictions about the content they are about to read.
When students read a passage for the first time, they should focus on understanding the ideas presented In English, ideas are expressed through groups of words, sentences, and paragraphs rather than isolated words After students read the passage silently, the teacher can read it aloud, which is particularly beneficial for beginner-level students who are eager to improve their pronunciation This practice not only aids their learning but also offers a clear model for proper pronunciation and intonation.
Following the initial reading, students will evaluate true/false statements related to the text For any false statements, they will revisit the passage to identify the correct information and subsequently revise the statements to make them accurate This exercise can be conducted either individually or in collaborative groups.
Students should be encouraged to read each passage thoroughly a second time to focus on details Following this, they will respond to questions regarding specific information from the passage and then compare their answers with a classmate This collaborative approach allows pairs of students to revisit the passage and verify their responses.
Students will read each question and provide answers, starting with a question that focuses on the main ideas, offering three possible answers Two of these answers will be incorrect, either too general or too narrow During the exercise review, the teacher should engage students in discussions about why the incorrect options do not fit The remainder of the exercise encourages students to analyze word meanings, sentence structure, and the connections between ideas This activity is particularly effective in group settings, although it can also be completed individually; group work fosters valuable discussions about potential answers.
To effectively introduce word form exercises, teachers should first review parts of speech, focusing on verbs, nouns, adjectives, and adverbs, while highlighting each word's position in a sentence This approach helps students identify missing parts of speech and understand clues related to tense, number, and sentence affirmation or negation Teachers can demonstrate examples together with students before or after the exercises Each exercise section has specific instructions tailored to the word patterns introduced, such as those involving the suffix –tion for noun forms For instance, some words simply add –tion to the verb (e.g., suggest, suggestion), while others drop the final –e and add –ation (e.g., examine, examination) Pair work enhances the effectiveness of these exercises, and once students grasp the concept, these activities can be assigned as homework.
This fill-in exercise serves as a review of previously covered vocabulary from earlier exercises and the Reading Analysis section It can be completed as homework for additional practice or conducted in class as a collaborative group activity.
This section offers a variety of activities that align with the information presented in the passages, facilitating both pair and small-group work Students are encouraged to utilize the vocabulary and content from the passages in both oral and written forms Teachers can assign these questions and activities for homework or in-class tasks Additionally, the follow-up activities promote real-world interaction, prompting students to engage with their community through interviews or by gathering specific information, extending their learning beyond the classroom environment.
Topics for Discussion and Writing
This section offers prompts and questions for students to engage in discussions or work independently, in pairs, or small groups, fostering collaboration and individual reflection It also encourages students to enhance their writing skills through these activities.
Each chapter features a crossword puzzle that reinforces the vocabulary introduced, making it an engaging tool for students This activity allows for oral pronunciation practice, as teachers can encourage students to spell their answers aloud Students typically find crossword puzzles enjoyable, and they serve as an effective method to enhance vocabulary retention while emphasizing correct spelling.
The CLOZE exercises are guided and vary throughout the text In each CLOZE, certain types of words are missing These words may be articles, prepositions, verbs, pronouns, or quantifiers
Index of Key Words and Phrases
This section contains words and phrases from all the chapters for easy reference
The Answer Key provides the answers for the exercises
The course book has notable drawbacks that can hinder student engagement and comprehension Many reading texts contain numerous unfamiliar words, which can make it challenging for students to tackle the material without effective teaching strategies Additionally, some texts may not align with students' background knowledge or interests, leading to disinterest To enhance understanding and motivation, it is essential for teachers to implement techniques that activate prior knowledge and stimulate interest before students engage with the reading material.
During the course, first-year students completed a total of 45 periods dedicated to reading, structured around a textbook comprising 10 units, each lasting 4 periods Following the completion of these units, students engaged in 4 periods of revisions before taking a final test, which was allocated 1 period at the end of the course For a detailed schedule of the course, please refer to Appendix A.
Data Collection Instruments
In this study, data collection was conducted using survey questionnaires and classroom observations The survey questionnaires were crafted in Vietnamese to prevent any misunderstanding among participants and to streamline the research process by minimizing the need for explanations Below is a detailed description of these data collection instruments.
According to Richard & J Platt & H Platt (1992, p.23), survey questionnaire is useful in:
„…gathering information about affective dimensions of teaching and learning such as beliefs, attitudes, motivation, preferences, etc, and enables a teacher to collect a large amount of information relatively quickly‟
One reason for selecting this data collection tool is its ability to facilitate easy summarization and reporting of the collected data Since all participants responded to the same question, the coding process is streamlined, saving time and effort.
Survey questionnaires offer students a safe platform to share their opinions without the fear of embarrassment or repercussions In this study, anonymity was ensured as students were not required to provide their names, promoting honest and candid responses.
The study utilized a questionnaire as the primary method for collecting data, featuring a mix of closed-ended, open-ended, and multiple-choice questions Questionnaire 1 was administered to 32 freshmen majoring in English from class 18 to identify key issues concerning the use of pre-reading tasks in reading lessons Following the lessons, Questionnaire 2 was distributed to assess any changes in student perceptions Both questionnaires were written in Vietnamese to accommodate the language proficiency of the freshmen.
Class observation was the second data collection tool The following sections describe reasons for choosing classroom observation and the detailed procedures to conduct class observation
3.4.2.1 Reasons for choosing classroom observation
According to Richard & J Platt & H Platt (1992), observational methods involve systematic observation of events and are commonly employed to study language use and classroom dynamics This study utilizes specific observational tasks within the classroom setting, opting for these methods as a cost-effective means of data collection.
Another reason for the researcher‟s selection of observational methods is that the collected data would reflect the real activities in observed classrooms
Classroom observation data were collected through both manual and electronic methods, as outlined by Nunan and Bailey (2009) One assistant videotaped classroom interactions using a mobile phone for later transcription and coding, while another recorded non-verbal activities, class events, and details such as date, time, student count, and classroom setup My personal comments and opinions were distinctly separated from the objective descriptions.
There were two observation sessions, one for identifying the problem and one for observing the three try-out lessons.
Methods of Data Analysis
The study utilized both quantitative and qualitative analysis methods, incorporating questionnaires and observations Each analytical procedure followed a consistent process, which included data preparation, exploration, analysis, representation, interpretation, and validation (J W Creswell & Clark, 2011) This section will outline the key quantitative techniques for analyzing questionnaire data and the qualitative methods for evaluating class observations.
Research Method – Action research (AR)
The concept of AR is based on theoretical perspectives of different researchers such as Dewey (1945), Collier (1945), Lewin (1946) and Habermas
Kurt Lewin, recognized as the "father" of action research (AR), emphasized the importance of research that directly informs social practice, describing it as essential for social management and engineering He argued that action research involves comparative studies of social actions and their effects, ultimately leading to tangible social outcomes Unlike traditional research that produces only theoretical knowledge, action research is distinguished by its focus on generating specific social actions and evaluating their impacts on society.
Action Research (AR), also referred to as participatory research, collaborative inquiry, and emancipatory research, emphasizes a self-reflective and systematic approach to inquiry by participants who are also part of the research community According to Burns, AR aims to identify and investigate problematic situations deemed significant by participants, ultimately fostering critically informed changes in practice This research method is grounded in democratic principles, ensuring that the ownership of change lies with those conducting the research.
AR is also regarded as one of the most typical researches conducted in current educational circles (Ferrance, 2000) As defined by Mills (2003, p.5), educational action research, is:
Systematic inquiry by teacher researchers, principals, school counselors, and other stakeholders in the educational environment aims to collect information on school operations, teaching methods, and student learning outcomes This research seeks to provide insights, foster reflective practices, implement positive changes within the school setting, and ultimately enhance student performance and the well-being of all participants involved.
An Action Research (AR) initiative focuses on enhancing teachers' professional development and improving student learning outcomes According to Ferrance (2000), it involves individuals or groups working collaboratively to refine their skills and strategies AR can be implemented by individual educators, groups of teachers, entire school staff, or even across districts, fostering a culture of continuous improvement in educational practices.
This study is an individual action research project conducted by the researcher, aimed at developing pre-reading tasks to enhance the reading performance of first-year students in reading lessons at the English Major Division of the Department of Social Science at Vinh Phuc College.
As evidently introduced by Mills (2003), there have been a large number of action research models for researcher to follow such as models of Lewin (1952), Susman (1983), Kemmis & McTaggart (1988), Tsui (1993), Calhoun (1994), Wells
(1994), Stringer (1996) , Creswell (2002) and Kemmis & McTaggart (2008) Among these different models, Kemmis & McTaggart (2008) have developed a simple model of the cyclical nature of the typical action research process (Figure
2) Each cycle has four steps: plan, act, observe, reflect
Figure 2: Simple action research model (Kemmis & McTaggart, 2008, p.278)
Gerald Susman (1983) gives a somewhat more elaborate listing He distinguishes five phases to be conducted within each research cycle (Figure
The problem-solving process begins with identifying an issue and gathering data for thorough diagnosis Next, multiple potential solutions are collaboratively proposed, leading to the selection and implementation of a single action plan Afterward, data on the intervention's outcomes is collected and analyzed to evaluate its effectiveness The findings are then interpreted to reassess the problem, initiating another cycle of the process, which continues until the issue is fully resolved.
Figure 3: Detailed Action Research Model (Susman, 1983)
After exploring various action research (AR) procedures, I discovered that the AR model developed by Tsui (1993) is both specific and practical for educators This model enables teachers, including myself, to effectively implement action research, ensuring optimal outcomes for our studies.
Also basing on the above introduced basic process, Tsui (1993) adjusted an
The AR model involves five essential steps to address educational challenges First, problems are identified by reviewing audio or video recordings of lessons, along with transcriptions, before gathering student feedback through a survey In the second step, researchers explore the causes of the identified problems by consulting colleagues, trainers, and relevant professional literature After understanding the root causes, strategies for improvement are developed, culminating in a detailed action research proposal The fourth step involves implementing try-out lessons based on these strategies Finally, the last step evaluates the effectiveness of these lessons by analyzing a lesson that reflects the changes made, along with conducting a survey to gather student insights.
In my research, I adapted a five-step model to address identified issues in video-taped lessons Initially, I pinpointed problems through lesson reviews, field notes, and student surveys Next, I analyzed survey results to determine the root causes of these issues Subsequently, I developed targeted strategies for improvement and implemented them in practice Finally, I evaluated the effectiveness of these strategies by reviewing the modified lessons, reflecting on the changes made, and conducting follow-up surveys with students A detailed account of this action research procedure can be found in Chapter 4.
This chapter outlines five essential components of the study: situation analysis, participants, data collection instruments, methods of data analysis, and research method Consequently, the next chapter will allow the researcher to easily present the key research findings and discussions.
FINDINGS
Introduction
This chapter presents findings of the research based on steps of action research presented in the chapter 3
The research findings are presented following the action research procedure, consisting of three cycles, each with five steps as outlined by Tsui (1993) This article provides a detailed account of the first cycle while summarizing the subsequent two cycles to emphasize the distinctions among them Throughout all cycles, the focus remained on pre-reading tasks, employing consistent strategies for their development.
4.2.1.1 Step 1: Identifying the problem a Observing lessons to illustrate the problem
The initial investigation focused on a classroom observation of the first reading lesson, which was recorded on video and documented by two colleagues Following the lesson, I analyzed the footage and refined the notes (see Appendix B, Field Note 1) Subsequently, I summarized the research findings derived from the observational data collected during the class.
The findings indicate that pre-reading tasks failed to engage students' interest in the topic, build background knowledge, or enhance vocabulary and comprehension Initially, students were asked to discuss questions related to the text to stimulate motivation and recall prior knowledge However, the questions lacked intrigue, leading to widespread boredom and disengagement, as evidenced by students appearing sleepy and distracted during the task Furthermore, there was a noticeable reluctance to participate, with no students raising their hands to discuss, despite the questions being straightforward.
The pre-teaching vocabulary task has proven effective in equipping students with essential new words and structures for understanding the text This was evident during the while-reading exercises, where numerous students requested clarification on the meanings of the vocabulary they had previously learned.
The prediction task has not yet proven effective in assisting students with text comprehension Many students struggle with making accurate predictions due to a lack of background knowledge on the topic and insufficient motivation to read Consequently, only 40% of the statements were correctly predicted.
Ineffective lead-in tasks significantly hindered students' reading performance, as many lacked the necessary background knowledge and vocabulary This lack of preparation resulted in minimal engagement with the text, leading to poor comprehension and performance in subsequent exercises For instance, during the while-reading stage, students managed only two correct answers for exercise 1 and one for exercise 2.
The lesson's lack of success can be attributed to ineffective pre-reading tasks, which negatively impacted students' reading performance To gain further insights into the lesson's shortcomings, a survey will be conducted to gather feedback from students.
To gain insights into the issues observed in the video and gather feedback from students, I conducted a survey using Questionnaire 1 (Appendix F) after the initial lesson The survey yielded several key findings: first, the problem was redefined based on the responses to questions 1, 2, and 3; second, the underlying causes of the issue were identified through the results of question 2; and third, students provided suggestions for enhancing pre-reading tasks in question 4 These findings highlight the importance of student feedback in addressing educational challenges.
Question 1: What is your assessment on our reading lesson today?
Very effective Effective Less effective ineffective
Table 1: Students‟ assessment on the first reading lesson
The data reveals that only 6.25% of students found the lesson effective, while a significant majority rated it as less effective (50%) or ineffective (43.75%) Notably, none of the students reported that the lesson was a great success, indicating that nearly all participants perceived the lesson as either less effective or ineffective.
Question 2: In your opinion, are pre-reading tasks useful or not? Why or why not?
Pre-reading tasks Useful or not? No %
Table 2: Students‟ assessment on pre-reading tasks used in the first reading lesson
The data indicates that pair discussions (81.25%) and pre-teaching vocabulary (68.75%) were perceived as the least effective tasks by students, with only a small minority finding them useful (18.75% and 31.25%, respectively) In terms of prediction tasks, responses were nearly balanced, with 46.875% affirming their effectiveness and 53.125% expressing disagreement, revealing a slight preference for viewing them as ineffective Overall, the findings suggest that most students consider lead-in tasks to be utilized ineffectively.
They also provided the reasons for their choice:
Useful or not? Reasons No %
Yes able to predict the content of the text 15 46,875 able to provide Ss some vocabulary in the text 10 31,25 able to build Ss background knowledge before reading
6 18,75 able to enhance students‟ motivation in reading 5 15,625 sufficiently varied 4 12,5 suitable for students‟ interest 2 6,25
No monotonous/ boring 26 81,25 not suitable for students‟ interest 26 81,25 Ineffective in enhancing students‟ motivation in reading
Ineffective in building Ss background knowledge before reading
Ineffective in helping students complete the tasks given well
Ineffective in providing Ss some vocabulary in the text
Ineffective in helping Ss predict the content of the text
Table 3: Reasons for effectiveness and ineffectiveness of pre-reading tasks provided by the students
The data reveals that a significant majority of students (81.25%) found pre-reading tasks to be monotonous and unengaging, leading to their ineffectiveness in involving students with the text Additionally, 75% of students felt these tasks failed to activate their background knowledge or help them complete assignments effectively However, nearly half (46.875%) acknowledged that one specific lead-in task, the prediction task, was beneficial for guessing the text's content Furthermore, a smaller segment of students (31.25%) agreed that these lead-in tasks aided in familiarizing them with new vocabulary and structures necessary for reading comprehension Ultimately, only a small percentage (around 20% and 10%) believed that the lead-in tasks were adequately varied, aligned with student interests, and successful in activating background knowledge and stimulating interest in the text's topic.
Most students indicated that pre-reading tasks were beneficial for that day's lesson However, they also cited several reasons for the ineffectiveness of lead-in tasks Additionally, pre-reading activities played a crucial role in enhancing performance during the while and post-reading stages of exercises and tasks The upcoming question will help clarify these points.
Question 3: How do you assess exercises and tasks in the while and post stages of our reading lesson today?
Tasks very easy easy fair difficult very difficult
No % No % No % No % No % a.While- reading exercises
Table 4: Students‟ assessment on exercises and tasks at the while and post reading stages in the first reading lesson
The analysis of the table reveals that no students perceived the exercises and tasks during the while and post stages as very easy, as evidenced by the absence of raised hands in the video Instead, these tasks were viewed as varying in difficulty, with a significant portion of students expressing mixed feelings Specifically, during the while-reading stage, approximately 66% of students rated the first exercise as neither too easy nor too difficult, while around 69% found the discussion task at the post-reading stage to be too challenging.
Many exercises and tasks were perceived as fair to very difficult for students to complete effectively Therefore, it is essential for teachers to create pre-reading tasks that enhance lesson quality In the upcoming section, we will gather students' suggestions for more effective lead-in tasks.
Question 4: Do you suggest more effective pre-reading tasks?
Using visual aids (pictures, video, tape) 32 100
Table 5: Students‟ suggestions about efficient pre-reading tasks in the next reading lesson
Students overwhelmingly agree that visual aids and games are essential for enhancing pre-reading tasks, making them the most favored methods Additionally, the second most preferred approach involves incorporating a new context in post-reading tasks.