INTRODUCTION 1.1 Statement of the problems and rationale of the study
1.1 Statement of the problems and rationale of the study
In recent decades, the approach to teaching English globally has shifted from a traditional teacher-centered model to a more learner-centered one, emphasizing the importance of addressing students' needs and interests This transition allows learners to take a more active role in their education, reducing the teacher's control over the learning process As a result, students are increasingly sharing the responsibility for their language acquisition, becoming less reliant on instructors to fulfill their individual language requirements They are encouraged to develop autonomy by identifying their own learning strengths and weaknesses and self-directing their language development journey.
Recent research in second language acquisition has shifted focus from perfecting teaching methodologies to understanding why some learners excel while others struggle despite their efforts Studies by Oxford (1990), O’Malley and Chamot (1990), Nunan (1991), Rubin and Thomson (1994), and Cohen (1998) highlight that effective learning strategies are a key differentiator between successful and unsuccessful language learners Successful learners actively employ effective strategies to navigate challenges in their learning process, whereas unsuccessful learners may lack awareness of these strategies or resort to ineffective methods, hindering their progress This insight has sparked interest among researchers and educators in identifying the strategies used by proficient language learners, aiming to equip less successful learners with effective techniques to enhance their English studies.
In Vietnam, English is crucial for the advancement of science, technology, politics, culture, and international relations, leading to a growing demand for English education across the country It has become a mandatory subject in state examinations and is one of the three subjects required for university entrance exams Research, such as Huyen Tran’s study on vocabulary learning strategies at Qui Nhon University and Mai Duong’s study on writing strategies among first-year students at Hanoi National University, has explored the strategies of effective and ineffective learners However, these studies are limited, indicating a need for further research to assist more learners in adopting suitable strategies in various contexts.
At Yen Vien High School, students are expected to master the four essential language skills outlined in the English textbooks “Tieng Anh 10,” “Tieng Anh 11,” and “Tieng Anh 12.” To succeed in the GCSE and university entrance exams, students need effective learning strategies, yet many lack this knowledge With a decade of teaching experience, I have observed that reading is particularly challenging for 11th graders, despite their awareness of its importance Their unsatisfactory test scores stem from both personal factors, such as limited vocabulary and grammar knowledge, and external influences like textbook quality, classroom motivation, teaching methods, and administrative support To address these issues, it is crucial for both teachers and students to adapt, with a focus on developing appropriate reading strategies This study aims to assess the reading strategy awareness among 11th-grade students at Yen Vien High School and explore the differences in strategies between students with varying reading abilities, ultimately providing recommendations to enhance reading proficiency.
This study explores the reading strategies employed by 11th-grade Vietnamese students when engaging with English texts The goal is to enhance the quality of English reading instruction and learning in upper secondary education for Vietnamese learners.
To achieve this aim, the study sets out to obtain these specific objectives:
1 To investigate the awareness and possible use of reading strategies of 11 th grade students at a Vietnamese high school when they read English,
2 To explore possible ways for improving the students’ English reading proficiency level
To achieve the aims of the thesis, the following research questions were proposed with questions 1 and 2 addressing the first aim and question 3 the second aim):
1) What are the levels of awareness and use of English reading comprehension strategies of Vietnamese 11 th grade students?
2) Do the good readers (11 th grade students) have different awareness and use of reading strategies from the medium and weak ones?
3) What can be done to help Vietnamese grade 11 th poor readers to improve their reading comprehension level?
This descriptive study utilized a written questionnaire and interviews to assess students' awareness and potential use of reading strategies The data collected were analyzed through both qualitative and quantitative methods, enabling the author to address research questions 1 and 2 related to the first aim, as well as research question 3 in relation to the second aim of the study.
This study aims to investigate the awareness and potential application of reading strategies among 11th-grade students at Yen Vien High School, with the goal of providing methodological recommendations for English learners As such, it is inherently descriptive in nature.
The study involves three groups of 11th-grade students from seven classes in Gia Lam district, totaling 318 students These students, who have been learning English for five years—four years in lower secondary school and one year in upper secondary school—are categorized based on their end-term English test scores The first group comprises 68 students with scores ranging from 7 to 10.
2 nd group consists of 200 students (with the total test core from 5 to 6) and 50 students in the third group (with the total test below 5)
This study addresses the challenge of improving English reading skills among Vietnamese grade 11 students, aiming to enhance the effectiveness and efficiency of English teaching and learning Ultimately, it seeks to foster students' reading abilities, which are crucial for their academic success and future career opportunities.
This study aims to contribute significantly to language teaching methodology, providing valuable insights for English teachers working with Vietnamese students, particularly those who struggle with reading.
On the other hand, students can use the suggested techniques to self-improve their English learning
1 7 Design of the Study: This study consists of 3 parts with part 2 dividing into 3 chapters:
Part 1 : Introduction This part supplies an overview of the study with specific reference to the rationale, the aims, the methodology and the design
Chapter 1 of Part 2 delves into the theoretical foundations of the research, focusing on key issues related to reading and reading comprehension It examines the various classifications of reading, highlights effective reading strategies, and emphasizes the significance of strategy training Additionally, it discusses the pivotal role of teachers in facilitating this strategy training to enhance student learning outcomes.
Chapter 2 outlines the methodology of the study, detailing the background information of the subjects, the instruments utilized for data collection, and the procedures followed during the data gathering process.
Chapter 3 provides a comprehensive overview of data analysis, detailing the findings of the study while offering interpretations and explanations to enhance understanding.
In conclusion, this study summarizes key findings and implications aimed at enhancing the educational experience of 11th-grade students It addresses the limitations encountered during the research and offers recommendations for future studies, highlighting potential directions for further exploration Ultimately, the conclusions drawn from this research provide valuable insights for improving student outcomes.
The appendixes lie on the last part of the study, preceded the References
DEVELOPMENT
2.1 What is Reading and Reading Comprehension?
Reading is an interactive process between the reader and the text that leads to comprehension It involves interpreting letters, words, sentences, and paragraphs that convey meaning Readers apply their knowledge, skills, and strategies to uncover this meaning While many scholars have attempted to define reading, no single definition has gained universal acceptance.
According to Goodman (1971, p.135), reading is a psycholinguistic process where the reader reconstructs a message encoded by the writer in a visual format He emphasizes that readers must not only learn to navigate the text and grasp grammatical structures but also comprehend the content conveyed within it.
According to Goodman and William E (1990), reading is a process that involves both looking at written text and understanding its meaning This dual activity requires readers to "encode" the meanings of words based on their contextual usage.
According to Harmer (1989, p.153), reading is a complex process that involves both the eyes and the brain, where the eyes capture visual information and the brain interprets its meaning This perspective aligns with the views of the two authors previously mentioned, highlighting the interconnectedness of visual perception and cognitive processing in the reading experience.
Reading is a personal activity that encompasses various formats, including newspapers, magazines, written texts, telephone directories, and medicine labels The ability to read is an intrinsic human skill, and theories about reading comprehension can be categorized into three main approaches: bottom-up, top-down, and interactive.
Reading is viewed as “the process of meaning interpretation” in which “the language is translated” from on form of symbolic representation to another” (Nunan, 1991)
It was also understood as the process of recognizing the printed letters and words and building up a meaning from the smallest textual units at the bottom (letters and words)
LITERATURE REVIEW 2.1 What is Reading and Reading Comprehension?
What is Reading Comprehension?
Effective reading comprehension hinges on readers' ability to identify and apply appropriate skills and strategies tailored to different types of texts According to Swan (1975), a student proficient in comprehension can read accurately and efficiently, extracting maximum information with minimal effort This understanding is demonstrated through various tasks, including summarizing the text, answering questions, and distinguishing between true and false statements.
In summary, reading loses its value without comprehension, as understanding the text is essential for readers to appreciate its meaning Consequently, teaching effective reading comprehension methods is crucial in education Students must be aware of various reading skills and strategies, utilizing them appropriately and effectively to enhance their understanding.
According to manner
According to Doff (1988), reading is divided into two main types: reading aloud and silent reading
Reading aloud is defined as the process of "looking at the text, understanding it, and also saying it" (Doff: 70), serving as a means to convey information to others While reading aloud is not a common daily practice, it is often required in educational settings Doff (1988: 67) notes that this activity rarely occurs outside the classroom The practice has its advantages, particularly for beginners, as Natal (1966) highlights its role in improving pronunciation and helping students connect sounds with spelling However, Greenwood (1985) argues that an excessive focus on pronunciation can hinder students' comprehension of the text's meaning This suggests that while reading aloud can be beneficial, it also has drawbacks, such as students concentrating solely on pronunciation and the potential disengagement of other students during turn-taking.
Reading aloud can be time-consuming, as students must take turns, leading to delays in the learning process Consequently, the effectiveness of this method in enhancing reading skills may be limited Therefore, it is essential for students to evaluate the usefulness of reading aloud as a strategy in their reading practice.
Silent reading is "the method we normally use with our native language and on the whole quickest and most efficient" Lewis (1985: ll0) Sharing the same idea, Doff (1988:
67) defined silent reading as followed: “silent reading involves looking at sentence and understanding the message it conveys, in other words making sense of a written text It does not normally involve saying the words we read nor even silently in our heads" Therefore, we can see that silent reading is an effective skill for reading comprehension since students do not need to read all the words of a text, they can read at their own speed and in case they do not understand a sentence they can go back to read again When reading silently, students not only obtain its main ideas in the shortest length of time but also deeply understand its details and can answer the questions as well
To summarize, silent reading is one effective skill for reading process in general and reading comprehension in particular Therefore, it should be applied in teaching and learning a foreign language.
According to the purposes of reading
The relationship between reading strategies and reading skills has been the subject of debate among theorists, who have attempted to create a comprehensive catalogue of these concepts However, differing perspectives on the definitions and connections between strategies and skills continue to fuel controversy in the field.
Intensive reading, as defined by Nutall (1982), is a teacher-guided activity that encourages students to concentrate on the text to extract specific information This classroom-oriented practice emphasizes the linguistic and semantic details of a message, drawing attention to grammatical forms, discourse markers, and rhetorical relationships The goal of intensive reading is to deepen students' understanding of both the meaning of the text and the mechanisms through which that meaning is created.
Intensive reading lessons are designed to equip students with essential strategies for engaging with various texts This approach can be divided into two categories: skills-based and text-based Skills-based lessons concentrate on developing specific abilities, such as identifying the main idea versus supporting details or making inferences from the content In contrast, text-based lessons focus on comprehensively understanding the text itself, encouraging students to apply all their acquired skills to grasp its full meaning.
Extensive reading aims to help students read fluently and enjoyably in a foreign language, allowing them to grasp the overall meaning of a text independently, without teacher assistance This approach involves skimming for the main ideas and scanning for essential details, making it a quick and effective method for understanding the general content of a text.
Skimming involves quickly scanning the prominent parts of an article to grasp the overall idea at a superficial level This technique requires identifying the main ideas in various paragraphs and synthesizing them through generalization.
Scanning is an essential skill for quickly locating specific information without following the entire text linearly Unlike skimming, which provides a general overview, scanning is a focused approach that aims solely at retrieving necessary details.
In the realm of reading instruction, Kenedy and Bolitho (1991) highlight essential skills such as skimming, scanning, and predicting, emphasizing the importance of adapting reading speed and techniques to specific goals Without proper guidance, students risk inefficient reading, leading to the absorption of excessive non-essential information and a failure to retain critical points Therefore, to comprehend texts effectively, readers should employ a combination of purpose-driven strategies rather than relying on isolated reading techniques This approach enables them to tackle increasingly complex texts and tasks with efficiency, speed, and skill.
To achieve reading success, it is essential to consider seven key factors: physical condition, reading speed, oral reading, vocabulary, reading comprehension, the ability to use references, and reading patterns These elements are crucial for students in cultivating the skills, habits, and attitudes necessary for efficient reading This study focuses on the importance of effective reading strategies for comprehension, as these are accessible to students and can be enhanced through targeted training.
Reading strategies and the importance of strategy training
Learning strategies are defined as communicative procedures that learners utilize to acquire and use a language (Nunan, 1991) Scarcella and Oxford (1992) describe these strategies as specific actions or techniques, such as seeking conversation partners or encouraging oneself, aimed at enhancing language learning Scholars have classified language learning strategies in various ways; for instance, Rubin categorizes them into language learning strategies, communication strategies, and social strategies Oxford (1990) further divides these strategies into two main categories: direct strategies, which include memory, cognitive, and compensation strategies, and indirect strategies, encompassing metacognitive, affective, and social strategies.
According to Stern (1992:262-266), there are five main language learning strategies, these are Management and Planning Strategies, Cognitive Strategies, Communicative- Experiential Strategies, Interpersonal Strategies, Affective Strategies
O’Malley and Chamot’s framework has been the most useful and generally accepted
In their framework, there are three major types name as metacognitve, cognitive, social awareness
“Metacognitive” strategies are responsible for planning, and arranging learning, centering one’s learning, and self-monitoring
“Cognitive” strategies involve more direct manipulation of the learning material itself and are responsible for marking new words in a text, memorizing by sentences, taking notes, etc
“Socio/affective” strategies have to do with cooperation with other learners, relaxation, asking questions (see Table 2.1)
Table 2.1 Learning strategy definition and classification (O’Malley and Chamot, 1990:119)
Learning strategy definition and classification (O’Malley and Chamot, 1990:119)
Planning advance organizers Previewing the main ideas and concepts of the material to be learned, often by skimming the text for the organizing principle
|Directed attention Deciding in advance to attend in general to a learning task and to ignore irrelevant distracters
Functional planning Planning for and rehearing linguistic components necessary to carry out an upcoming task
Selective attention Deciding in advance to attend to specific aspects of input, often by scanning for key words, concepts and/ or linguistic markers
Self - management Understanding the conditions that help one learn and arranging for the presence of those conditions
Self - monitoring Checking one's comprehension during listening or reading checking the accuracy and/or appropriateness of one's oral or written production while it is taking place
Self - evaluation Checking the outcomes of one's own language against a standard after it has been completed
Resourcing Using target language reference materials such as dictionaries, encyclopedias, or textbooks Repetition
Imitating a language model, including overt practice and silent rehearsal
Classifying words, terminology or concepts according to the attributes or meaning
Deduction Applying rules to understand or produce the second language making up rules based on language analysis
Imaginary Using visual images (either mental or actual) to understand or remember new information
Auditory representation Planning back in one's mind the sound of a word, phrase or longer language sequence
Key word method Remember a new word in the second language by: (l) identifying a familiar word in the first language that sounds like or otherwise resembles the new word, and
(2) generating easily recalled images of some relationship with the first language homonym and the new word in the second language
Elaboration Relating new information to prior knowledge, relating different parts of new information to each other, or making meaningful personal associations with the new information
Transfer Using previous linguistic knowledge or prior skills to assist comprehension or production
Inferencing Using available information to guess meaning of new items, predict outcomes or fill in missing information
Effective notetaking involves jotting down essential keywords or concepts in a concise format—whether verbal, graphic, or numerical—while engaging with content through listening or reading Summarizing is the process of creating a mental, oral, or written recap of new information acquired during these activities.
Recombination Constructing a meaningful sentence or larger language by combining known elements in a new way
Translation Using the first language as a base for understanding and/or producing the second language
Question for clarification Eliciting from a teacher or peer additional explanations, rephrasing, examples or verification
Cooperation Working together with one or more peers to solve a problem, pool information, check a learning task, model a language activity, or get feedback on oral or written performance
Self – talk Reducing anxiety by using mental techniques that make one feel competent to do the learning task
2.3.2 The importance of strategy training
Effective training is essential for the successful adoption of new systems, ensuring that end users can utilize software efficiently Many organizations face wasted resources due to 'shelf-ware'—software that remains unused because users lack the necessary skills Additionally, frequent complaints about tools not functioning often stem from insufficient training rather than technical issues Therefore, developing a comprehensive training strategy is crucial for maximizing the benefits of new software implementations.
A training strategy is basically an explanation of the process that will be used to provide training Below are some of the things to consider when creating a training strategy
To effectively address the training needs of your target audience regarding the newly deployed software, it is essential to assess their specific requirements and levels of involvement Highlight the benefits that each target group will gain from the training, ensuring that the value of the training is clearly communicated This approach not only enhances user engagement but also maximizes the overall effectiveness of the software implementation.
+ Review the training needs and define and current gaps and any potential future gaps + Define the training objectives
+ Create the training action plan (for each target audience) This should also define the necessary systems that are required to deliver training, and also define the training delivery mechanisms
+ Define how the training content will be created
+ Define how the training will be monitored
+ Define how the training will be assessed
+ Define the schedule training revisions.
The teacher’s role in strategy training
To effectively train students in language learning strategies, teachers must understand their students' interests, motivations, and learning styles By observing classroom behavior, teachers can identify the strategies students currently use, such as seeking clarification, verification, or correction.
To effectively teach a foreign language, educators must assess students' interactions with proficient language users and their learning preferences By utilizing a short questionnaire at the course's start, teachers can gain insights into students' motivations, preferred activities, and learning strategies Recognizing that each learner has unique styles and awareness of strategies, teachers should avoid focusing solely on one approach, such as the analytical or auditory methods Instead, they must offer a diverse array of learning strategies to cater to the varied needs and expectations of their students Ultimately, the teacher's primary role is to provide a range of tasks that align with different learning styles, ensuring an inclusive and effective language learning environment.
Language teachers should evaluate their textbooks to determine if they incorporate language learning strategies or training If such strategies are absent, it is essential for teachers to seek out new texts or alternative teaching resources to enhance their students' language acquisition.
Language teachers should critically evaluate their teaching methods and classroom styles by analyzing lesson plans to ensure they accommodate diverse learning styles and strategies This reflection allows teachers to determine if their approach enables students to tackle tasks from various perspectives Additionally, teachers need to assess whether their strategy training is implicit, explicit, or a combination of both By questioning their plans before each lesson and reviewing their effectiveness afterward, educators can enhance their focus on language learning strategies and improve strategy training throughout the teaching process.
The literature review highlights the necessity of exploring awareness and potential application of reading strategies to facilitate improvement Consequently, this study aims to address three specific research questions.
1 What are the levels of awareness and use of English reading comprehension strategies of Vietnamese 11 th grade students?
2 Do the good readers (11 th grade students) have different awareness and use of reading strategies from the medium and weak ones?
3 What can be done to help Vietnamese grade 11 th poor readers to improve their reading comprehension level?
METHODOLOGY
Participants and settings of the study
The research was carried out at Yen Vien high school with the participation of 318
In the 11th grade, students aged 16, both male and female, are required to study English as a compulsory subject Their reading proficiency is categorized into three groups based on their final English results and second-term examination scores: good readers, who score above 7; weak readers, who score below 5; and average readers, who achieve scores between 5 and 7 This classification assumes that the English tests administered are both valid and reliable.
The study took place from early April to mid-June 2011, during the second semester of the academic year At that time, the participants had been studying English at Yen Vien High School for nearly two years, with all students having a total of 6 to 7 years of English learning experience.
Instruments of data collection
To obtain data for the study, two different instruments were employed: a survey questionnaire and interview a The questionnaire
The questionnaire comprised two key sections: the first section focused on students' attitudes towards the significance of reading skills and the factors influencing these skills, while the second section explored their reading strategies Additionally, interviews were conducted to gain deeper insights into these topics.
Interviews, alongside questionnaires, are valuable tools for gathering data in second language acquisition research, particularly effective for studying learning strategies In this study, twelve students were randomly selected from three groups to provide in-depth insights into their awareness and utilization of various strategies, including metacognitive, cognitive, and social/affective approaches.
I employed various data collection methods to gain a comprehensive understanding of participants' awareness of reading strategies, as different approaches can yield distinct conclusions Individual structured interviews, conducted in Vietnamese with three groups of readers—good, medium, and weak—supplemented survey questionnaire data These interviews revealed valuable insights into the reading habits of the subjects, highlighting differences in their awareness and use of reading strategies.
The interview process required significant time and effort, presenting challenges such as potential subjectivity and personal bias To mitigate these issues, I assured my students that their responses would not influence my judgment, encouraging them to answer honestly I emphasized that only truthful answers would contribute to the success of my study.
The collected data from questionnaire and interview were then analyzed both quantitatively (for descriptive statistics) and qualitatively (for tendency and patterns) according to the “interpretive model” proposed by Hatch (2002).
Summary
This chapter outlines the methodology used in the study, detailing the data collection methods, participant demographics, and the procedures followed It provides a comprehensive description of the participants and the study settings, as well as an overview of the data collection instruments, which included questionnaires and interviews.
RESULTS AND DISCUSSION
Results
A questionnaire was conducted among 318 11th grade English learners, categorized into 68 high-performing, 200 average, and 50 low-performing students based on their English results from the 2010-2011 school year.
The article presents a study consisting of 22 questions, where the initial two inquiries focus on students' personal views regarding the significance of reading comprehension and the various factors that influence it The remaining 20 questions delve into the reading strategies employed by the students.
3.1.1.1 Readers' attitudes to reading comprehension
Question 1 asks the participants how important reading comprehension is to their purpose for English learning by circling the most suitable option
A Not important at all B Not important
C A little important D Important E Very important
Table 3.1 presents the different answers of the importance of reading comprehension among these three groups to the first question
Table 3.1 Analysis of questionnaires: Question 1 The importance of reading comprehension
Im Un Im Un Im Un
A study conducted at Yen Vien High School revealed significant differences in attitudes towards English reading comprehension among students of varying proficiency levels While a majority of 11th-grade students, including 91.18% of good readers and 86.50% of average readers, recognized the importance of reading comprehension, only 26% of weak readers expressed an appreciation for English, with 74% unaware of its significance in their learning This lack of motivation among weaker students raises concerns, as most participants acknowledged reading comprehension as essential for their English learning objectives To address this issue, teachers must actively foster positive attitudes towards reading skills by employing engaging pre-reading techniques such as visual aids, brainstorming, and relevant questions By enhancing motivation and interest, educators can transform reading lessons into more effective and enjoyable experiences for all students.
3.1.1 2 Readers’ factors affecting reading comprehension
Question 2a asks the 11 th form student if they are aware of reading strategies for effective reading comprehension
Analysis of questionnaires: Question 2a Factors contributing to good reading comprehension
The analysis of the chart reveals a significant disparity in the awareness of reading strategies among students at Yen Vien High School While 73.58% of proficient readers actively employed reading strategies, a mere 10% of poor readers did the same Additionally, almost half of the medium-level readers also neglected to focus on these strategies This indicates that English reading strategies are underutilized among 11th-grade students at the school.
Question 2b asks the 11 th form student to indicate the importance of the following factors to reading comprehension by circling the most suitable option
B have a good knowledge of English grammar
C have a good knowledge of the reading topic
Table 3.2 Analysis of questionnaires: Question 2b Factors contributing to good reading comprehension
Im Un Im Un Im Un
This table was illustrated in the following chart below
Im Un Im Un Im Un
Table 3.2 presents the results of good readers and bad readers' answers to the second question in the questionnaire
The analysis reveals that responses to question 2b showed no significant differences among good, medium, and weak readers, with vocabulary importance ratings of 89.71% for good learners, 99% for average learners, and 90% for weak learners A majority across all groups recognized the crucial role of a large English vocabulary in reading comprehension Vocabulary is a fundamental component of language, serving as the essential building block for constructing sentences, paragraphs, and entire texts It provides a strong foundation for effective communication, as highlighted by Wilkins (1972), who emphasized that without vocabulary, no meaningful communication can occur.
I'm thrilled with the survey results, but it's important for learners to focus on more than just word meanings; they should also consider other essential factors for a well-rounded understanding.
In analyzing students' perceptions of grammar's significance in reading comprehension, data reveals that 89% of medium-level students recognize its importance, while 84% of weak readers share this view Good readers show a slightly lower appreciation, with only 76% acknowledging grammar's role in their comprehension skills Overall, there is a noticeable trend of students valuing grammar, likely influenced by the grammar-centric nature of high school assessments and homework However, an overemphasis on grammar in reading comprehension may not necessarily guarantee success.
A study measured readers' attitudes toward the significance of understanding English grammar, revealing minimal differences between good and medium readers Specifically, 70.59% of good readers and 72.50% of medium readers valued the content of their reading lessons, while only 34% of weak readers grasped the reading topics during tests This indicates that both good and medium readers recognized the necessity of identifying reading content, contrasting sharply with the 66% of weak readers who did not see its importance.
This gap may be a barrier banning the weak students have better marks and made them less successful
The study revealed a significant difference in the perception of the importance of reading strategies on reading comprehension among three groups of readers Specifically, 86.76% of good readers acknowledged the crucial role of effective reading strategies, while only 56.50% of medium readers and 60% of weak readers shared this view Notably, nearly half of the weak and medium readers believed that reading strategies were not essential for comprehension.
The subsequent 20 questions focused on the reading strategies employed by participants, categorized into metacognitive, cognitive, and social/affective strategies according to O'Malley and Chamot's 1990 framework This analysis aimed to highlight the differences and similarities in reading strategies used by three distinct groups.
The analysis of 11th-grade learners' metacognitive reading strategies reveals three key subtypes: advance organizers, directed attention, and selective attention Each subtype is explored through two specific questions, providing insights into how students engage with and enhance their reading comprehension.
I preview the headings and illustrations to get the main idea of the text before reading
To efficiently answer questions, I quickly read the text one or two times, focusing on key words and concepts that directly relate to the queries at hand.
Before reading, I read the comprehension questions to decide important information that should be noted
I choose reading strategies according to your reading purposes
I skim through the text to understand main ideas before focusing on details
I skip the words that are not essential for comprehending the texts while reading
I scan for key words or concepts that are closely to the questions so that I can answer them
I check if my answers to the questions are correct or wrong after reading
Table 3 3 Analysis of questionnaires : Metacognitive reading strategies [%, number reported in (n)]
Regular Irregular Regular Irregular Regular Irregular
Regular-Regularly used; Irregular-Irregularly used
As shown in the table, there were some significant differences in the answers given by good readers and poor readers concerning the use of metacognitive reading strategies
In the study of metacognitive reading strategies, specifically advance organizers, responses varied among good, medium, and weak readers regarding the importance of previewing headings and illustrations to grasp the main idea of a text A significant 58.82% of good readers acknowledged this strategy, compared to 40.00% of weak readers and 46.00% of medium readers, highlighting a notable difference in awareness among the groups However, nearly half of the participants remained unaware of this effective strategy Furthermore, in question 8, only 26.47% of good readers utilized this strategy, while 36% of weak readers did, indicating that many of the 318 surveyed participants did not engage in skimming the text to identify main ideas before delving into details.
The second subtype of metacognitive strategies, directed attention, was analyzed through two questions, revealing significant differences in participant responses Effective readers, categorized as good and medium readers, demonstrated a higher percentage of 54.41% and 55.59%, respectively, in reading comprehension questions to identify key information before reading, compared to only 34% of ineffective readers This indicates that good readers consistently utilize comprehension questions to determine important details, while weak readers seldom engage in this practice Additionally, the responses highlighted a disparity in reading strategies, with good readers selecting strategies aligned with their goals, whereas poor readers infrequently employed such approaches.
The third category of metacognitive strategies identified is selective attention, as highlighted in questions 10 and 12 For question 10, responses from various groups showed no significant differences, indicating that all readers commonly scanned for key words or concepts relevant to the questions In contrast, question 12 revealed a significant difference between the groups; while all readers tended to skip non-essential words for better comprehension, poorer readers occasionally failed to do so.
Interviews
This study involved structured interviews with good, medium, and weak readers immediately after completing a questionnaire The interviews consisted of four questions that explored the participants' reading habits and general challenges The insights gained from these interviews highlighted the distinct differences in strategies and motivation among the three groups of readers.
The first question was "Do you like reading English? Why or why not? " The responses given by them were very different from each other
Table 3.6 below summarized their answers
Table 3.6 Analysis of interviews : Question 1
Do you like English texts?
Why or why not? - Yes: gained interesting and useful information, learned more
- No: very boring, took a lot of time, did not understand as they were difficult, were not equipped reading strategies…
The responses from three groups of readers revealed significant differences in their attitudes toward reading English texts While nearly all proficient readers (7 out of 8) expressed a fondness for reading, only 3 out of 7 weak readers shared similar sentiments Those who enjoyed reading reported that it sparked their interest and provided valuable knowledge, ultimately enhancing their vocabulary In contrast, struggling readers described reading as tedious and time-consuming, often leading to a lack of understanding of the material The varying preferences among students regarding reading texts are further illustrated in the accompanying charts.
Question 2 of the interview was “How do you ever care for reading strategies?”
And four options were given as much, not very much, hardly ever, never
Table 3.7 Analysis of interviews : Question 2 Readers How do you care for reading strategies?
Table 3.7 and the accompanying chart reveal that 62% of proficient readers and 33.3% of average readers prioritize reading strategies when engaging with English texts, while ineffective readers showed no interest in such strategies Notably, both good and weak readers exhibited a lack of concern for reading strategies.
Much Not very much Hardly never Never so hs
Number of students care much for reading strategies but that of medium readers totaled to 33.3% 60.00% of weak readers hardly or never cared for reading strategies
The third question was "What is the biggest problem for you in comprehending
Table 3.8: Analysis of interviews: Question 3
“What is the biggest problem for you in comprehending English tests?
Good readers 7/8 1/8 - A lot of new words
Weak readers 5/5 3/5 - So many new words
- Different word meanings in different contexts
The answers given also showed a difference among the good, medium and bad readers
Table 4.8 reveals that good, medium, and weak readers shared similar responses to question 3, identifying vocabulary as their primary challenge in understanding English texts They noted the presence of numerous unfamiliar words in reading materials, which significantly hindered their comprehension Additionally, the polysemy of English words contributed to their difficulties in grasping the content of the texts.
Many poor readers struggle with limited vocabulary and find English grammar structures to be quite complex They often encounter sentences that are difficult to understand due to unfamiliar grammatical constructions.
Even when they knew the meanings of all the words in those sentences, they still couldn’t comprehend their implications
The charts indicate that a majority of students across the three groups struggle with vocabulary The researcher suggests that this may be due to their limited vocabulary and over-reliance on teachers, peers, or dictionaries Consequently, the introduction of new words negatively impacts the students' reading process.
Grammar was found to be a less challenge than vocabulary but it did not mean that grammar is easy
Teachers should motivate students to enrich their vocabulary by any means for instance, familiarizing the students with extensive reading is a way to fuel their enthusiasm for learning English
It can enrich their vocabulary, strengthen their understanding and consolidate their grammar as well Besides, teachers’ using word games or word list can enrich students’ vocabulary
Summaries of main findings
In this part, the summary of the main findings gained from the data collection instruments was presented
Overall, questionnaire data show that students may not be aware of theoretical
“names” of effective reading strategies They, however, did use many strategies when reading in English
Analysis of the questionnaire revealed significant differences in reading strategies between good and poor readers Good readers consistently employed metacognitive and cognitive strategies more frequently than their less proficient counterparts, while the use of social strategies remained similar across all groups.
Research on metacognitive strategies such as advance organizers, directed attention, selective attention, and self-evaluation reveals that proficient readers utilize these strategies more frequently than less skilled readers Good and medium readers actively preview headings and illustrations to infer main ideas, read questions to identify key information, select reading strategies based on their objectives, and skip non-essential words while verifying their answers In contrast, poor readers apply these strategies only occasionally or rarely However, there is no significant difference among the groups in their use of advance organizers, as all readers skim through the text with similar frequency to grasp main ideas.
The analysis of questionnaire data revealed significant differences in cognitive strategies between good and bad readers Good readers frequently employed strategies such as frequency grouping, inferencing, note-taking, summarizing, elaboration, and rereading, actively determining word functions, guessing meanings from context, and relating new information to their existing knowledge In contrast, bad readers utilized these strategies less consistently However, both groups showed similar frequencies in employing resourcing transfer, elaboration, and translation strategies, indicating that not all cognitive strategies differ between them.
Unlike the metacognitive and cognitive strategies, the use of social/affective strategies showed no significant differences between the two groups of readers Both groups occasionally sought help from teachers or friends to clarify challenging sections of the reading material, but they seldom collaborated with classmates or peers to address problems within the text.
3.3.2 Readers' attitudes to reading comprehension
Data on students' attitudes toward reading comprehension were collected using two instruments: questionnaires and interviews The analysis of the findings from these methods reveals significant insights into students' perceptions and engagement with reading comprehension.
Reading comprehension is deemed essential by both proficient and struggling readers in their English learning journey They emphasize that possessing a substantial English vocabulary significantly contributes to effective comprehension.
English grammar and knowledge of the reading topic were only a little of important
All three groups of readers identified vocabulary as the primary barrier to understanding English texts Their limited vocabulary, coupled with the polysemy of English words, created significant challenges during reading Additionally, poor readers struggled not only with vocabulary but also with the complexity of English grammar structures, hindering their overall comprehension of the material.
English texts though they knew the meaning of all the words This is also a big challenge for them reading comprehension
Good and average readers are typically more motivated to read English texts, as they enjoy the process and find it rewarding They believe that reading enhances their vocabulary and provides valuable insights about the world Conversely, weak readers often lack motivation, viewing reading as tedious, primarily due to their limited English vocabulary, which hinders their comprehension.
Discussion of main findings
The study revealed a significant difference in the use of metacognitive and cognitive strategies between good and bad readers, with good readers employing these strategies more frequently This outcome aligns with previous research, indicating that effective readers utilize a combination of both top-down and bottom-up approaches, whereas less proficient readers primarily rely on bottom-up strategies.
previewed the headings, illustrations and the text to guess the main idea of the text before reading;
read questions to know what to focus while reading;
determined suitable strategies according to their reading purposes;
determined the functions of words;
guessed meanings of new words in content
related their prior knowledge to the new information;
wrote down key words while reading;
reread difficult parts for better comprehension;
mentally summarized main ideas and checked their answers after reading
Weak and medium readers often rely primarily on bottom-up strategies and infrequently use effective reading techniques These ineffective readers tend to translate texts into Vietnamese, which can lead to a loss of the overall meaning This over-reliance on translation not only slows their reading speed but also negatively impacts their comprehension of the material.
The study revealed significant differences in the use of metacognitive strategies among readers, with effective readers employing these strategies more frequently than their ineffective counterparts This suggests that metacognitive strategies play a crucial role in enhancing reading comprehension Additionally, questionnaire results indicated variations in the subtypes of metacognitive and cognitive strategies used by readers Notably, both proficient and struggling readers utilized advance organizers and selective attention at similar rates.
The analysis of cognitive strategies revealed that the elaboration strategy was utilized with equal frequency among participants, rated as "sometimes." In contrast, the findings regarding the translation strategy were more varied; both medium and poor readers engaged in translating the text while reading at the same frequency.
Recent findings indicate that readers' attitudes towards reading comprehension reveal key insights Both medium and weak readers often underestimate the significance of reading comprehension A stark contrast exists in how different reading proficiency groups value reading strategies; proficient readers see these strategies as crucial, while less skilled readers view them as only somewhat important This understanding among proficient readers likely contributes to their more frequent use of effective reading strategies Ultimately, these factors significantly impact readers' comprehension abilities and overall reading proficiency.
