INTRODUCTION
Statement of the problems…
Being aware of the importance of teaching and learning English in high schools, the
Ministry of Education and Training (MOET) has recently introduced a new series of
English textbooks for grade 10, grade 11 and grade 12 These new textbooks have been used in most high schools nationwide This marks a milestone in improving the quality of
The new curriculum mandates English as a compulsory subject, aimed at equipping students with essential skills to access global science, technology, and culture (MOET, 2006) Despite this initiative, numerous complaints have emerged from high school teachers in Bac Giang province, expressing concerns about the implementation and effectiveness of the new English teaching methods.
English textbooks were too difficult for their students To deal with this problem, Bac
In 2006, 2007, and 2008, the Giang Education and Training Department organized training courses to equip teachers with effective methods for teaching new English textbooks using the communicative approach However, the outcomes were frequently unsatisfactory, as teachers struggled to effectively apply the general knowledge acquired during these courses to the specific teaching contexts of various high schools.
Founded in 1966, Yen The High School is one of three high schools in Yen The district,
Bac Giang province that have been selected to apply the new textbooks in teaching and learning English It has about 33 classes every year, among which, there are about 10 grade
The school, situated in a mountainous district, offers 11 classes but faces significant challenges in providing foreign language education due to limited resources Most students at YTHS come from low-income families, leaving them with little time for self-study as they work on farms and rice paddies after school to support their parents Consequently, few students can afford additional English classes, as even basic educational expenses like fees, dictionaries, and cassette players are beyond their financial reach.
Many students at YTHS, particularly those from ethnic groups like Tay, Nung Dao, Cao Lan, and San Diu, face significant challenges in learning English due to limited resources and teaching conditions The lack of essential teaching appliances, such as cassette players, exacerbates this issue, hindering effective language instruction.
In many listening lessons, teachers are required to read aloud from a typescript, yet the outcomes for speaking and writing instruction are often disappointing, with students struggling to form complete and grammatically correct sentences in English This challenge leads educators to shift focus from developing communicative skills to emphasizing grammar and vocabulary instead Additionally, reading lessons can feel burdensome for teachers and unengaging for students Within a typical 45-minute class, teachers frequently find it difficult to complete post-reading activities due to the time consumed by pre- and while-reading tasks Students express frustration over the abundance of new vocabulary and grammatical structures in lengthy texts, which hinders their ability to fully comprehend the reading material.
Teaching and learning English, especially reading, at YTHS has become a significant challenge due to the new curriculum Despite these difficulties, reading remains a central focus in education, as it is essential for acquiring knowledge and helps students learn new vocabulary and structures in various contexts.
After a thorough examination of reading instruction at YTHS and discussions with colleagues, the researcher identifies that teaching methods significantly impact reading skill development The limited effectiveness of reading lessons can be attributed to teachers' rigidity, inexperience, reliance on the grammar-translation method, and insufficient training in communicative approaches Additionally, the dominant role of teachers in the classroom contributes to student passivity, hindering their ability to grasp main ideas and details in reading passages To better understand these challenges and seek solutions, the researcher has chosen to investigate the current state of reading instruction for grade students.
Aims of the study and research questions
1 To find out teachers‟ and students‟ comments on the reading section in TIENG ANH 11 textbook
2 To investigate the reality of teaching reading to grade 11 students and their attitudes towards the teaching of reading utilized by teachers
3 To identify the difficulties that teachers and students have to cope with when dealing with a reading lesson
The findings of this study aim to benefit both teachers and students at YTHS, as well as other schools, given that the challenges of teaching reading at YTHS reflect those faced by several high schools in the mountainous districts of Bac Giang province, including Son Dong, Luc Ngan, and Luc Nam.
In order to achieve the research study‟s aims, the study attempts to answer the following research questions:
1 How do teachers and students respond to the reading section in TIENG ANH 11 textbook?
2 What methods are used by teachers in teaching reading and what are the students‟ attitudes towards these methods?
3 What difficulties do teachers and students meet when dealing with a reading lesson?
Scope of the study
This is a survey of the problems in teaching the reading section in TIENG ANH 11 textbook at
The study explores the teaching methods employed by educators and examines students' attitudes toward these approaches Additionally, it assesses both teachers' and students' evaluations of the reading section in the TIENG ANH 11 textbook while identifying the challenges faced during reading lessons.
Outline of the thesis…
The thesis consists of five chapters, organized as follows:
Chapter One provides an overview of the study's background and outlines the key problems addressed It details the research aims, formulates the research questions, and defines the scope and design of the thesis.
Chapter Two offers a comprehensive literature review that lays the theoretical foundation for the study It defines key concepts such as reading and reading comprehension, while also exploring the various factors and stages involved in teaching reading lessons Additionally, it highlights common instructional methods employed by educators during the three phases of reading instruction and discusses the influence of attitudes on both teaching and learning processes The chapter concludes with an overview of relevant previous studies, underscoring their significance in the context of the research.
Chapter Three states the methodology used in the study Therefore, the information about subjects, data collection instruments and procedures are presented
Chapter Four discusses the outcome of the data analysis
Chapter Five is the conclusion to the thesis.
LITERATURE REVIEW
Reading and reading comprehension
Reading is a widely embraced activity that permeates various aspects of daily life and scientific pursuits As a result, there are numerous interpretations and definitions of what reading truly encompasses.
Goodman (1971) describes reading as a psycholinguistic process where the reader reconstructs a message encoded by the writer in graphic form This reconstruction is a cyclical process involving sampling, predicting, testing, and confirming.
According to Nuttal (1982), reading is an active process of extracting meaning from a text rather than a passive absorption of information She emphasizes that readers must engage with the material and actively work to derive understanding, challenging the notion that reading is merely a receptive skill.
Reading is defined as the efficient extraction of necessary information from written texts (Grellet, 1981) It is a process that primarily involves the eyes and the brain, where the eyes gather the messages and the brain interprets their significance (Harmer, 1989) This perspective is echoed by Smith, emphasizing the cognitive engagement required in reading.
Reading is fundamentally about grasping the author's thoughts, as highlighted by 1985:102, emphasizing that it is a communicative process where readers engage with the author's mind rather than merely their words Additionally, Rubin and Thompson (1994:91) describe reading as an active information-seeking process, where readers connect the information presented in the text with their existing knowledge.
With this point of view, the readers‟ knowledge of the language and the knowledge of the world are of great importance to their reading success
In teaching and learning reading, reading comprehension plays an important role because it is described as a means of communication between the writer and the reader
Comprehension involves connecting new information with what is already known, enabling individuals to integrate incoming data into their existing knowledge base This process is essential for effective learning, as it allows new insights to become part of one's understanding.
Anderson and Pearson (1984) emphasize that students enhance their understanding by critically evaluating the ideas presented in a text, which allows them to connect new information with their prior knowledge.
Reading comprehension involves recognizing the visual elements of a text and grasping the underlying meanings This process is significantly influenced by the reader's background knowledge and language skills.
Reading is a multifaceted process that encompasses the interaction between the reader, the writer, and the text According to Nuttall (2000:4), reading comprehension involves encoding and decoding, where the encoder transforms thoughts into words, and the decoder interprets those words to grasp the intended messages.
Reading is an interactive process where comprehension arises from the relationship between the reader and the text The text conveys meaning through letters, words, sentences, and paragraphs, while the reader employs knowledge, skills, and strategies to interpret this meaning To become an effective reader, one must have a deep understanding of the world and a strong grasp of language, particularly related to the topic at hand.
We read different texts in different ways, depending on our manner and our purpose
Reading, according to manner, is classified into reading aloud and silent reading
Reading aloud, as defined by Doff (1988), involves engaging with the text through visual comprehension and vocal expression This technique can be beneficial in the classroom for assessing students' pronunciation and enhancing their fluency by linking spelling with sound However, Doff also highlights several limitations of reading aloud Primarily, it often results in only one student participating actively while others may disengage or mimic poor pronunciation Additionally, this method tends to divert students' focus from understanding the content to merely articulating words Furthermore, reading aloud is not a common practice in everyday life, making it an unnatural exercise Lastly, the slow pace of reading aloud can consume valuable class time, limiting overall instructional effectiveness.
Silent reading is a common practice in our daily lives, encompassing activities such as reading books, newspapers, texts, and road signs According to Doff (1988:67), silent reading “involves looking at sentences and understanding the message it conveys.” This method has gained popularity due to its emphasis on comprehension and the focus on grasping the meaning of the text.
Learners do not need to read all the words in the text and they can read at their own speed
Reading aloud can slow down comprehension and hinder the development of effective reading habits, while silent reading enhances both speed and understanding Mastering silent reading skills is crucial for students, as it prepares them for independent reading in libraries and serves as an effective method for teaching reading comprehension.
According to purposes, reading is categorized into skimming, scanning, extensive reading and intensive reading
Skimming is a valuable technique in teaching reading comprehension, allowing readers to quickly grasp the overall meaning, organization, and tone of a text without searching for specific answers According to Grellet (1981), skimming involves rapidly going through material to understand its gist, while Hedge (2000) emphasizes that it helps readers form a global impression of the content, such as when previewing a lengthy magazine article by focusing on headings and introductory lines.
Scanning is an essential reading skill used to locate specific information quickly within a text According to Hedge (2000:195), scanning entails rapidly searching through material to identify particular details, such as relevant times on a timetable, entries in a directory, or key points in academic writing This technique allows readers to efficiently determine whether a text meets their specific reading needs by swiftly browsing for targeted information.
According to Grellet (1981:4), intensive reading means “reading shorter text to extract specific information” This is more an accuracy activity involving reading for details
The teaching of reading
2.2.1 Factors in teaching and learning reading
2.2.1.1 Teacher’s roles in teaching reading
The teacher plays a crucial role in teaching reading, significantly influencing student performance and attitudes (Mahon, 1986) According to Nuttall (2000), key responsibilities of the teacher include selecting appropriate reading materials, designing engaging tasks, facilitating the reading process, and monitoring student progress Additionally, teachers are tasked with leveraging students' prior knowledge, enhancing vocabulary, teaching comprehension strategies, encouraging the application of these strategies into skills, and establishing criteria for text selection.
Effective learning is heavily reliant on student engagement, and teachers play a pivotal role in fostering this involvement By employing suitable techniques, educators can encourage active participation from their students, as noted by Hedge (2003, cited in To et al., 2006:153-154) Ultimately, it is the teacher's responsibility to empower students with the skills to set their own goals and develop strategies for reading, promoting autonomy and self-directed learning.
2.2.1.2 Students’ roles in a reading lesson
In a reading lesson, students play several crucial roles as outlined by Nuttal (2000:33) Primarily, they must engage actively in their learning process, taking responsibility for their actions Additionally, they need to monitor their comprehension by understanding text structures and recognizing when they struggle with a passage, allowing them to adopt effective strategies for improvement Good readers also develop the ability to engage in dialogue with the text, which can be enhanced through classroom discussions and activities Embracing the possibility of making mistakes is essential, as these errors provide valuable learning opportunities Ultimately, students must recognize that learning to read offers significant advantages, including better job prospects and personal growth Those who choose not to engage in reading are only cheating themselves, missing out on valuable opportunities for development and enjoyment.
2.2.1.3 The roles of reading texts
Reading texts are essential for effective teaching and learning of reading, as they introduce new vocabulary, grammar, and phonetics of the target language These texts also help students enhance their background knowledge, making reading a vital component of language acquisition.
Reading tasks are essential tools that assist both teachers and students in navigating the reading process In the context of literature language teaching, three key acronyms—TALO, TAVI, and TASP—are commonly used to categorize texts A TALO, or "text as a learning opportunity," emphasizes the educational potential of the text.
The concept of "text as a vehicle for information" emphasizes the importance of understanding the overall meaning of a text rather than focusing on intricate details In contrast, "text as a springboard for production" encourages using a text as a foundation for further tasks, typically involving reading or writing activities This approach highlights the role of text in facilitating deeper learning and engagement.
Effective teaching methods vary based on text types, with grammar-translation and audiolingualism suited for TALO, while the communicative approach aligns with TAVI and TASP When designing reading tasks, educators should consider Grellet's (1981:20) recommendations, focusing on the text's language, content, vocabulary, and grammatical structures.
2.2.2 Stages of teaching a reading lesson
Incorporating the recent communicative approach, reading lessons typically follow a three-stage structure: pre-reading, while-reading, and post-reading Each of these stages has distinct characteristics and specific time allocations that will be explored in detail.
Before diving into a text, several essential steps can enhance students' comprehension and focus According to Williams (1984:37), the pre-reading stage serves three key purposes: it introduces the topic and stimulates interest, provides learners with a clear reason for reading, and offers necessary language preparation for the text Implementing these strategies can significantly improve the reading experience.
The pre-reading phase typically lasts between two to ten minutes, varying by lesson, and involves activities such as introducing new vocabulary, providing a brief overview of the text, and posing guiding questions Techniques like using visuals, making predictions based on titles, and engaging in brainstorming sessions can effectively assess students' prior knowledge.
The while-reading stage is a crucial component of a reading lesson, as highlighted by Williams (1984:38) Its primary objectives include aiding students in understanding the writer's purpose, grasping the text structure, and clarifying the content During this stage, teachers play a vital role in facilitating comprehensive text comprehension, while students are encouraged to utilize their reading skills, such as skimming, scanning, and making educated guesses, to fully understand the text and the author's intent This stage typically occupies nearly two-thirds of the entire lesson time.
The final phase of a reading lesson focuses on student production, allowing learners to consolidate their understanding According to Williams (1984), the post-reading stage encourages students to reflect on the text and connect it to their own knowledge, interests, and perspectives This process enhances comprehension and personal engagement with the material.
Teachers can enhance student engagement by incorporating activities such as discussing questions, text reproduction, role-playing, gap-filling exercises, and sharing personal insights related to the text This stage typically requires about ten to fifteen minutes to complete all activities effectively.
In conclusion, the three stages mentioned above are essential for teaching a reading lesson
Teachers can flexibly adapt the steps and time allocation in their lessons to better suit their students' levels, interests, and the specific reading material, rather than adhering strictly to a set formula each time.
2.2.3 Some common teaching methods utilized at three stages of a reading lesson
At the pre-reading stage, teachers can utilize diverse methods to engage students and spark their interest in the topic while equipping them with essential language skills for understanding the text High school educators often implement these effective strategies to enhance student readiness and enthusiasm for reading.
Giving a brief introduction to the text
Attitudes and their impacts in teaching and learning
Researchers have provided various definitions of attitudes, with Allport (1954) describing them as a mental and neural state of readiness shaped by experience, influencing an individual's responses to related objects and situations Gardner (1985) views attitudes as essential components of motivation, combining effort and desire to achieve language learning goals, along with positive attitudes towards the language itself He emphasizes that the motivation to learn a foreign language is influenced by learners' predispositions, personality traits, and their attitudes towards both the target language and its speakers.
The impacts of attitudes in learning and teaching
According to Gardner and Lamber (1972), mastering a foreign language relies not just on intellectual abilities and language aptitude, but also significantly on one's attitudes towards the speakers of that language Positive attitudes can enhance student motivation, leading to improved learning outcomes, while negative attitudes can hinder the learning process (Edwards, 1982, as cited in Gibb, 1998).
Slopsky (1989:211) claims that attitudes “influence the development of motivation and have more specific effects, so attitudes appear to carry into particular motivation”
Obviously, the more motivation a learner has, the more time s/he will spend learning an aspect of the language
Teachers' classroom approaches are significantly influenced by their attitudes towards education According to Doukas (1996), these attitudes and underlying theories, often held unconsciously, impact classroom behavior and ultimately shape students' learning experiences He highlights the importance of teachers' attitudes in effectively implementing educational approaches When teachers possess a positive outlook on teaching theories, it enhances both language learning and teaching, leading to improved student outcomes.
Previous Studies
Numerous studies have explored the teaching of English, with a particular emphasis on reading instruction This article highlights key research focused on reading activities and effective teaching methods, which serve as foundational models for the researcher’s own study.
Dao Thu Huong (2007) conducted a study on enhancing reading comprehension among 10th-grade students at Le Hong Phong High School The research revealed that both teachers and students recognize the critical importance of reading; however, their outcomes in teaching and learning reading fall short of the Ministry of Education and Training's (MOET) objectives Key challenges identified include a lack of student motivation, insufficient background knowledge, ineffective reading strategies, and outdated teaching methods Based on these findings, the author proposed several techniques to improve reading instruction and comprehension.
Le Hong Phong High School
Tran Thi Ha (2003) conducted an investigation into the methods for developing reading skills to final year army officer trainees of English at the Military Academy of Science
She found out some problems in teaching and learning texts in Effective Reading at the
Military Academy of Science, and then she suggested methods, which are thought to be appropriate for reading teaching skills to final year students at the Military Academy of
Science.In order to investigate the reality of teaching and learning reading at National
A study conducted by Nguyen Thi Huyen (2006) at the Economics University assessed the effectiveness of English reading instruction among 10 teachers and 120 second-year students Findings from questionnaires and classroom observations indicated that the current teaching methods are ineffective, leaving students without essential skills for successful reading The research identifies the use of inefficient teaching strategies as a primary factor contributing to this issue and offers several recommendations for training students to become proficient readers.
Sub-conclusion
Effective reading teaching methods significantly impact student learning, facilitating their success in reading This chapter explores various aspects of reading and its instruction, including definitions, types of reading, influencing factors, and the stages of a reading lesson It emphasizes the importance of common teaching methods used at each stage of a reading lesson, along with their effects on teaching and learning Additionally, it presents previous studies that serve as models for this research This literature review establishes a theoretical foundation for the subsequent chapters of the study.
METHODOLOGY
Subjects of the study
YTHS has totally 8 English teachers (2 males and 6 females) including the researcher, aged from 25 to 52 Only two of them graduated from VNU,CFL, two others were trained in Thai
The faculty at Nguyen College of Education has a diverse background in teaching English, with the most senior member having previously taught Russian, while others have participated in in-service ELT training courses Although none of the faculty members hold a master's degree, they have all gained experience in teaching the TIENG ANH 11 textbook, with four currently teaching grade 11 during the 2009-2010 academic year.
The second group of subject is 124 grade 11 students chosen randomly from classes: 11A1,
11A2, 11A4 and 11A8 (2009-2010) at YTHS They are all at the age of 16 or 17 They have learned English for four years at different secondary schools in Yen The and Tan Yen districts
Only a few of these students intend to take entrance exam to university with English.
Reading sections in TIENG ANH 11 textbook
Each unit of TIENG ANH 11 starts with a reading section designed to enhance students' reading skills and familiarize them with the topic, providing essential language input for improved speaking, listening, and writing in subsequent lessons The reading passages range from 240 to 270 words and are accompanied by colorful images to engage students' interest The reading lesson is structured into three stages: Before you read, while you read, and after you read.
The "Before you read" section engages students with the topic and introduces essential vocabulary for better understanding The "While you read" phase includes two or three tasks aimed at helping students identify main ideas and details, ensuring they fully comprehend the text Finally, the "After you read" segment reinforces comprehension through activities like summarizing and retelling the reading passage.
Data collection instrument
To gather reliable and valid data for this study, three distinct instruments were employed: teacher and student questionnaires, classroom observations, and post-observation interviews with teachers The design of the questionnaires was informed by the work of Wajryb.
(1992), Dao Thu Huong (2007), Nguyen Thi Huyen (2006) and Tran Thi Ha (2003)
A questionnaire consisting of five closed questions was administered to eight English teachers at YTHS The first question assessed the teachers' evaluations of the reading section, focusing on reading topics, text length, language difficulty, reading tasks, and visual aids The second question explored the reading teaching methods employed, categorized into three stages: pre-reading (10 items), while-reading (5 items), and post-reading (4 items) The third question gathered teachers' opinions on the significance of various reading components, while the fourth question aimed to identify the challenges teachers face in teaching reading.
To assess students' perceptions of the reading section, their attitudes towards the teaching methods employed by instructors, and the challenges they face during reading lessons, a questionnaire was developed (refer to appendix 2) The questionnaire consists of three key questions.
Question 1 is to investigate the students‟ assessment of the reading section Question 2 asks students to rate their preference towards teaching methods used by teachers using a scale of 1 to 3 (1 being most favorite, 2 being next favorite and 3 being least favorite) And question 3 aims to identify the students‟ difficulties in reading lessons This questionnaire was administered to 124 grade 11 students at YTHS
Classroom observation, as described by Wajryb (1992), serves as a vital method for gathering data on the intricate dynamics within a classroom setting The researcher utilized this approach to analyze the reading teaching methods employed by teachers and their frequency of use, guided by insights from a teacher questionnaire (refer to appendix 4) This observational study aimed to assess students' attitudes towards these teaching methods and to determine the alignment between teachers' self-reported practices and their actual classroom behaviors Observations were conducted over five weeks, from February 22 to March 27, 2009, involving four different teachers across classes 11A1, 11A2, 11A4, and 11A8, totaling eight reading lessons of 45 minutes each Due to the absence of audio and video recording equipment, the researcher relied on note-taking, supported by a structured classroom observation sheet (see appendix 4) to document the reading lesson procedures effectively.
Post-observation interviews were held to explore the reasons behind teachers' approaches to delivering reading tasks in the classroom Four informal interviews, each lasting 25 to 30 minutes, were conducted with the teachers whose lessons had been observed, taking place at various times in the staff meeting room.
Vietnamese so that the teachers could express their ideas more freely.
Procedures
In this study, three distinct data collection methods were utilized: questionnaires for both teachers and students, classroom observations, and post-observation interviews with teachers Initially, two survey questionnaires were distributed to a group of eight teachers.
In the first week of the second term, 124 grade 11 students participated in a questionnaire session held in the school’s meeting room, with details outlined in sections 3.3.1 and 3.3.2 To facilitate understanding, the questionnaire was translated into Vietnamese Teachers were tasked with collecting the completed questionnaires the following day After analyzing the data from the teacher questionnaires, classroom observations commenced in the second week of the term The researcher informed the four teachers about the research purpose, obtained their permission, and collaboratively developed an observational schedule, which was subsequently confirmed.
After the 8 reading periods had been observed, the 4 teachers were invited to interviews.
DATA ANALYSIS AND DISCUSSION
Data analysis
4.1.1 Findings from Questionnaire for teachers
Teachers’ assessment of the reading section in the new TIENG ANH 11 textbook
Teachers' feedback from the questionnaire indicates a strong appreciation for the diversity and real-life relevance of the reading topics and visual aids included in the new textbook.
Reading topics are closed to real situation 3
The length of reading texts is too long 8
The language knowledge (vocabulary and structures) in the reading texts is too difficult for the majority of students in mountainous areas 8
The reading tasks designed are too difficult for grade 11 students and take too much time 8
Various visual aids (pictures, charts…) are provided in reading sections to raise students‟ interests in the topic 8
Table 1: Teachers’ assessment of the reading section in the new TIENG ANH 11 textbook (N=8)
English teachers at YTHS express concerns about the reading tasks assigned to students, citing their high difficulty level and the excessive time required to complete them This negative attitude towards reading assignments reflects a broader issue with language comprehension among students.
Many students find reading passages overly lengthy and filled with unfamiliar vocabulary and complex grammar, which is understandable given that many were previously taught using older English textbooks featuring shorter and simpler texts.
Methods utilized by teachers in three stages of the reading lesson
No Teaching methods used at pre-reading stage No of teachers
2 Presenting and explaining new words in the reading text 8
3 Making students predict the con tent of the text 4
4 Presenting and explaining new grammatical structures in the reading text 7
5 Asking students to survey the reading text‟s title and heading for the topic 3
6 Asking lead-in questions to elicit discussion about the reading topic of the text 6
7 Using group discussion about topic of the text 2
8 Using visual aids to introduce the topic of the text 3
9 Making students brainstorm words, structures or ideas related to the topic of the text 2
10 Making students ask questions about the text 2
Table 2: Methods used at pre- reading stage (N= 8)
Table 2 summarizes the information about methods used by teachers in the pre- reading stage These methods are divided into two groups namely the traditional method and the
Traditional teaching methods typically involve a brief introduction to new vocabulary and grammatical structures found in reading texts In contrast, newer methods focus on engaging students through prediction activities, such as analyzing titles and headings, answering lead-in questions, brainstorming related concepts, and utilizing visual aids to introduce topics According to a survey, seven out of eight teachers reported frequently using traditional methods at the initial stage of instruction, while only four teachers incorporated the newer approaches Additionally, three teachers utilized visual aids, noting that preparation for this method requires significant time.
At YTHS, teachers prioritize equipping students with a wide range of vocabulary and structures to enhance their comprehension of reading texts However, they spend less time preparing students to activate their background knowledge on the topic at the beginning of the reading lesson.
No Teaching methods used at while- reading stage No of teachers
2 Asking students to read aloud the reading text 4
3 Asking students to translate the reading text into Vietnamese 4
4 Asking students to read the reading text intensively and answer the questions 7
5 Asking students to read the questions first and scan the reading text to find the answer
Table 3: Methods used at while- reading stage (N= 8)
Table 3 outlines the methods utilized by teachers during the while-reading stage, categorizing them into grammar-translation methods and a 'new' approach The grammar-translation methods include practices such as teachers reading aloud, students reading the text aloud, and intensive reading followed by question-answering In contrast, the 'new' method involves students reading questions first and scanning the text for answers The data indicates a preference for grammar-translation methods among teachers, with seven out of eight consistently engaging students in intensive reading and question responses, while half of the teachers still incorporate reading aloud and translation activities.
In Vietnamese classrooms, teachers primarily focus on helping students understand the pronunciation and meaning of individual words, often neglecting to promote effective reading strategies like scanning for comprehension Notably, only three out of eight teachers encouraged their students to read questions beforehand and scan the text for answers, highlighting a gap in teaching methods aimed at enhancing reading speed and comprehension.
N Teaching methods used at post- reading strategies N of teachers
1 Asking students to summarize the text 6
2 Asking students to have discussion 3
3 Asking students to find out more about the topic on their own 2
4 Asking students to translate it into Vietnamese 4
5 Doing nothing because of the limited time 6
Table 4: Methods used at post- reading stage (N= 8)
Table 4 outlines the methods employed by teachers during the post-reading stage, highlighting traditional approaches such as prompting students to summarize the text and encouraging them to translate it.
In Vietnamese education, new teaching methods encourage student discussions and independent research on topics However, a significant challenge arises, as evidenced by Table 4, where six out of eight teachers reported neglecting post-reading activities due to time constraints With 45 minutes allocated to pre- and while-reading tasks, the reading assignments prove to be overly challenging and time-consuming for students, as indicated in Table 1 If given sufficient time, the majority of teachers expressed a willingness to engage students in meaningful post-reading activities.
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The study reveals that while some teachers believe translating texts into Vietnamese aids student comprehension and memorization, this approach is not effective for teaching reading Only two out of eight educators encouraged independent research on topics, and three facilitated discussions among students Overall, traditional teaching methods were predominantly utilized over newer strategies.
Teachers’ perceptions towards the importance of reading components
Detailed content of the text 4 2 2
(1- not important at all, 2- not really, 3- so so, 4- important, 5- very important)
Table 5: Teachers’ opinions on the importance of reading text components (N= 8)
Table 5 indicates that the majority of teachers (6 out of 8) recognize the significance of main ideas and topics in reading lessons, yet they tend to overlook the detailed content, with only 2 teachers acknowledging its importance Additionally, 5 out of 8 teachers believe that new vocabulary and structures are crucial for students' comprehension of the text This suggests that teachers' perceptions of reading text components influence their teaching methods, as they prioritize the presentation and explanation of new words and grammatical structures during the pre-reading stage.
Teachers’ difficulties in teaching reading
2 Students‟ lack of background knowledge and world knowledge 7
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4 Students‟ limited vocabulary and grammatical structures 8
5 Students‟ lack of appropriate reading strategies 8
Table 6: Problems teachers face with when teaching reading (N= 8)
Teachers at YTHS face significant challenges in teaching reading lessons, primarily due to students' limited vocabulary, grammatical structures, and inadequate reading strategies, which hinder their ability to complete tasks efficiently Additionally, seven out of eight teachers noted that poor background and world knowledge among students negatively impact reading comprehension, as those with rich prior knowledge tend to understand texts better Students from remote areas, like Yen The district, often lack access to mass media, resulting in limited exposure to diverse information While only three teachers identified a lack of motivation as a contributing factor to reading difficulties, it remains an important aspect of effective reading instruction.
Many subject teachers report challenges in effectively teaching reading due to limited time, often lacking opportunities for post-reading activities A significant issue stems from students' inadequate English proficiency, which may result from a lack of attention to English learning during secondary school.
4.1.2 Findings from Questionnaire for students
Students’ assessment of the reading section in the new TIENG ANH 11 textbook
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1 Reading topics are … a.Various b.Close to real situation c.Boring d.Unfamiliar with students
1 Reading topics are … a Various b Close to real situation c Boring d Unfamiliar with students
2 The length of reading texts is… a Suitable to grade 11 th students‟ level b Too long c Too short
3 The language knowledge (vocabulary and structures) in the reading texts is… a Suitable to grade 11 th students‟ level b Too difficult for majority of students in mountainous areas c Easy
4 The reading tasks designed are … a Too difficult for grade 11 th students b Various and suitable to most of the grade 11 th students c Take too much time
5 Various visual aids (pictures, charts, and tables) are provided in reading sections to raise students’ interests in the topic Do you agree? a Yes b No
Table 7: Students’ assessment of the reading section in the new TIENG ANH 11 textbook
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2 The length of reading texts is… a.Suitable to grade 11 th students‟ level b.Too long c.Too short
3 The language knowledge (vocabulary and structures) in the reading texts is… a.Suitable to grade 11 th students‟ level b.Too difficult for majority of students in mountainous areas c.Easy
4 The reading tasks designed are … a.Too difficult for grade 11 th students b.Various and suitable to most of the grade 11 th students c.Take too much time
5 Various visual aids (pictures, charts, and tables) are provided in reading sections to raise students’ interests in the topic Do you agree? a.Yes b.No
Table 7: Students’ assessment of the reading section in the new TIENG ANH 11 textbook (N4)
A survey revealed that 85% of respondents found the visual aids, such as pictures, charts, and tables, in the new textbook's reading section to be engaging and effective in sparking interest Additionally, 34% appreciated the variety of reading topics, while 27% felt that the topics were relevant to real-life situations However, many participants noted that the reading texts were excessively lengthy.
A significant 74% of respondents indicated that the vocabulary and structures in reading texts are overly challenging for most students in mountainous areas This difficulty stems from a lack of adequate vocabulary and exposure to new linguistic structures, making comprehension a struggle for these learners.
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Major findings
Results from data analysis presented in the above sections help provide answers to the three research questions raised earlier in this paper as follows:
Research question 1: How do teachers and students respond to the reading section in TIENG ANH 11 textbook?
Analysis from sections 4.1.1 and 4.1.2 reveals a consensus among both English teachers and students at YTHS regarding the reading section of the new textbook They agree that the reading passages are excessively lengthy and that the language difficulty is inappropriate for most students in mountainous areas, leading to an overload of reading tasks within the limited 45-minute class period Despite these challenges, both teachers and students express a positive attitude towards the variety and relevance of the reading topics and visual aids, which significantly enhance student engagement and support teachers in their instructional efforts.
„new‟ methods in teaching reading lessons
Research question 2: What reading teaching methods are often used by teachers and students’ attitudes towards these methods?
This study aims to explore the methods employed by teachers and the attitudes of students towards these methods Typically, reading lessons are structured into three key stages: pre-reading, while-reading, and post-reading.
In the pre-reading stage, traditional methods such as brief introductions and explanations of new vocabulary and grammar were commonly used by teachers, with 40% of students favoring these approaches However, a significant 68% of students preferred innovative methods that engage their background knowledge, like using visual aids to introduce topics Additionally, 54% of students enjoyed the method of surveying the reading text's title and headings, even though these strategies were infrequently implemented by educators.
The pre-reading stage is crucial for engaging students, as it aims to introduce the topic, motivate learners, and prepare them linguistically for the text (1998:172) However, traditional teaching methods often fail to spark interest and encourage active participation among students At YTHS, many teachers continue to rely on these outdated approaches, while students express a clear preference for more modern, interactive methods during reading lessons Consequently, there is a noticeable disconnect between the teaching strategies employed and the preferences of the students.
William (1984:88) assumes that while-reading stage is the main part of a reading lesson
Teachers play a crucial role in helping students thoroughly comprehend texts, encouraging the use of effective reading strategies such as skimming, scanning, and guessing to grasp both the content and the author's intended messages Research indicates that many educators still rely on traditional methods, particularly the grammar-translation approach, during reading instruction For example, a significant number of teachers require students to read aloud and translate texts into Vietnamese, while others focus on intensive reading and question-answering techniques Although this approach leverages students' native language knowledge and provides a quick way to explain English vocabulary and structures, it limits students' ability to use the language practically, hindering their communication skills in everyday situations.
Despite its drawbacks, the grammar-translation method remains popular among many teachers and students A student questionnaire revealed that most students are accustomed to traditional teaching methods, with only 20% favoring the "new" approach of reading questions first and scanning texts for answers While this method can enhance reading speed, only three teachers implemented it in their classrooms The findings of this study provide valuable insights for educators seeking to adapt their teaching strategies during the while-reading stage to better meet student expectations.
The post-reading stage is crucial for students to consolidate their understanding and connect the text to their own knowledge and interests (William, 1984) However, a study revealed that English teachers at YTHS often lack sufficient time for this stage, with six out of eight teachers indicating they frequently skip it Traditional methods, such as summarizing and translating texts into Vietnamese, dominate this phase, yet 58% of students consider these approaches their least favorite In contrast, more interactive methods like group discussions and independent research on the topic were employed by only two teachers, despite being favored by 62% and 35% of students, respectively Students reported that engaging in discussions enhances their communicative skills and that exploring topics independently leads to a deeper understanding of the material.
Research question 3: What difficulties do teachers and students meet when dealing with a reading lesson?
The teachers of English at YTHS have encountered a number of difficulties in teaching reading
Data analysis shows that these problems mainly rooted in the students‟ low English proficiency
Students face significant challenges in reading lessons due to their passive learning style, large class sizes, and poorly equipped classrooms The primary obstacles include a lack of vocabulary and grammatical structures, insufficient background and world knowledge, inadequate reading strategies, low motivation, and time constraints Additionally, many students resort to word-by-word reading, which hinders their progress These difficulties not only impede students' learning but also disrupt teachers' lesson plans, making it challenging to complete the necessary tasks within the allocated time.
