The research methods
In order to accomplish this study systematically and adequately, the following methods have been used:
- Theoretical method: to study the related documents to give some knowledge about reading skill and warm up activities
This study utilized an investigative and survey method, employing three questionnaires: two targeted at students and teachers prior to the experiment, and one focused on students after the experiment These questionnaires were designed to assess the effectiveness of the proposed warm-up activities.
- Analysis method: to get the data from many different materials related to the study, analyzing to get the final results
- Comparison method: to compare the result form the test before and after experiment.
Research questions
The study will find the answer for the following question:
1 What warm up activities are used for teaching reading to grade 10students at Long Chau Sa high school?
2 How effective are warm up activities for learning reading of the grade 10 students at Long Chau Sa high school?
Previous research
In the world
Md Mesbahul Haque (2010) conducted research at Brac University to evaluate the effectiveness of pre-reading activities on text comprehension among higher secondary students The findings indicated that students who engaged in pre-reading activities performed significantly better than those who did not This underscores the importance of incorporating pre-reading activities in ESL classrooms, emphasizing that teachers should carefully select activities tailored to the specific text Despite the positive results, the study's limited sample size suggests the need for further research with a larger group of students to validate these findings.
In a 2006 study at the University of Nevada, Kaiy explored various activities designed to enhance reading skills in a second language The author emphasized the importance of incorporating diverse activities to boost student engagement in reading lessons He concluded that utilizing a variety of teaching methods is the most effective strategy for motivating students to actively participate in speaking exercises while learning a foreign language.
In "Principles of Language Learning and Teaching," Brown (2001) emphasizes essential micro skills for reading tasks, highlighting the need for specific instruction in reading skills that balances extensive and silent reading He advocates for the use of motivating techniques and the incorporation of authentic texts while promoting the development of reading strategies that utilize both bottom-up and top-down approaches Additionally, Brown suggests subdividing reading techniques into pre-reading, during-reading, and after-reading phases to enhance the interactive reading experience.
In Viet Nam
Le Thi Thuy Dung's 2013 study, "Using Timed-Reading Activities to Increase Tenth Graders' Reading Rate Fluency at Tran Phu High School, Vinh Phu Province: An Action Research," explores the effectiveness of timed reading in enhancing reading speed and fluency among tenth graders The research highlights that timed reading significantly improved students' reading rates and comprehension, particularly benefiting faster readers Additionally, the majority of students reported positive attitudes towards the timed reading activities, indicating its overall effectiveness in promoting reading fluency.
Le Minh Duyen (2015) conducted a study aimed at improving reading comprehension among grade 10 students at Chan Mong High School The research revealed that many students faced significant challenges in reading comprehension due to insufficient reading skills, limited vocabulary, and inadequate background knowledge To address these issues, the researcher proposed specific activities designed to enhance reading comprehension Following the implementation of these activities and a post-test assessment, the results indicated a notable reduction in the number of students receiving low marks in reading tests Overall, these activities proved beneficial for both teachers and students, facilitating more effective English language teaching and learning, particularly in reading comprehension.
Nguyen Thi Hai Lam (2005) conducted a study on the effectiveness of five-minute activities to warm up language classrooms, highlighting their crucial role in high school education The research explores teachers' attitudes towards these warming-up activities and emphasizes the necessity of incorporating short, engaging tasks within lesson time It provides a list of five-minute activities and detailed procedures aimed at assisting teachers, particularly those new to the profession, in maximizing the initial moments of each lesson By doing so, the study aims to enhance the overall teaching and learning experience, illustrating the significant benefits of warming up the classroom to motivate students and optimize the use of time at the beginning of lessons.
Research indicates a growing interest among authors globally, including in Vietnam, in warm-up activities for teaching and learning Notable studies include Md Mesbahul Haque's (2010) exploration of pre-reading activities at Brac University, which aim to improve text comprehension, and Kaiy's (2006) investigation of activities designed to enhance reading skills in a second language at the University of Nevada.
―using timed- reading activities to increase tenth grade‘s reading rate fluency by
Previous research, such as Le Thi Thuy Dung (2013) and Nguyen Thi Hai Lam (2005), highlights the effectiveness of warm-up activities in enhancing students' reading comprehension However, there is a lack of studies specifically focused on how these warm-up activities can positively influence students' attitudes towards reading skills This gap suggests a need for further investigation into the application of warm-up activities in reading lessons to boost both student attitudes and reading proficiency.
This study, titled "Using Warm-Up Activities to Teach Reading Skills for Grade 10 Students at Long Chau Sa High School," is the first of its kind conducted at Hung Vuong University It addresses the lack of research on the effectiveness of warm-up activities in enhancing reading skills for tenth graders The aim is to explore how these activities can make lessons more engaging and effective for both teachers and students.
Scope of the research
This study focuses on some warm up activities to teach reading skill for grade 10A6 students at Long Chau Sa high school of the research
Outline of the study
The study consists of 3 parts, references and appendices
Part A of the study provides a comprehensive overview, detailing the rationale behind the research, a review of previous studies, and the primary purpose of the investigation It outlines the key research questions, highlights the significance of the research, defines the scope of the study, and describes the overall design employed in the research process.
This part consists of 4 chapters
Chapter 1: Literature review, deals with the previous researches about reading, warm up activities and warm up activities for teaching reading skill
Chapter 2: Methodology, provides detailed information about the participants of the study, and focuses on some reasons for choosing and description of the data collection instrument and research procedure
Chapter 3 examines the current state of reading skill instruction for grade 10 students at LCS High School, highlighting key findings from data analysis Based on these insights, the researcher proposes several engaging warm-up activities designed to enhance reading skills among students.
Chapter 4: Experiment, is doing experimental teaching in which some warm up activities are applied to teach reading skill for grade 10A6 students at Long Chau Sa high school
In this part, the researcher summarizes the major findings recorded from the study, gives implications, presents the limitations of the study, and provides some suggestions for further
THEORETICAL BACKGROUND
Overview of reading skill
Attempts have been made to give a definition of what reading is However, the act of reading is not completely understood nor easily described
According to Pegolo (1985), reading is a dynamic process that encompasses the reader, the text, and their interaction This definition highlights the significance of both learners and reading materials in the act of reading, emphasizing their crucial roles in understanding and engagement.
Reading is a psycholinguistic process where the reader reconstructs a message encoded by the writer in a graphic format, as described by Goodman (1971) This reconstruction involves a cyclical process of sampling, predicting, testing, and confirming the information presented.
Harmer (1989) views reading from a different perspective He considers reading as a mechanical process that ―eyes receive the message and the brain has to work out the significance of the message.‖
Reading is a complex process of acquiring messages from written texts, as described by Carell (1989), who emphasizes that it is a psycholinguistic activity This process begins with the writer's encoded linguistic representation and culminates in the reader constructing meaning There exists a vital interaction between language and thought during reading, where the writer's ideas are transformed into language and then decoded by the reader When engaging with text, a reader's prior knowledge, combined with visual information, enables them to comprehend the message Through reading, individuals not only grasp the content but are also prompted to engage with and respond to the author's ideas.
Reading is a complex process that involves word recognition, intellect, and emotion, all intertwined with prior knowledge to grasp the intended message Through reading, individuals not only comprehend the text but are also prompted to engage with the author's ideas To enhance understanding, it is essential that the information conveyed by the author is presented in a clear and accessible manner.
Reading is the meaningful interpretation of printed or written symbols, where beginners primarily focus on recognizing these symbols that represent language As they become proficient, they not only master word recognition but also develop the ability to respond intellectually and emotionally to the text With increased proficiency, readers adapt their strategies based on their reading purpose, resulting in a shift in reading tasks as they progress to more advanced levels Ultimately, reading encompasses a range of interconnected skills that evolve gradually over time (Harris, 1990).
Reading is a multifaceted process that varies based on individual perspectives and purposes While it is challenging to provide a precise definition, it can be summarized as the act of decoding written or printed material to comprehend the author's message.
Students must understand the purpose and goals of reading specific texts, as this awareness is crucial for effective learning Both teachers and learners should recognize that the purpose of reading is linked to various reading skills By employing the appropriate reading techniques, students can achieve their objectives more quickly and efficiently According to Kenneth Beare (2000), an ESL trainer and developer, there are six primary types of reading skills categorized into two classification methods.
Reading, according to manner, is divided into reading aloud and silent reading a Reading aloud
Reading aloud is a multifaceted activity that encompasses not only viewing and comprehending the text but also vocalizing it (Doff, 1988) While it serves as an effective means of sharing information, reading aloud tends to be underutilized outside of educational settings For educators, this practice primarily functions as a valuable exercise in pronunciation and oral skills development.
Reading aloud offers significant benefits for learners by strengthening their understanding of the relationship between sounds and the spelling of letters and words, while also enabling teachers to assess students' pronunciation However, some experts, such as Greenwood (1985), argue against placing too much emphasis on teaching pronunciation solely through reading aloud.
According to Doff (1988), reading aloud has several drawbacks in the classroom Firstly, it engages only one student at a time, leaving others either disengaged or exposed to poor pronunciation models Secondly, this method shifts students' focus from comprehension to pronunciation, hindering their understanding of the text Additionally, reading aloud is an unnatural practice, as it is rarely done in everyday life Lastly, the slow pace of reading aloud consumes valuable class time, making it less efficient for learning.
Reading aloud can hinder comprehension as it slows down the reader and encourages them to focus on each word, often leading to distraction In contrast, silent reading allows for a more fluid understanding of the text.
Silent reading is a common activity that involves reading books, newspapers, and advertisements quietly, making it an essential practice in both everyday life and educational settings According to Lewis (1985), it is the most efficient method for processing text in our native language This approach allows readers to comprehend material quickly, as they can adjust their reading pace and revisit challenging sections as needed For teachers, silent reading aids in classroom management, as it enables students to focus on the text, grasp its meaning, and extract relevant information effectively.
Silent reading is an effective method for enhancing students' reading skills However, incorporating occasional reading aloud sessions can significantly improve their pronunciation and intonation, as reading aloud offers its own set of advantages Balancing both techniques can lead to a more comprehensive development of reading abilities in students.
1.1.2.2 According to purposes of reading
According to purposes, reading is categorized into four types: skimming, scanning, extensive reading, and intensive reading a Skimming
Skimming is an effective reading technique used to swiftly extract essential information or the overall gist of a text As noted by Grellet (1981), this method involves quickly navigating through the material to grasp its structure, tone, and the writer's intent.
Skim reading, as defined by Hedge (2000), involves quickly reviewing a text to grasp its overall meaning This technique often includes rapidly browsing through a lengthy magazine article, where readers skip significant portions of content while concentrating on headings and the initial sentences of paragraphs.
Overview of warm up activities
1.2.1 Definition of warm up activities
According to the Oxford Dictionary, a warm-up activity is a preparatory exercise, often gentle, undertaken to ready oneself for a physical activity Related terms include "stirring activities" and "ice-breakers," which also serve to ease participants into a more vigorous engagement.
Warm-up activities play a crucial role in engaging students by capturing their attention and helping them set aside distractions According to Alderson (1984), these activities prepare learners to concentrate both individually and as a group on subsequent tasks Furthermore, he emphasizes that the primary objective of these warm-ups is to enhance students' interest and broaden their desire to learn.
According to Kayi (2006), warm up activity is an effective way to help the students begin to think in English and to review previously introduced material
Nguyen Bang (2000) emphasizes the importance of warm-up activities, also referred to as lead-in activities, in the classroom He defines these activities as brief, engaging exercises conducted at the start of a lesson to foster a comfortable learning environment and to prepare students for new content Although typically lasting no more than five minutes, warm-up activities play a crucial role in enhancing the overall effectiveness and success of the lesson.
According to Larsen-Freeman (1986), a warm-up activity is an essential tool for English teachers and learners, aimed at energizing both students and instructors This type of activity helps to prepare participants mentally and physically, activating their brains, mouths, ears, and eyes for effective engagement in English language learning.
Warm-up activities are brief and engaging exercises designed to break the ice in the classroom, igniting enthusiasm at the start of each language class These activities are simple yet effective, motivating students to enhance their foreign language learning experience.
1.2.2 Types of warm up activities
1.2.2.1 Using pictures a Overview of pictures
According to Hill (1990), traditional classrooms often fail to provide an effective environment for language learning, prompting teachers to seek various aids to enhance the experience One such valuable aid is pictures, which can introduce real-life imagery into the otherwise artificial setting of a language classroom Beyond simply depicting reality, pictures can add an element of fun to lessons, transforming the learning atmosphere even when used in supplementary exercises Their versatility extends beyond vocabulary acquisition, as demonstrated by Hill's example of a single compiled picture utilized across five different language areas, illustrating their effectiveness in teaching structure, vocabulary, functions, situations, and all four language skills.
Furthermore he pointed out that ―potential of pictures is so great that only a taste of their full potential can be given‖ in his book (Wright, 1990)
Images can serve multiple purposes in educational settings; they can act as stimuli for writing and discussion, illustrate concepts being read or discussed, and provide background context for various topics.
While pictures can be a valuable tool in teaching, they have their limitations, particularly in vocabulary instruction According to McCarthy (1992), images may not effectively convey the meanings of all words, especially abstract concepts like "opinion." This highlights the need for diverse teaching methods to ensure comprehensive understanding.
‗impact‘ Therefore, in some cases, other tools are used to demonstrate the meaning (see chapter 2.2 of the Theoretical Part), or alternatively pictures might be supplemented by other tools
Pictures are versatile tools that can enhance learning for any age group or skill level As noted by Hill (1990), the potential uses of visuals in education are bound only by the time available for preparation, the resources at hand, and the creativity of the teacher.
Pictures offer numerous advantages in language teaching, including their availability in various formats, affordability, and personal selection by teachers, making them versatile tools for diverse activities They capture learners' attention and curiosity, enhancing engagement While sourcing appropriate images can be time-consuming for novice teachers, the long-term benefits of a well-curated collection far outweigh this challenge Effective use of pictures requires a balanced approach, integrating them with other stimuli like movement and sound to cater to multiple learning channels Additionally, consistently linking images with spoken and written language forms reinforces understanding and retention, making pictures a valuable asset in teaching English.
There are many reasons for using pictures in language teaching Hill
According to Hill (1990), motivating elements capture learners' attention and enhance engagement, a concept that will be further illustrated in the Practical Part of this thesis Additionally, Hill emphasizes that these elements offer contextual understanding of the language, serving as specific reference points or stimuli for learners.
Pictures are versatile teaching tools suitable for learners of all ages and levels, offering numerous benefits According to Hill (1990), their use is only constrained by the time available for preparation, the visuals at hand, and the teacher's creativity Advantages of using pictures include their wide availability in magazines and online, affordability, and personal selection by the teacher Additionally, they provide flexibility for various activities, such as drilling and comparing, and their diverse formats keep learners engaged and curious about what comes next.
Learners are naturally curious about the activities associated with the pictures presented to them However, for beginning teachers who do not have a personal collection, locating the appropriate images for specific activities can be time-consuming Despite this challenge, the benefits of using pictures in teaching far outweigh the drawbacks Once a collection of images is established, it can be utilized for an extended period, enhancing the learning experience.
Effectively using pictures in language learning involves engaging multiple sensory channels to enhance comprehension It is crucial to incorporate a variety of stimuli, balancing visuals with other techniques such as movement, verbal cues, and sound Additionally, images should be consistently linked to the spoken and later written forms of words or phrases to reinforce understanding.
1.2.2.2 Using songs a Overview of songs
Murphey (1992) refers to songs as "adolescent motherese," drawing a parallel to "motherese," the musical and affective language adults use with infants As children grow, this language diminishes, often replaced by songs like lullabies Songs can be viewed in two distinct ways: as musical works or as renditions, which include performances, recordings, or written forms A comprehensive understanding of songs encompasses not just the melody and lyrics but also the contexts of their creation, production, and consumption, including the performance setting, the artist, the audience, and the technology involved.
METHODOLOGY
The setting of the study
2.1.1 Long Chau Sa high school
Long Chau Sa high school is located on Lam Thao district Phu Tho province Students at here are mainly from every areas of the district
Long Chau Sa High School serves over 1,225 students across 30 classes, organized into three grade levels: Grade 12 with 412 students in 10 classes, Grade 11 with 420 students in 10 classes, and Grade 10 with 393 students also in 10 classes All students receive elementary-level English instruction, primarily consisting of Kinh ethnic group members from the local district and surrounding areas, who generally have an average standard of living The school employs 75 dedicated and enthusiastic teachers across various subjects However, both teachers and students face significant challenges in their teaching and learning due to economic conditions and limited material resources.
Participants
The study involved six English teachers from Long Chau Sa High School, comprising two males and four females aged between twenty-five and fifty All participants held a Bachelor's Degree in English and possessed substantial teaching experience Their passion for teaching fostered enthusiasm and responsibility in their students, while they employed innovative methods to enhance student engagement in English classes The teachers focused on selecting and implementing appropriate warm-up activities to introduce new lessons, motivate students, and boost their interest in reading.
A survey was conducted among six English teachers to gather their insights on warm-up activities in reading lessons The focus was on their opinions regarding the effectiveness of these activities, their current implementation in the classroom, and the challenges faced when integrating them into Grade 10A6 lessons The findings reveal a range of perspectives on the benefits and difficulties of using warm-up activities to enhance student engagement and comprehension.
With the approval of the headmaster and support from the teachers at Long Chau Sa High School, class 10A6 was selected as the sample class for the experiment This class consists of 42 students, including 7 males and 35 females, who exhibit varying levels of English proficiency Both personal observations and teacher evaluations indicate that this class is well-suited for the teaching experiment.
English 10 textbook is a system of basic knowledge of English It is compiled based on standard High school English syllabus of Ministry of Education and training It helps the students have basic knowledge of English that is not only communicative skills: reading, listening, speaking and writing but also grammar and pronunciation The English 10 textbook also provide the students with basic knowledge and vocabulary about common topics in life In the textbook, there are sixteen units equivalent to sixteen different topics and 6 lessons for revision Each unit has five parts: Reading, Listening, Speaking, Writing and Language focus, each of them was taught in a period (45minutes)
The English 10 textbook features reading sections structured into three distinct parts: Before you read, While you read, and After you read Each section includes common exercises designed to enhance comprehension The initial part involves activities like answering questions provided in the textbook The second part engages students with tasks such as responding to questions about the text, filling in blanks, and utilizing information from the reading Finally, the post-reading section typically summarizes the text and includes exercises related to its content.
The English 10 textbook lacks engaging warm-up activities for its reading lessons, leading to student boredom While there are some pre-reading activities designed to introduce new lessons, such as answering questions and matching photos with information, these tasks are repetitive This monotony can cause students to feel fatigued and disengaged from the learning process.
Subject of the study
Warm up activities used for teaching reading to grade 10A6 students at Long Chau Sa high school.
Data collection instruments
The thesis used some data collecting instruments including survey questionnaires and Test to support the process researching of study
2.3.1 Survey questionnaire for teachers and students
2.3.1.1 Reasons for choosing survey questionnaires
To investigate the research questions, a quantitative approach was utilized, incorporating pre- and post-experiment questionnaires for both students and teachers at Long Chau Sa High School The selection of survey questionnaires was based on several key factors.
Questionnaires are an efficient choice for data collection, allowing researchers to reach a large audience quickly, often within a week This method not only saves time but also simplifies the data collection process, as all participants respond to the same set of questions, making it easy to summarize and report the findings.
The questioner created a safe environment for participants to share their opinions and feelings without fear of embarrassment, ensuring confidentiality by not disclosing their names This approach encouraged honest and impartial responses, which were crucial for providing realistic and valuable information for the research study.
Utilizing this method proves to be cost-effective for researchers, as the only significant expense is the initial preparation This approach has greatly assisted me in addressing financial challenges.
For those advantages, the author chose to use this method because it was easy to do, economical, time consuming and effective
There are three kinds of survey questionnaire, two for students and teacher before experiment, one for students after experiment
Questionnaire 1 was used to investigate the current situation of using warm up activities in reading lessons and students‘ opinion toward reading skill and warm up activities for reading lesson.(see appendix 1)
The questionnaire includes 8 questions 42 copies were given to the students in class 10A6, and collected after a day
Questions 1- 4were used to seek information about students‘ opinion about reading skill
Questions 5- 7were used to get information about students‘ opinion about warm up activities in reading lessons
Question 8 was used to find out the reality of using warm up activities in reading lesson
The purpose of Questionnaire 2 was to explore teachers' perspectives on warm-up activities, their current implementation in reading lessons, and the challenges faced when using these activities This questionnaire comprised five questions, and a total of six copies were distributed to gather insights from educators.
6 teachers at LCS high school (see appendix 2)
Questions 1- 2 were used to find out the teacher‘s opinion about warm up activities in reading lessons
Questions 3 - 4 helped to know about the current application of warm up activities in reading lessons
Question 5 explored the difficulties when using warm up activities in reading lessons
Questionnaire 3 was designed to evaluate effectiveness of using warm up activities in reading lessons
The questionnaire for students after experiment includes 4 questions 42 copies of the questionnaire were given to the students in class 10A6, and collected all of them after a day (see appendix 3)
Questions 1- 3 were used to find out students‘ attitude toward warm up activities after experiment
Question 4 was used to seek information about students‘ opinion about the usefulness of warm up activities in reading lessons
2.3.2 The test a Reasons for choosing the test
In the research process, various methods serve distinct purposes The researcher employs questionnaires to gather insights from both teachers and students, aiming to assess the current state of the school and their perspectives on warm-up activities.
To assess the effectiveness of warm-up activities in reading lessons, implementing a test is essential This assessment allows students to evaluate their understanding of the material they have learned Additionally, it provides teachers with insights into the students' knowledge levels, enabling them to tailor instruction to meet the needs of each learner.
The study involved a two-stage testing process for students in class 10A6, consisting of a pre-test to assess their reading abilities before the experiment and a post-test to evaluate the effectiveness of warm-up activities in reading lessons afterward Both tests featured multiple-choice and fill-in-the-blank questions aligned with the content of Units 10 to 15 of the English 10 textbook, which included common reading exercises previously covered in the English Learning program To ensure clarity, the researcher provided explicit directions for each test section, and due to time constraints, the tests were assigned as homework for the students.
Research procedure
To complete the study, the researcher carried out the following procedures
Firstly, the researcher reviewed the theoretical background related to the topic: Overview of the reading skill and warm up activities
The researcher investigated the effectiveness of warm-up activities in teaching reading skills at Long Chau Sa High School through questionnaires administered to both teachers and students To assess students' reading abilities, a pre-test was conducted The analysis of the collected data led to the proposal of three warm-up activities: utilizing pictures, videos, and crossword puzzles for teaching reading lessons to Grade 10 students An experimental phase was then implemented over six weeks, incorporating these activities into reading lessons for Units 10 to 14.
The researcher administered a questionnaire to students post-experiment to gather their opinions on the effectiveness of warm-up activities in reading lessons Additionally, a post-test was conducted to assess the students' abilities after the experiment The results of the two tests were then compared to evaluate the effectiveness of the warm-up activities.
Finally, the researcher summarized the major findings during the making of the thesis, gave implications, presented the limitations of the study, provided some suggestions for further study and recommendation.