INTRODUCTION
Rationale of the Study
Reading is a vital receptive skill that, along with listening, speaking, and writing, enables students to engage with the curriculum and enhance their communication and language abilities It offers an intriguing and informative experience, opening doors to new horizons for learners Unlike listening, reading allows for the retention of information in text form, making it easy to reference later However, developing strong reading skills can present challenges.
As students approach university, particularly in English majors, many face challenges in excelling on reading tests, often feeling overwhelmed by the extensive vocabulary in academic texts This issue is compounded for first-year students studying English as a second language, as their high school curriculum primarily emphasizes vocabulary and grammar, neglecting the development of essential reading skills.
As a result, a large number of students do not get good grades in examination or even fail to master this important skills.
As the economy evolves, advancements in science, technology, and informatics have surged, leading to an overwhelming influx of books and publications that challenge the ability of Vietnamese readers to keep pace In response, speed reading techniques have emerged as a viable solution to bridge the gap between the need for comprehensive information absorption and the constraints of time and reading capacity This technique is increasingly employed in both first and second language classrooms to enhance students' reading skills, offering benefits such as time efficiency, improved memory, and heightened concentration Nonetheless, as noted by Rasinski (2000), discussions about reading fluency often highlight that reading speed can reflect fluency levels, prompting debate among educators about the importance of speed in the reading process.
The significance of reading rate has often been overlooked by researchers and educators, as it is seldom measured to assess reading progress or identify difficulties The speed of reading with accurate comprehension is a vital factor influencing overall reading achievement Currently, there is a lack of research on the effects of speed reading techniques on the English reading skills of undergraduates, specifically at the Faculty of English, Hanoi Open University This study aims to investigate the effectiveness of speed reading techniques in enhancing English reading skills among freshmen, focusing particularly on those at Hanoi Open University.
Aims and Objectives of the Study
This study aims to evaluate the effectiveness of speed reading techniques in enhancing the reading skills of students at the Faculty of English, Hanoi Open University To accomplish this objective, the research focuses on several key tasks designed to assess and improve student reading proficiency.
(i) Investigating the efficiency of using speed reading technique to improve reading skills for first-year students.
(ii) Examining the teacher and students’ perceptions and attitudes towards the application of speed reading technique.
Research Questions
In order to achieve the aims mentioned above, the study is designed to answer these questions:
(i) To what extent does the use of speed reading improve first-year students’ reading skills at the Faculty of English, Hanoi open University?
(ii) What are the teacher and students’ opinions towards the implementation of speed reading?
Scope of the Study
This study aims to explore the effectiveness of speed reading techniques in improving reading skills among first-year students at the Faculty of English, Hanoi Open University Utilizing the analytical framework developed by Kcmmis and McTaggart (1988), the research will provide insights that enable students to apply speed reading strategies to enhance their academic performance and foster a greater interest in reading.
This research is a key study on the effectiveness of speed reading techniques for enhancing English reading skills among freshmen at the Faculty of English, Hanoi Open University It aims to assist educators in leveraging speed reading methods to improve their students' reading abilities Furthermore, the findings of this study open avenues for future research in this area.
Structure of the Study
Apart from the Appendices and References, the study is divided into five chapters
Chapter I - Introduction consists of the rationale, the aims, the research question, the scope, the significance and the design of the study.
Chapter II - Literature Review provides some general and specific information about reading skills and speed reading technique.
Chapter III - Methodology gives the reason for choosing the method of the study, the setting, the participants, the research instruments, research procedures, data collection and analysis.
Chapter IV - Effects of Using Speed Reading on Improving English Reading Skills and the Teacher and First-Year Students’ Attitudes towards the Technique presents the conclusive results of the data collection and analyses and the outcomes of the research that have been observed.
Chapter V - Conclusion illustrates the recapitulation, conclusion of the study and limitations along with suggestions for further study.
LITERATURE REVIEW
Enhancing reading skills through speed reading techniques has garnered significant interest among researchers both in Vietnam and worldwide Numerous studies have been undertaken to explore this subject, highlighting its importance in improving literacy and comprehension.
Cushing-Weigle and Jensen (1996) investigated the enhancement of reading rates in university ESL classes through structured programs These programs incorporated paced and timed reading, alongside instruction in reading strategies and eye movement techniques Participants were tasked with reading a 400-word text at an increasingly mandatory pace.
Students improved their reading speed from 158 to 195 words per minute after practicing 25 wpm weekly, but their comprehension scores decreased from 6.59 to 5.80 out of 10.
A study by Chung & Nation (2006) involving 49 Korean university students demonstrated the effectiveness of speed reading programs, with nearly all participants showing gradual improvements in their reading rates The authors concluded that incorporating speed reading courses into every reading class is advisable for enhancing students' reading skills.
In a study by Macalister (2008) involving 66 pre-university English proficiency students and four teachers, participants were divided into four classes and assessed with 20 texts to evaluate changes in reading speed Ultimately, data was collected from 29 students, revealing that those who completed a speed reading course significantly improved their reading speed Furthermore, these students demonstrated greater advancements in both reading speed and comprehension compared to their peers who did not participate in the course.
A study by Alarfaj & Alshumaimeri (2012) examined the impact of a training program on reading speed and comprehension among Saudi female students at King Saud University The findings revealed that the program significantly enhanced reading speed and comprehension in literal, deductive, and critical reasoning skills It is recommended that this training program, combined with active participation, be implemented to further improve students' reading speed.
A study by Arab (2016) investigated the effectiveness of paced reading in enhancing reading speed among Algerian students while maintaining their comprehension levels The research involved two groups: an experimental group that underwent paced reading training and a control group that did not receive any intervention The analysis of pretest and post-test results was conducted using the statistical T-test Findings indicated that participants in the experimental group significantly increased their reading speed without compromising their understanding.
In his 1991 book, Tran Ngọc Vĩnh outlined the development process and benefits of speed reading, offering step-by-step lessons while differentiating between reading for entertainment, learning, and research He emphasized that speed reading is a technique that enhances natural reading abilities without the need for tricks or tools, relying instead on structured exercises to improve efficiency This approach helps readers choose the most suitable strategies for their individual needs.
Yen (2012) investigated the effectiveness of a speed reading course and its impact on various reading forms, aiming to determine if speed gains transferred to texts not covered in the course The results indicated that participants in the treatment groups outperformed those in the control groups, both in the course and with different text types Most participants enhanced their reading speed while maintaining comprehension levels The study also found a significant correlation between speed improvements achieved in the course and those observed in other reading materials.
Pham (2016) explored the integration of skimming, scanning, intensive, and extensive reading techniques He recommended strategies to enhance reading skills for first-year students, including boosting background knowledge, increasing reading speed, and modifying reading habits.
The author conducted research on "Using Speed Reading Techniques to Enhance English Reading Skills for Freshmen at a University in Hanoi," aiming to evaluate the effectiveness of this strategy in improving overall reading skills, specifically for first-year students at Hanoi Open University.
2.2 An Overview of Reading Skills
2.2.1 De finitions of Reading Skills
Reading, as defined by the Cambridge Dictionary, involves looking at words or symbols and comprehending their meanings In contrast, the Concise Oxford Dictionary offers a more specific interpretation, describing reading as the mental or vocal reproduction of written or printed words, achieved by tracking the symbols with the eyes or fingers.
Reading, as defined by Smith (2004, p.2), encompasses all activities aimed at making sense of various circumstances, with its original meaning rooted in interpretation This process not only involves understanding the material being read but also addresses the motivations behind an individual's choice to engage with specific texts.
According to Peter Afflcrbach, p David Pearson and Scott G Paris (2008, p.368),
“Reading skills are automatic actions that result in decoding and comprehension with speed, efficiency, and fluency and usually occur without awareness of the components or control involved."
The third essential skill in language acquisition involves focused attention on reading material, effective note-taking on vocabulary and pronunciation, and an understanding of punctuation marks that facilitate meaningful comprehension.
To become successful readers, students must comprehend written texts by integrating personal knowledge and prior understanding This process involves a series of essential reading skills: first, perceiving the text through visual skills; second, recognizing the script with orthographic skills; third, identifying the message using linguistic skills; fourth, understanding the message through semantic skills; and finally, interpreting the message with cognitive skills.
METHODOLOGY
Research Orientations
The study attempts to answer the following questions:
(1) To what extent docs the use of speed reading improve first-year students’ reading skills at the Faculty of English, Hanoi Open University?
(2) What are the teacher and students’ opinions towards the implementation of speed reading?
Reading is an essential skill for students learning English as a second language, particularly at the Faculty of English, Hanoi Open University, where it is taught and assessed each term Alongside Writing, Reading is often perceived as the most challenging skill, with many freshmen struggling to achieve high grades compared to their performance in Listening and Speaking While techniques such as predicting, scanning, skimming, and inferring are introduced in the first year, speed reading remains a relatively new concept for students Nevertheless, the author believes that incorporating speed reading can significantly enhance students' reading abilities and improve their exam performance.
A study was conducted with a class of 25 first-year English majors at Hanoi Open University, guided by their reading skills teacher These intermediate-level students, who have been learning English for over 12 years, are entering the second term of the 2022-2023 academic year Coming from diverse backgrounds, their reading skills vary significantly, with some excelling in comprehension while others lack confidence in their abilities Despite these differences, all students share a common goal: to enhance their reading skills and achieve better grades, particularly in their upcoming final exams.
The teacher, an experienced Master with years of expertise, plays a crucial role in enhancing students' English reading skills, demonstrating her commitment to their improvement and success.
Research Methods
The research will be brought forward using the major method of action research (AR)
Action Research (AR) is a practical research methodology aimed at solving real-world problems within specific contexts, such as classrooms or organizations It emphasizes collaboration and active participation between researchers and practitioners to identify issues, design interventions, and evaluate outcomes Following a cyclical process of planning, acting, observing, and reflecting, AR enables continuous improvement by allowing participants to assess the effectiveness of their actions and make necessary adjustments Widely utilized in linguistics, AR helps investigate language phenomena, address language-related challenges, and enhance teaching and learning practices.
This study aimed to enhance first-year students' English reading skills while contributing to the field of language education It involved the author's intervention to boost participants' reading speed and comprehension Additionally, the research sought to address key questions by having participants reflect on their improvements and interests throughout the process.
This study utilized Kemmis and McTaggart’s (1988) framework to explore the intricacies of teacher-researchers’ identity construction, despite the existence of various models with differing steps for conducting action research (AR).
Figure 1 The action research spiral according to Kemmis and McTaggart (1988)
Kemmis and McTaggart (1988) describe a self-reflective action research process as a cyclical model consisting of three key stages: planning, action, and observation, followed by reflection This structured approach emphasizes the importance of each phase in fostering continuous improvement and learning.
(1) Identify a specific area of your practice that presents a challenge, problem, or question and develop strategics to bring about changes or improvements in that situation.
(2) Systematically gather relevant information and data about the identified focus area.
(3) Analyze and reflect on the collected data to gain insights and understanding about the situation at hand.
(4) Based on the analysis and reflection, take appropriate actions to bring about further changes or improvements in the situation.
The AR design employs an iterative cycle where researchers utilize insights from each phase to enhance subsequent iterations This continuous process fosters ongoing reflection, learning, and adjustments to the instructional intervention based on observed outcomes and participant feedback To ensure comprehensive investigation and bolster the validity and reliability of findings, multiple cycles may be conducted If the initial cycle yields unexpected and subpar results, it is deemed unsuccessful, prompting the initiation of a second cycle The project reaches completion only after iterations produce satisfactory outcomes, culminating in a refined final version that embodies all the improvements made throughout the process.
Data Collection Instruments
The study employed a mixed-methods approach, utilizing questionnaires, reading tests, and semi-structured interviews to gather reliable and valid data Following the data collection strategies outlined by Burns (2009), the author integrated both qualitative and quantitative methodologies in this action research.
A quantitative study was conducted to evaluate the effectiveness of speed reading techniques among first-year students at the Faculty of English, Hanoi Open University This research involved pre-tests and post-tests to measure participants' reading speed in words per minute (wpm) and their comprehension through multiple-choice questions The results indicated that improved scores and faster response times reflected enhanced reading skills and comprehension Additionally, a questionnaire assessed participants' perceptions of speed reading effectiveness and their willingness to adopt the technique post-study The study aimed to confirm or refute the central research question regarding the extent to which speed reading improves reading skills.
A qualitative study is a research method designed to explore and understand complex phenomena and subjective experiences through in-depth observations, interviews, and textual or visual analysis It aims to uncover insights into the meanings, interpretations, and social contexts related to a specific topic Unlike quantitative research, which focuses on numerical data, qualitative research utilizes narratives, interviews, and field notes In this study, semi-structured interviews were conducted with participants to delve into their personal experiences with speed reading, addressing how they learned the technique, the challenges faced, and the perceived benefits Additionally, the qualitative aspect includes interviews with teachers and students, along with classroom observations, to investigate their opinions on the implementation of speed reading.
Data Analysis
A study was conducted to evaluate the impact of speed reading techniques on students' reading speed and comprehension Pre-tests and post-tests were administered, utilizing texts from "3000 BNC Speed Readings for ESL Learners" by Millett (2013) to assess the effectiveness of the training.
The article discusses a study involving twenty passages created using the 3000 most frequently used words in English from the British National Corpus, each consisting of 400 words and accompanied by ten comprehension questions The texts were designed to be accessible for first-year English majors, featuring straightforward grammar and minimal unknown vocabulary Students participated in a timed reading test, recording their reading time and comprehension scores on a provided graph After the pre-test, they practiced speed reading techniques using the textbook “ACTIVE Skills for Reading Student Book” by Neil J Anderson over two weeks, with the goal of improving their reading speed A post-test followed the practice period, mirroring the pre-test format to assess their progress.
The research was deemed successful if the pre- and post-test raw scores achieved approximately 70% accuracy The multiple-choice questions in the questionnaires were analyzed by calculating the responses as percentages and presenting them in a table format.
For the questions in the pre- and post-action surveys, the responses were coded to identify common themes and determine whether these themes supported or contradicted the research questions.
Before analyzing the interview responses, the recorded interviews were transcribed verbatim to accurately capture participants' ideas The primary aim was to understand the meanings conveyed during the discussions Subsequently, the transcribed interviews were analyzed using a consistent coding system, aligning with other data sources to ensure the reliability and validity of the findings.
Summary
This study investigates the effectiveness of speed reading in enhancing English reading skills among first-year students at Hanoi Open University, alongside their perceptions of this technique It details the research orientations, questions, setting, participants, methods, data collection instruments, and analysis The action research methodology involved a class of 25 English majors and their reading skills teacher, guided by Kemmis and McTaggart’s framework to identify focus areas, gather data, and implement improvements A mix of questionnaires, reading tests, and semi-structured interviews was utilized, with quantitative data collected through pre- and post-tests to measure reading speed and comprehension, while qualitative data were obtained via student and teacher interviews, classroom observations, and open-ended questionnaire responses The analysis employed both quantitative and qualitative methods, calculating percentages from multiple-choice responses and coding qualitative data to uncover recurring themes and patterns.
EFFECTS OF USING SPEED READING ON
Effects of Using Speed Reading Technique on Improving English Reading Skills for First-Year Students
Participants Wpm Total time Comprehension score
Table 2 The result of cycle 1
Participants Wpm Total time Comprehension score
Table 3 The result of cycle 2
Tables 2 and 3 present data on students' reading speed, total time taken to complete the passage, and comprehension scores after the first and second cycles In Cycle 1, reading speeds varied significantly, with a maximum of 385 wpm and a minimum of 137 wpm Task completion times ranged from 110 to 265 seconds, while comprehension scores varied from 3 to 9, averaging around 6.08 The average reading speed was approximately 221.76 words per minute, indicating a moderate positive correlation between reading speed and comprehension scores However, some participants demonstrated low comprehension despite high reading speeds, while others with slower speeds achieved better comprehension Given that many students scored below 7 (70%) on comprehension, the author opted to continue the research by identifying issues, reflecting on the findings, and adjusting instructional methods before proceeding to Cycle 2.
Table 3 indicates that the average reading speed among participants is approximately 260 words per minute, with a range from 160 to 405 words per minute Notably, one participant achieved a reading speed of 405, significantly outpacing others On average, participants took about 132 seconds to complete the reading task, with times ranging from 70 to 205 seconds While some individuals finished quickly, others required more time Additionally, reading comprehension scores varied from 5 to 10, averaging around 7.8, with the highest score of 10 reflecting the strongest reading comprehension skills among participants.
Table 4 The increase in the number of wpm
Highest Number Lowest Number Average Number
Table 4 illustrates the growth in words per minute (wpm) among first-year students across two cycles of classroom action research The data indicates an upward trend in both the highest and lowest wpm during cycle two, contributing to an increase in the overall average The range for cycle one was 385 to 136, resulting in a difference of 249, while cycle two showed further improvement.
The analysis reveals a significant improvement in performance metrics from cycle 1 to cycle 2 The difference between the highest (405) and lowest (160) values in cycle 2 indicates a growth of 245, surpassing the previous cycle's highest value of 385 and lowest value of 136 Additionally, the average words per minute (wpm) increased from 217 in cycle 1 to 259 in cycle 2 Overall, these metrics demonstrate a clear upward trend, highlighting the progress achieved between the two cycles.
Table 5 The improvement in reading time
Table 5 demonstrates a notable enhancement in the reading time of first-year students following two cycles of classroom action research, indicating a consistent decrease in both the shortest and longest reading times during the second cycle.
Shortest Time Longest Time Average Time Cycle 1 110 seconds 265 seconds 170 seconds
Cycle 2 70 seconds 205 seconds 140 seconds which resulted in a drop in the average ones The shortest time taken to complete the task decreased from 110 seconds in cycle 1 to 70 seconds in cycle 2 This indicates that participants were able to read the text more quickly in the second cycle Moreover, the longest time also decreased from 265 seconds in cycle 1 to 205 seconds in cycle 2, which suggests that even the slowest participants improved their completion time in the second cycle The average time taken to finish the test decreased from 170 seconds in cycle 1 to 140 seconds in cycle 2 The fact that both the shortest and longest time decreased, along with the average time, indicates a consistent improvement across the process.
Table 6 The students' reading comprehension result
Table 6 compares the improvement of twenty-five first-year students in reading comprehension between cycle one and cycle two of the research.
In the first cycle, only a small number of students attained excellent grades, scoring between 8.5 and 10, while two students received failing grades below 4 Additionally, seven students were categorized as average, achieving grades ranging from 5.5 to 6.9.
In a recent evaluation, over a third of students (nine) achieved good grades ranging from 7 to 8.4, while five students scored in the weak range of 4 to 5.4 However, the implementation of speed reading in the first cycle was deemed unsuccessful, as two students received grades below 4 To address this issue, it is crucial for educators to identify the underlying reasons and develop solutions to enhance the quality of the learning process Three primary factors were identified: students were unfamiliar with the speed reading technique, they focused excessively on reading speed at the expense of comprehension, and the reading passages included unfamiliar vocabulary.
In Cycle Two, corrective measures were implemented based on feedback from the teacher and observer, leading to a necessary revision of the lesson plan These improvements aim to enhance students' reading outcomes by providing more detailed instructions, dedicating additional time to the pre-reading stage to better prepare and motivate students, and encouraging them to infer the meanings of new vocabulary.
In the 'act and observe' phase of the second cycle, students engaged in speed reading techniques to read textbook passages and respond to comprehension questions Following this, a post-reading test analysis was conducted to evaluate the effectiveness of the cycle.
In the recent assessment, seven students achieved excellent grades, fifteen received good grades, two attained average grades, and only one student scored weak, with no failures reported This positive outcome marks the conclusion of cycle two in the classroom action research, highlighting significant improvements in students' reading comprehension over the two cycles, as illustrated in the accompanying line graph.
Figure 2 The students ’ reading comprehension result
The data in Figure 2 indicates a notable increase in student performance between cycle one and cycle two, with the number of students achieving good grades rising from 9 to 15 and those earning excellent grades increasing from 2 to 7 Additionally, there was a significant decline in the number of students receiving average, weak, and failing grades, with average grades dropping from 2 to none, weak grades decreasing from 5 to 1, and failing grades reducing from 7 to 2.
In summary, the implementation of speed reading in cycle one was unsuccessful, as two students did not meet the reading comprehension requirements To address these weaknesses, the teacher and the author made targeted improvements before entering cycle two As a result, cycle two showed significant progress, with all students passing the test and no one scoring below 4.
The data highlights the differences between the two cycles, revealing that participants in cycle 2 read faster and completed tasks in less time than those in cycle 1 Notably, both the shortest and longest reading times decreased in cycle 2, contributing to a lower average reading time Additionally, students in cycle 2 demonstrated improved comprehension scores, indicating a positive trend from cycle 1 Overall, the analysis of cycle 2 confirms that the research objectives were met, showcasing that the implementation of speed reading techniques effectively enhanced students' reading skills and learning outcomes.
Teacher And Students' Opinions and Attitudes towards the Application of Speed
In terms of the teacher and the students’ attitudes and opinions towards the research, both were enthusiastic during the learning process as well as the entire research.
■ Always ■ Often ■ Sometimes Rarely ■ Never
Figure 3 Frequency of using speed reading technique before the research
Before the research, none of the students reported using the speed reading technique regularly, with only 4% (one out of twenty-five) stating they used it frequently In contrast, a notable 68% (seventeen students) mentioned that they occasionally utilized speed reading in their reading activities.
Furthermore, a smaller segment, accounting for 16% (four students), stated that they rarely utilized it, while 12% (three students) mentioned never using it.
According to Figure 3, about 75% of first-year students were aware of and utilized the speed reading technique in their reading habits, while a small percentage had no prior knowledge of it before the research began.
■ Very interesting ■ Quite interesting ■ Not interesting
Figure 4 Students ’ opinions on speed reading technique
The research reveals a notable variation in first-year students' perceptions of the speed reading technique Specifically, 52% of the students showed a strong interest in integrating speed reading into their reading lessons, while 48% found it moderately intriguing Importantly, none of the students reported any dissatisfaction with this approach, indicating a generally positive reception of the strategy.
In conclusion, the speed reading is perceived as inspiring and capable of capturing the attention of all students.
■ Very difficult ■ Difficult ■ Normal Easy ■ Vey easy
Figure 5 Students 'feedbacks on the difficulty of speed reading technique
A recent survey of first-year students revealed diverse opinions on the difficulty of speed reading techniques Nearly half of the respondents (48%) found speed reading challenging, while 36% considered it to be of average difficulty Additionally, 8% of students viewed the technique as easy, whereas an equal percentage perceived it as very difficult and complex.
To enhance students' reading skills, it is crucial for teachers to integrate speed reading techniques more frequently into the curriculum, allowing students to become more familiar and proficient with this valuable method.
■ Very effective and helpful ■ Quite effective and helpful ■ Neither effective nor helpful
Figure 6 Students ’ attitudes towards the use of speed reading technique
Introducing speed reading as a novel technique significantly enhances student outcomes, with over 52% of first-year students acknowledging its effectiveness in improving reading skills Additionally, 48% of students strongly believe in the technique's substantial benefits, while none view it as ineffective or unhelpful.
The incorporation of speed reading techniques into the educational framework has proven successful, with students unanimously recognizing its effectiveness in improving their reading skills.
■ A lot of improvement ■ A little improvement ■ No improvement
Figure 7 Students ’ improvement in Reading skills after using speed reading technique
Figure 7, along with Tables 1, 2, and 3, illustrates students' self-assessment of their reading skills following the implementation of speed reading techniques Notably, 60% of students report significant improvement, while 40% indicate moderate progress Remarkably, every first-year student in the study demonstrates some level of advancement in their reading abilities.
In summary, adopting speed reading techniques significantly improves students' reading abilities This is demonstrated by their self-assessments and measurable enhancements in words per minute, reading duration, and comprehension scores.
Figure 8 Students' tendency to use speed reading technique in the future
The research has yielded positive outcomes, prompting the author to explore whether students will continue using the speed reading technique in their future reading activities According to Figure 8, a significant 84% of first-year students intend to persist with this technique alongside other academic strategies, while 16% of the group, represented by four students, remain uncertain about its continued use.
The growing trend of speed reading among students indicates a strong interest in enhancing their reading skills through this technique Despite a small group of learners expressing doubts about its effectiveness for future academic pursuits, the majority are eager to adopt speed reading as a valuable tool for improving their reading abilities.
The teacher believes that speed reading is a valuable technique for students, emphasizing that it goes beyond merely reading quickly It is a skill that enables them to effectively process the vast amounts of information they face daily, facilitating the management of heavy reading assignments, research papers, and textbooks with greater efficiency.
Finding the right balance between speed and comprehension is crucial in speed reading It is essential to understand that speed reading should not compromise understanding; rather, it focuses on processing information effectively.
Many students are showing increased confidence in their reading abilities, which is a positive development They now approach reading with a refreshed mindset, allowing them to engage with larger volumes of content without feeling overwhelmed.
Speed reading is not a universal technique, as different learners have varying styles and may require more time to comprehend specific materials It's essential to encourage flexibility in speed reading methods, allowing individuals to adapt and strategically apply this technique, particularly when they need to acquire information rapidly.
Summary
This chapter presents the findings of a classroom action research study that focused on implementing speed reading techniques among first-year students to enhance their reading comprehension skills The research was conducted in two cycles, revealing a moderate positive correlation between reading speed and comprehension scores, although higher speed does not always ensure better comprehension Following these insights, the study continued into Cycle 2, which showed an improvement in average reading speed to approximately 260 words per minute (wpm), with speeds ranging from 160 to 405 wpm Additionally, the average time taken to complete reading tasks decreased to 132 seconds, with a range of 70 to 205 seconds.
Comprehension scores averaged around 7.8, with a range from 5 to 10, indicating improved understanding Both cycles showed an increase in words per minute (wpm), with significant reductions in reading time in Cycle 2, where comprehension grades also improved, leading to more students achieving excellent and good results Student feedback was overwhelmingly positive, with many finding speed reading both inspiring and effective for enhancing their reading skills Despite recognizing the challenges, students viewed speed reading as a valuable academic skill and expressed a desire to continue using it The teacher supported this view, highlighting the benefits of speed reading beyond just speed, emphasizing the need for a balance between speed and comprehension, and noting its positive effects on student confidence and interest in reading Flexibility in adapting speed reading to individual learning styles was also encouraged, reinforcing its value as a useful educational tool.
CONCLUSION
Recapitulation
Reading involves decoding written symbols to extract meaning and information, relying heavily on reasoning skills that allow readers to predict and interpret text First-year students at the Faculty of English, Hanoi Open University often struggle with reading skills, particularly reading rate, as they transition from high school to university This study aims to evaluate the effectiveness of speed reading techniques in improving English reading skills for English majors at Hanoi Open University.
In the second chapter, the author reviews research on enhancing reading skills through speed reading techniques, both internationally and in Vietnam It examines various studies focused on increasing reading rates and comprehension, covering methods like paced reading, eye movement strategies, and the effectiveness of speed reading programs in educational contexts The chapter outlines essential components of effective reading, including phonemic awareness, phonics, fluency, vocabulary, and comprehension, while explaining the stages of reading—pre-reading, while-reading, and post-reading—and the techniques used at each stage to boost reading abilities Techniques such as skimming, scanning, predicting, paraphrasing, inferring, summarizing, extensive reading, intensive reading, and critical reading are discussed to enhance reading proficiency The concept of speed reading is thoroughly explored, defined as reading at an accelerated pace without sacrificing comprehension, with strategies like chunking, expanding peripheral vision, eliminating subvocalization, and using pointers highlighted Overall, the chapter consolidates research findings, reading skill components, stages, methods, and strategies aimed at improving reading skills, with a comprehensive focus on the advantages of speed reading techniques.
This chapter explores the multifaceted nature of reading speed, defining it and discussing its significance in evaluating reading proficiency, comprehension, and academic performance It highlights the critical balance between reading speed and comprehension, while examining various definitions provided by researchers The text also addresses the limitations of reading speed, noting that average rates differ among readers and are affected by factors such as language proficiency, vocabulary, and content familiarity Furthermore, it presents contrasting research findings on optimal reading speeds, with some studies advocating for around 300 words per minute (wpm), while others suggest lower speeds to enhance vocabulary retention and comprehension.
The article explores the intricate relationship between reading speed and eye movements, highlighting key concepts such as eye fixations, saccades, and regressions Skilled readers typically exhibit fewer fixations and regressions, enhancing reading efficiency The notion of perceptual span, which varies based on language, script density, and reader proficiency, is introduced as a critical factor in information gathering during reading While faster reading speeds are often linked to improved comprehension, this connection is complex; comprehension hinges on both word recognition and association It’s essential to develop both reading speed and comprehension simultaneously, as slower speeds do not guarantee better understanding, nor do faster speeds inherently lead to poorer comprehension Research indicates that skilled readers maintain good comprehension of main ideas, but extremely fast reading may hinder the ability to process new information Therefore, finding a balance between speed and comprehension is vital, as it can differ based on text difficulty and type Ultimately, optimizing both reading speed and comprehension is crucial for meaningful engagement with the text.
Chapter three of the study details the methodology for assessing the effectiveness of speed reading in improving English reading skills among first-year students at Hanoi Open University's Faculty of English, while also exploring their perceptions of this technique.
The Faculty of English at Hanoi Open University recognizes reading as a crucial skill in English learning, yet students struggle to achieve high scores in this area To overcome these challenges, speed reading was introduced as a potential technique The study focused on a class of 25 first-year English majors, guided by an experienced instructor dedicated to enhancing reading skills Utilizing action research methodology, the study involved collaborative efforts and iterative processes, following Kemmis and McTaggart’s framework for focused data collection and analysis A mix of research methods, including questionnaires, reading assessments, and semi-structured interviews, was employed to gather both quantitative data—through pre-tests and post-tests measuring reading speed and comprehension—and qualitative insights from student interviews and classroom observations Data analysis involved computing percentages from multiple-choice responses and categorizing qualitative data to identify themes This comprehensive approach aimed to evaluate the impact of speed reading on students' English reading proficiency and to gather perceptions from both students and the instructor regarding the technique's effectiveness.
Chapter four outlines the results of a classroom action research focused on implementing speed reading techniques with first-year students, conducted over two cycles to improve reading comprehension The study demonstrated the positive impact of speed reading on students' reading abilities, with participants showing increased reading speed, shorter completion times, and higher comprehension scores Students enthusiastically adopted the technique, appreciating its role in enhancing their academic skills The teacher recognized its benefits and emphasized the importance of a comprehensive approach Overall, speed reading emerged as a vital tool for empowering students in their educational journeys.
Conclusion of the Study
Speed reading is a valuable skill that enhances reading efficiency and productivity by combining techniques and practice to balance speed and comprehension While it may not suit all reading materials, mastering speed reading can benefit students in academic, professional, and personal contexts Effective speed reading emphasizes focus and comprehension, enabling students to quickly extract key information and grasp the overall structure of texts, which can lead to academic success by covering more material in less time This skill is particularly useful for assignments, exams, and research projects Furthermore, improved reading efficiency through speed reading techniques can enhance enjoyment and effectiveness in reading In the professional realm, the ability to quickly process information is highly advantageous Therefore, integrating speed reading into reading instruction can equip students with essential tools for navigating diverse texts, while educators should stress the importance of maintaining comprehension and critical thinking skills.
Implications
The action research design offers a collaborative approach to examining the impact of speed reading strategies on ESL freshmen's reading skills and long-term retention, fostering participant engagement and bridging theory with practice This study aims to provide valuable insights that enhance instructional methods and enrich the knowledge base in English reading skills and ESL pedagogy Additionally, speed reading research illuminates the cognitive processes involved in reading, exploring how the brain processes text at various speeds, including the effects of subvocalization, eye movements, and working memory Understanding these dynamics can clarify whether comprehension is improved, maintained, or hindered by different speed reading techniques Furthermore, integrating speed reading strategies into both traditional and online educational settings can offer essential guidance for educators and curriculum developers.
The study of speed reading has significant implications across multiple fields, including cognitive psychology, education, linguistics, and information science By examining how speed reading techniques influence reading processes and outcomes, we can develop best practices that enhance teaching, learning, and efficient information consumption in today’s fast-paced environment.
Limitations and Suggestions for Further Study
The author has explored the effectiveness of speed reading techniques in enhancing English reading skills among first-year students at the Faculty of English, Hanoi Open University However, the study acknowledges certain limitations that require attention in future research.
The article primarily emphasizes reading speed and comprehension, but it overlooks various other factors influencing reading The author acknowledges the limitations of the first chapter, noting that it cannot encompass all methods for teaching and learning reading skills Additionally, the study does not adequately address post-reading activities and their significance.
The online survey was limited to a small group of first-year students, specifically one teacher and 25 freshmen, raising concerns about the sufficiency and accuracy of the author's conclusions Additionally, the proposed solutions may not effectively address the needs of all students and teachers involved.
The author eagerly anticipates the chance to conduct a comprehensive study aimed at developing effective strategies to enhance reading skills for freshmen and all students at the Faculty of English, Hanoi Open University.
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Pre-test 1 The Common Cold
Every winter, colds become prevalent, and while there is no cure, remedies have been used since ancient times to alleviate symptoms like sore throats, headaches, and runny noses Typically, the most contagious phase lasts about three days, after which symptoms can persist for up to three weeks, with lingering coughs sometimes lasting for months.
The common cold is often associated with cold temperatures, but scientific studies indicate that it is actually caused by viruses, which are tiny infectious agents capable of affecting all living organisms Since the discovery of the first virus by Martinus Beijerinck in 1898, around 5,000 viruses have been identified and described, with the cold virus specifically recognized in the 1950s.
The common cold virus spreads primarily through contact with infected respiratory droplets, often originating from an infected person's nose Additionally, it can be transmitted through physical contact with contaminated surfaces, such as food or door handles Once contracted, the virus quickly transfers to the eyes and nose of the new host, perpetuating the cycle of infection.
The common cold is more prevalent in winter due to increased indoor gatherings, which facilitate virus transmission Schools exemplify this scenario, as children sitting closely together create ideal conditions for spreading colds These children often bring the virus home, infecting family members According to Wikipedia, the common cold is the most frequent infectious disease in humans, with adults averaging two to three colds annually and children experiencing between six to twelve.
Different cultures have unique remedies for colds In Western traditions, effective treatments include hot lemon honey drinks, resting in bed, staying warm, staying hydrated, consuming vitamin C, and eating nutritious foods.
You can help prevent the spread of colds by washing your hands thoroughly and frequently, and covering your mouth and nose when you cough.
1 Colds are more common in: a summer b autumn c winter
2 Which of the following is not linked to colds? a sore throat and cough b stomach ache and heart attack c runny nose and high temperature
3 Colds are caused by: a cold b viruses c vitamin c
4 Infectious means: a spreading from person to person b coming into contact c staying close together
5 The infectious period of a cold is about: a three months b three weeks c three days
6 Colds frequently occur in winter because of: a cold temperatures b people being close together inside c people touching door handles
7 Where are you most likely to catch a cold? a school b home c swimming pool
8 According to Wikipedia, adults contract colds: a more often than children b less often than children c about the same
9 Which of the following is not recommended for a cold? a staying in bed b drinking a lot of water c getting plenty of exercise
10 How are colds spread? a covering your mouth when coughing b washing hands frequently and thoroughly c not doing the above
APPENDIX 2 Post-test 1 Cat People and Dog People
Are you a cat person or a dog person? There have been many claims about the significance of the choice of a pet Some people say pet owners look like their pets
Research from the University of Texas at Austin in 2013 suggests a connection between pet preferences and personality traits, as revealed in an online survey where participants indicated their preference for cats or dogs, followed by personality-related questions.
A recent survey revealed that 46% of respondents favored dogs, compared to just 12% who preferred cats Additionally, 28% expressed a liking for both animals, while 15% indicated they liked neither.