INTRODUCTION
Background to the study
English is essential in today's workplace, significantly enhancing job opportunities for graduates Consequently, universities and colleges in Vietnam require non-English major students to learn English as a mandatory condition for graduation.
Many Vietnamese colleges utilize an integrative approach to English language teaching (ELT), allowing students to develop all four macro skills: Listening, Speaking, Reading, and Writing While the English curriculum varies by institution, reading is consistently emphasized as a crucial component This focus on reading is due to its proven benefits in expanding vocabulary, language expressions, and structures essential for language acquisition (Alvermann & Earle, 2003; Zoghi et al., 2010) Additionally, enhancing reading skills enriches learners' understanding of the professional world and fosters lifelong learning (Celce-Murcia & Olshtain, 2000).
Many studies highlight the challenges Vietnamese students face when reading in English, including limited vocabulary, unfamiliar language structures, and insufficient topic knowledge Ho's (2012) research indicates that first-year students often find reading comprehension unengaging and overly demanding, particularly with texts that present new genres or subjects This struggle can diminish their motivation to enhance their reading skills, posing significant challenges for educators To address this issue, implementing effective reading strategies is essential for boosting student motivation and improving overall reading comprehension.
At Vien Dong College, students must obtain an international English certificate equivalent to the B1 level of the CEFR, such as an IELTS score of 4 to 5, or pass an institutional exam similar to the Preliminary English Test (PET) Most opt for the latter, which includes five timed reading sections However, many students find reading to be the most challenging skill, often becoming bored or lost when faced with difficulties Therefore, mastering reading strategies is crucial for success in the reading component of the program's outcome standards, as learners with varying proficiency levels employ different strategies to overcome reading challenges.
The researcher aimed to investigate the reading strategies employed by non-English major students at Vien Dong College, focusing on potential differences in usage between higher- and lower-performing students Based on the findings, recommendations were provided for both teachers and students to enhance reading skills.
The researcher selected the thesis titled “An Investigation into the Reading Strategies Used by Non-English Major Students at Vien Dong College” due to the various compelling reasons outlined earlier.
Research aims and questions
This study aims to examine the frequency of reading strategies used by college students during class readings and to identify any differences in the use of these strategies between high-performing and low-performing students.
Based on the aims of the study, the following questions were addressed:
1) What strategies do non-English major students frequently use when reading English texts?
2) Do higher-performing and lower-performing students differ regarding the reading strategies they use?
Significance of the study
The current study aims to explore the reading strategies utilized by non-English major students at Vien Dong College Upon successful completion, the research is expected to achieve significant insights into these students' reading approaches and their effectiveness.
This research aims to deepen the understanding of reading strategies among students, particularly non-English majors in Vietnamese universities By focusing on EFL students in Vietnam, the study seeks to contribute valuable and reliable findings to the expanding body of research in this field Furthermore, the results are intended to serve as a reference for future studies in related areas.
The study's findings offer valuable insights for English teachers, curriculum designers, and students at Vien Dong College, highlighting effective reading strategies It enables educators to tailor their teaching methods to enhance students' reading performance Additionally, the research provides practical recommendations for improving reading strategy instruction in classrooms and emphasizes the need for curriculum designers to raise awareness among students and teachers about the significance of reading strategies.
Organization of the thesis
The thesis consists of five chapters: Introduction, Literature Review, Methodology, Results and Discussions, Conclusions and Implications
The first chapter presents an overview of reading skills instruction in English Language Teaching (ELT), detailing the study's background, research aims, questions, design, and significance.
The second chapter explores fundamental concepts relevant to the study's focus, offering a conceptual framework for selecting appropriate research designs and tools This section emphasizes essential theories and principles that guide the research process, ensuring a solid foundation for the study.
In Chapter 3, the researcher outlines the study's design and instruments, detailing the participants and research setting This chapter also describes the data collection procedures and the methods used for data analysis.
Chapter 4 presents and discusses the findings obtained from the data
The Conclusions and Implications chapter summarizes the key issues identified in the study, outlines its limitations, and offers practical suggestions for educators, along with recommendations for future research endeavors.
LITERATURE REVIEW
Reading
Reading is recognized as a receptive skill that entails interpreting and making sense of text (Spratt, Pulverness & Williams, 2005) Nunan (2015) supports this perspective, emphasizing that reading is an active, rather than a passive, skill Various researchers define reading as both a conscious and unconscious thinking process, where the reader reconstructs meaning through the application of different strategies (Mikulecky, 2008).
Reading is a dynamic process where individuals compare the information presented in the text with their own background knowledge and prior experiences (Mikulecky, 2008) Each reading experience is unique, characterized as a transaction between the reader and the text, shaped by the specific context and timing of the interaction (Rosenblatt, 1988).
Regarding the context of the present study, among a variety of definitions of the term reading, this thesis will use the definition suggested by the author Anderson
Reading is a process where individuals integrate information from a text with their personal background knowledge to create meaning (Anderson, 2003, p.67) Consequently, the interpretation of the same text can vary significantly among different readers.
Fluency in reading is influenced by a reader's background knowledge and involves the interplay of four key elements: the text, the reader, fluency, and reading strategies.
Figure 1 The definition of reading by Anderson (2003)
Reading is widely recognized as a communication process between the writer and the reader, involving the comprehension of written or printed materials Various authors have offered different definitions, yet they all agree on this fundamental aspect of reading.
Based on the purposes as well as the characteristics of reading activity, two main types of reading are proposed As stated by Brown (1988), intensive reading calls
Intensive reading focuses on enhancing comprehension at the lexical and syntactic levels by emphasizing grammatical forms, discourse markers, and surface structure details (Rashidi and Piran, 2011) This approach teaches reading strategies through targeted tasks that encourage students to read for meaning, such as answering true or false statements and filling in gaps in summaries Additional activities include scanning texts to match headings with paragraphs and organizing jumbled paragraphs into the correct order (Jimenes, Rosales, & Soraya, 2010).
Extensive reading is characterized by engaging with large volumes of texts for general understanding and enjoyment, allowing students to read independently without teacher assistance (Bamford et al., 2004) This approach emphasizes personal choice, enabling learners to select topics that interest them, ultimately fostering a love for reading Anderson (2003) supports this notion, highlighting that extensive reading involves exploring numerous books without the pressure of classroom exercises aimed at testing comprehension skills.
This study investigates how students employ reading strategies during class to complete tasks such as true/false questions and other assignments It specifically focuses on intensive reading, contrasting it with other reading types previously discussed.
Reading is inherently purposeful and involves a complex comprehension process, as highlighted by Grabe & Stoller (2011) The concept of reading comprehension warrants careful examination, as numerous definitions have emerged Despite differing perspectives, it is clear that reading comprehension presents significant challenges and is more intricate than the act of reading itself, as noted by Horowitz.
Reading comprehension is a deliberate and thoughtful process where the reader constructs meaning through an interactive exchange with the text Defined by Harris & Hodges (1995) as a holistic interchange of ideas, it emphasizes the importance of context in understanding McNamara (2007) further elaborated that it involves grasping both the ideas presented and the relationships between them Additionally, Anderson (2003), aligning with Grabe & Stoller (2002), highlighted that the ultimate goal of reading is to achieve comprehension, underscoring its significance in the reading task.
Reading comprehension is defined as the process of extracting and constructing meaning through active interaction with written language, highlighting its importance in understanding texts effectively (Sweet and Snow).
In 2003, it was noted that reading involves more than simply processing words; it requires the reader to extract clues from the text to fully grasp its meaning.
Although the differences of opinions still exist, there appears to be some agreement that reading comprehension refers to the reader’s ability to understand information presented in a text.
Reading strategies
2.2.1 Reading strategies in relation to language learning strategies
Reading plays a crucial role in language learning, as evidenced by various authors and researchers who include reading strategies in their definitions of language learning strategies To clarify this concept, it is essential to note that learning strategies are often defined as "procedures that facilitate a learning task," typically conscious and goal-driven, particularly during the initial stages of engaging with a new language (Chamot, 2005) Nunan (1991) further describes these strategies as mental processes employed by students throughout their learning journey Therefore, strategies encompass both cognitive activities and actions taken to acquire new information Additionally, Cohen (2003) characterizes learning strategies as "the conscious or semi-conscious thoughts and behaviors used by learners" aimed at enhancing their knowledge and understanding of a target language Anderson (2003) also emphasizes the importance of language learning strategies in this context.
Learners engage in "conscious actions" to enhance their learning skills, which involve employing strategies that combine multiple actions to achieve mastery of the target language This concept aligns closely with Brantmeier's definition of effective language learning strategies.
(2002) who defined learning strategies as “the cognitive steps learners use to process second language input” (p.1) These steps include retrieving and storing new input
While a variety of definition of language learning strategies have been suggested, Oxford’s definition is considered the most comprehensive and useful (Thomas
Rose (2018) highlights the widespread acceptance of her approach among language researchers globally According to Scarcella and Oxford (1992), learning strategies encompass specific actions and techniques that students employ to improve their learning efficiency These strategies not only aid learners in reaching their foreign language acquisition goals but also enhance their overall enjoyment of the learning experience.
In summary, learning strategies refer to actions, thoughts, behavior that a learner applies in their learning process with the aim of mastering the second language
While the previous section addressed reading strategies in the context of language learning, it remains essential to explore how these strategies have been defined in existing literature to establish the primary focus of this study.
Reading strategies are essential mental operations that help readers comprehend text (Shang, 2011, as cited in Hasibuan, Puspita, & Arasuli, 2022) These strategies involve purposeful behavior and intentional control over the reading process (Afflerbach, Pressley, & Pearson, 2008) Overall, reading strategies play a crucial role in enhancing understanding and engagement with written material.
Readers employ various comprehension processes to interpret text, including scanning, skimming, guessing, and recognizing cognates and word families According to McNamara (2008), reading strategies are cognitive or behavioral actions taken in specific contexts to enhance understanding For instance, a reader may consult a dictionary when faced with an unfamiliar word, demonstrating the active engagement necessary for effective reading comprehension.
(1989) illustrated that reading strategies refer to “what they reveal about the way readers manage their interactions with written texts, and how these strategies are related to reading comprehension” (p 648)
In conclusion, various authors present similar definitions of reading strategies, which this study builds upon Reading strategies are defined as the mental operations, activities, or techniques employed by a reader to enhance their understanding of written texts.
Various researchers have proposed classifications of reading strategies, with some focusing specifically on reading, while others, like Oxford (1990) and O’Malley and Chamot (1990), have provided broader classifications of learning strategies applicable to all language skills This study will concentrate on reading strategies within the context of language learning.
Researchers have categorized learning strategies in various ways, with O’Malley and Chamot (1990) identifying three primary types: metacognitive, cognitive, and social/affective strategies This classification draws from the cognitive learning concepts outlined by Brown and Palincsar (1988) Metacognitive strategies involve self-reflection on the reading process, including planning and self-evaluation, while cognitive strategies focus on individual tasks and direct manipulation of information Social/affective strategies emphasize interaction and collaboration, such as asking questions and seeking clarification from others.
Oxford (1990) proposed a classification of learning strategies that includes six strategies divided into two main categories: direct and indirect strategies Direct strategies encompass memory, cognitive, and compensation strategies, which focus on the storage, retrieval, and processing of information to enhance language learning Memory strategies aid in memorization and retrieval of important information, employing techniques like grouping and semantic mapping to improve reading comprehension Cognitive strategies, such as skimming and summarizing, help learners process and structure information for better understanding Compensation strategies allow learners to overcome knowledge gaps by using context clues to infer meanings Indirect strategies consist of metacognitive, affective, and social strategies Metacognitive strategies help learners regulate their own learning processes, while affective strategies address emotions and motivation, enabling learners to manage anxiety and build self-esteem Lastly, social strategies involve collaboration and seeking assistance from peers or teachers for clarification and support.
This study utilizes the classification system established by Mokhtari and Sheorey (2002), which categorizes reading strategies into three distinct types: global reading strategies, problem-solving strategies, and support strategies This classification is grounded in a review of Mokhtari and Reichard’s (2002) framework, along with insights gained from observing the cognitive processes and actions students engage in during reading A detailed discussion of each strategy type will follow.
Global reading strategies are “those intentional, carefully planned techniques by which learners monitor or manage their learning” (Mokhtari and Sheorey, 2002, p
Global reading strategies, such as setting a purpose before reading, previewing the text for length and structure, and utilizing typographical aids like tables and figures, enhance comprehension These strategies align with the top-down model, where the reader actively controls the comprehension process (Grabe, 2009).
Effective reading strategies are essential for overcoming challenges in text comprehension Key techniques include inferring the meanings of unfamiliar words, modulating reading speed based on text difficulty, and rereading sections for enhanced understanding These problem-solving strategies align with the bottom-up model of reading, which posits that readers decode written words through a systematic, mechanical approach (Grabe).
2009), and one of the focuses of this model is repeated reading (Eunjeo, 2009)
Support reading strategies are techniques that aid readers in understanding text more effectively Examples of these strategies include taking notes, utilizing a dictionary, and highlighting key information while reading.
Based on the description of classifications of reading strategies above, the most suitable classification for the current study is the one suggested by Mokhtari and
Mokhtari and Sheorey (2002) present a unique classification of learning strategies that specifically targets reading skills, distinguishing it from other classifications by authors like Oxford (1989) and O’Malley and Chamot (1990) Their framework is grounded in observations of the mental processes and actions that ESL students engage in while reading for academic purposes.
2002, p.3) Thus, this classification matches the purpose as well as the subjects of the study.
Previous studies on reading strategies
2.3.1 Reading strategy use in general
Over the years, a considerable number of studies have been conducted to investigate the field of reading strategies by various researchers such as Li (2010), Anderson (2004), Brantmeier (2002), Cohen (1991), O’Malley and Chamot
In recent years, the use of reading strategies has garnered increased attention from researchers, with studies involving a diverse range of participants across different ages and educational levels While secondary and high school students are included, university students represent the largest demographic, categorized into major and non-major groups Previous research has employed various methods and instruments to investigate the reading strategies utilized by students, including think-aloud reports, questionnaires, and interviews A notable study on reading strategies was conducted by Suebpeng.
(2017) with the title “Students’ Use of Reading Strategy: A Survey Study of Grade
A survey study was conducted to examine the reading strategies employed by 9th-grade EFL students at Nonkhor School, utilizing a quantitative design and a structured questionnaire The findings indicated that there were no significant differences in the overall reading strategies used by these students.
In a comparative analysis of reading strategies, it was found that while bottom-up reading strategies were the most frequently used, top-down strategies showed similar usage levels among participants This study differs from previous research, yet shares similar design and instruments Chen (2015) conducted a study on EFL reading strategies among high school students in Taiwan, focusing on gender-specific differences The findings indicated a lack of frequently used reading strategies, with the most common global strategy being "I think about what I know to help me," followed closely by the problem-solving strategy of guessing the meanings of unknown words or phrases.
A recent study titled “An Investigation of Academic Reading Strategies among Thai Economics Students” by Suraprajt (2019) explored the frequency of reading strategies employed by university students through questionnaires and interviews The findings indicated that affective strategies were the most frequently used, while social strategies were the least utilized by Thai students when reading academic texts.
In recent years, there has been a growing interest among researchers in Vietnam regarding reading strategies and their usage frequency A notable study conducted by Tran (2014) explored this topic in depth.
“A Study on Students’ Use of Reading Comprehension Strategies: A Case of 10 th Form Students” in order to find out what reading strategies were applied by the
A study involving 150 tenth-grade high school students and four teachers aimed to identify effective strategies for enhancing reading comprehension The findings revealed that the most commonly used reading strategies among students included skimming, scanning, and guessing the meanings of unfamiliar words Based on these results, suggestions for improving reading comprehension were proposed.
A relevant study titled “Investigating Reading Strategies Used by EFF Students at Dong Thap University” (Do and Phan, 2015) explored the reading strategies employed by first-year and third-year English majors Involving 107 first-year and 96 third-year students, the research utilized a questionnaire to gather data Findings revealed that both groups utilized a range of reading comprehension strategies at a medium frequency level Specifically, first-year students frequently employed strategies such as skimming, scanning, translating, highlighting, relevant-thinking, cooperating, and assistance-seeking, while third-year students demonstrated an increased use of strategies like analyzing, elaborating, and purpose-identifying.
In a recent study by Nguyen, Th (2018), the differences in reading strategy usage between EFL (English as a Foreign Language) students and ESL (English as a Second Language) students were examined Utilizing the Reading Strategy Questionnaire adapted from S2R (Self-Strategic Regulation), the research involved 286 participants The findings revealed that ESL students employed reading strategies more frequently than their EFL counterparts Notably, Social-cultural Interactive and Affective strategies were the most commonly used among ESL students, whereas EFL students favored Cognitive and Affective strategies Additionally, Metastrategies were identified as the least utilized strategies across both groups.
2.3.2 Reading strategy use and proficiency
Research has highlighted the disparities in reading strategies between high- and low-proficiency students A study by Rong and Xiaomei (2002) involving 200 third-year non-English majors across four Chinese universities revealed significant differences in reading comprehension strategies Successful readers tended to employ metacognitive strategies more frequently than their unsuccessful counterparts Additionally, a separate investigation focused on the reading strategies used by Grade 10 English major students during comprehension tests at Hung Yen City High School, further illustrating the varying approaches to reading among different proficiency levels.
A study by Hoang (2016) explored the reading strategies employed by Grade 10 English Major students during comprehension tests, highlighting differences in strategy use between high- and low-proficiency groups Additionally, Nguyen (2010) conducted significant research on non-English major students at An Giang University, involving 171 respondents to identify the reading strategies used by both successful and unsuccessful students, as well as the impact of gender on strategy selection This investigation utilized three methods: a proficiency reading test, a questionnaire, and interviews to address its research questions.
Hieu & Huong (2021) conducted a study titled “Metacognitive Awareness of Reading Strategies on Second Language Vietnamese Undergraduates” to investigate the metacognitive awareness of reading strategies among Vietnamese students and to compare this awareness across three learner groups: high, medium, and low proficiency Utilizing a metacognitive reading strategies survey and a reading comprehension test for data collection, the study found that reading strategies were employed at a medium frequency level, with high-proficiency students utilizing these strategies more frequently than their low-proficiency counterparts.
Recent research has increasingly focused on the reading strategies utilized by students, yet there remains a lack of detailed investigation into the approaches taken by non-English major students in college This study aims to address this gap in the literature by examining the reading strategies employed by non-English majors at Vien Dong College.
Conceptual framework
Building on Mokhtari and Sheorey’s (2002) classification, this study develops its conceptual framework based on their taxonomy, providing a structured foundation for the research.
Figure 2 The conceptual framework of the study
This study investigates key concepts related to reading strategies, focusing on three main types: global reading strategies, supporting reading strategies, and problem-solving reading strategies, as identified in the literature review To explore these strategies, the research will utilize The Survey of Reading Strategies (SORS) developed by Mokhtari and Sheorey in 2002, with further details provided in subsection 3.5.1 of the Methodology Chapter.
This chapter reviews the essential literature that supports this study, covering key topics such as reading, reading comprehension, reading strategies, and previous research The next chapter will outline the methodology and data collection procedures informed by these theories.
The Survey of Reading Strategies (SORS)
METHODOLOGY
Research questions
As mentioned earlier in Chapter 1, the following questions are addressed in this study:
1) What strategies do non-English major students frequently use when reading English texts? ã2) Do higher-performing students differ from the lower-performing in terms of the reading strategies they use?
Research design
This study utilizes a mixed-methods approach, combining both quantitative and qualitative research techniques to gather data As noted by Creswell (2013), quantitative research allows for the quantification of information, enabling statistical analysis to validate or challenge alternative knowledge claims In this research, a Likert-scale questionnaire was employed, and the resulting data underwent statistical analysis Additionally, qualitative data was gathered through interviews to gain deeper insights into students' reading strategy usage.
As stated by Creswell (2012), interviews are helpful to explore the participants’ experiences and achieve in-depth information around a topic that researcher is concerned about.
The context of the study
The current study was conducted at Vien Dong College in Ho Chi Minh City, which has been operational for 15 years At this institution, students from various majors are required to learn English, including non-English majors, who use the same materials for general communication purposes.
At Vien Dong College, English learning materials for non-English majors are selected by the English Department faculty, focusing on the Smart Choice Third Edition series to enhance the four essential language skills Many students come from regions where English instruction emphasizes grammar, limiting their opportunities to practice speaking, listening, reading, and writing To address this gap, students complete three English courses utilizing Smart Choice 1, 2, and 3, which incorporate a variety of general topics through diverse text types, including articles, interviews, and blogs, to improve their reading skills.
The study took place from mid-October to mid-November, targeting participants in their final year of college who had recently completed three English courses focused on general communication.
Participants
The study utilized convenience sampling to select 51 third-year non-English major students, comprising 23 males and 28 females The table below presents detailed information about the participants involved in the research.
Table 1 Summary of participants’ characteristics
The data reveals that more than half of the participants were 21 years old, while the remainder were 22 They pursued various majors, including mechanics, business, and computer sciences, highlighting the diverse academic backgrounds of the group.
Age Gender Years of studying English
21 22 Male Female 10 years
In a recent study, the predominant gender among the surveyed group was female, with 28 female students participating The participants had varying lengths of English learning experience; 20 students reported studying English for 10 years since secondary school, while 18 students had been learning for over ten years, and the remaining students had less than ten years of experience.
The selected students for the study were enrolled in the researcher’s PET course, which focused on outcome standards prior to graduation, making data collection more efficient These students, hailing from various majors, had previously learned general communication English from different instructors, leading to diverse reading comprehension strategies and responses in the questionnaire survey The study aimed to gather crucial insights into the teaching and learning of reading skills at the college level.
At Vien Dong College, after completing 180 periods of study with previous textbooks, students were expected to achieve a pre-intermediate level of English proficiency However, results from college tests indicated that more than half of the participants scored below 7 out of 10 in the English reading section, while only 18 out of 51 students reported scores of 7 or higher.
The researcher categorized participants into higher-performing and lower-performing students based on their mean test scores, with those scoring 7 or above classified as higher-performing To finalize the selection for each group, the researcher compared average scores from the reading section over several semesters with scores from three reading comprehension tests Ultimately, the higher-performing group included 14 students, while the lower-performing group consisted of 37 students.
Instruments
In this study, three instruments were utilized to address the research questions: reading comprehension tests, a questionnaire, and individual interviews The reading comprehension tests assessed participants' reading performance, while the questionnaire measured the frequency of reading strategies employed by students during class Additionally, 12 individual interviews were conducted with six higher-performing and six lower-performing students to gain deeper insights into their experiences with reading strategies The details of these instruments are elaborated in the following section.
The 5- scale questionnaire for students was adapted from “The Survey of Reading Strategies (SORS)”, which was developed by Mokhtari and Sheorey (2002) As stated by Mokhtari and Sheorey (2002), the SORS was designed to “measure the type and the frequency of reading strategies that adolescent and adult ESL students perceive they use while reading academic materials in English (such as textbooks, journal articles, class notes…)” (p.4) Additionally, all the items in the questionnaire refer to college-related academic materials such as textbooks Thus, the present study with the similar subjects and setting utilized Mokhtari and Sheorey’s (2002) SORS as the main instrument to match the research purpose Besides, SORS was field-tested extensively by Mokhtari and Reichard (2002) when they conducted a study with large and diverse sample population including students from middle school to college Also, regarding Vietnamese context, the SORS’s reliability and generalization were tested through N.T.B Thuy’s (2016) study with the participation of 928 Vietnamese students from different universities
The questionnaire consisted of two main sections: the first section, titled Background Information, collected data on participants' ages, genders, and duration of English learning The second section focused on reading strategies, aiming to identify the approaches used by non-English major students during reading classes To enhance comprehension and prevent misunderstandings, the questionnaire was translated into Vietnamese Completing the questionnaire took approximately [insert time here].
The original SORS includes a comprehensive list of 30 reading strategies categorized into three distinct groups: Global Reading Strategies (GLOB) with 13 items, Problem-Solving Strategies (PROB) containing 8 items, and Support Strategies featuring 9 items.
In the course of refining the Strategies for Understanding Reading (SUP), modifications were made to certain items in the original Survey of Reading Strategies (SORS) based on pilot-test feedback One such adjustment involved clarifying the item, “I review the text first by noticing its characteristics like length and organization,” which was found to be unclear for students This led to the creation of a more comprehensible item: “I use knowledge about text genre to understand the information structure in the text.”
Another example of adapting the SORS item was that the item “I think about what
Before reading, I reflect on my prior knowledge of the topic The table below illustrates the adaptations made from the original SORS to the revised SORS.
Table 2 Items modified to the adapted SORS
All participants in the study utilized the same textbooks as their learning materials, limiting their choice of reading material Consequently, the item regarding whether the text content aligned with their reading purpose was excluded from the analysis.
Item Original SORS Adapted SORS
3 I think about what I know to help me understand what I read
Before reading, I think about what I know about the topic of the text
6 I think about whether the content of the text fits my reading purpose
Based on the purpose of reading, I decide how and what to read to get the essential information
English into my native language
When reading, I translate from English into Vietnamese
Each statement in the second part of the questionnaire is followed by numbers 1, 2,
To simplify the response process for students, the researcher opted to replace numerical values (3, 4, 5) with descriptive terms: "Never, Rarely, Sometimes, Usually, and Always." Each of these responses corresponds to a specific score, allowing for an effective measurement of the frequency of strategy use The scoring system is detailed in the accompanying table.
Frequency of Students’ Strategy Use Scores
Table 3 Frequency of strategy use and corresponding scores
The study's second part features a questionnaire with 29 strategies divided into three subscales: Global reading strategies (items 1-12), Problem-solving strategies (items 13-21), and Support strategies (items 22-29).
In addition to the questionnaire, structured interviews were utilized as a valuable data collection tool in this study, involving twelve students—six high-performing and six low-performing These interviews, lasting approximately five minutes each and conducted in Vietnamese, aimed to gather deeper insights into the students' reading experiences beyond what was captured in the SILL questionnaire One key question posed was, "Do you think that employing reading strategies is helpful when reading an English text? Why or why not?" The insights gained from these interviews contributed significantly to the research database, enabling the researcher to make informed modifications.
In the current study, reading comprehension tests were employed to assess students' reading performance, utilizing three tests to enhance reliability Based on the average scores, students were categorized into higher- and lower-performing groups Each test consisted of multiple-choice questions across five sections, totaling 35 questions, mirroring the reading section of the PET, a Cambridge English qualification that indicates a learner's grasp of basic English Participants, enrolled in a course designed to prepare for the PET test, were motivated to complete the three assessments administered by the researcher.
Structure of the reading comprehension tests
The reading comprehension test was divided into six parts, totaling thirty-five questions Part 1 required students to interpret a sign, notice, or email through five questions In Part 2, students matched five short descriptions of individuals with eight related texts on topics like movies and travel Part 3 consisted of ten items where students assessed the truthfulness of statements based on a specific text In Part 4, students read a detailed passage and answered five multiple-choice questions to demonstrate their understanding Finally, Part 5 focused on vocabulary, where students selected the appropriate words to fill in blanks within a reading passage, encompassing ten questions.
The data collection commended in Mid-October and ended in Mid-November It consisted of three main stages as follows:
Stage 1: In the first two weeks, the three reading comprehension tests and answer sheets were given to the students The total time for each test was 60 minutes All the answer sheets were collected after the tests, and then scored by the researcher After the third test in the second week, the mean was calculated by the researcher Based on the students’ scores, they were classified into higher-performing students or lower-performing students
Stage 2: In the third week, the handouts of the questionnaires in SORS were delivered to 10 students as a pilot-testing After completing the questionnaires, the students were asked to offer up their feedback about their experiences of filling them out
Stage 3: In the fourth week, 55 students in the researcher’s class were invited to take part in the research, but four of them refused Thus, only the copies of 51 questionnaires were delivered to 51 students Before giving the answers for the questionnaires, the participants were explained the purpose of the study, and given the instructions on how to answer all the questions They were also assured that all of their responses in the questionnaires would be kept confidential After completing the background section of the questionnaire, the students were given instructions on how to respond the items in the questionnaire After 20 minutes the completed questionnaires were collected by the researcher
Data analysis and statistical procedures
The researcher analyzed the results of survey questionnaires to assess students' use of reading strategies The frequency of each strategy was categorized as never, rarely, sometimes, usually, or always, and the percentages for each category were calculated Additionally, mean scores for both the overall strategy groups and individual sub-strategies were determined to provide a comprehensive understanding of students' reading behaviors.
The data obtained from the interviews were transcribed intermediately after each interview The interviewees were also asked to review their interview transcribed in order to check any ambiguous ideas
Data analysis was conducted using SPSS versions 3.5.1 for statistical tests and 3.5.2 for questionnaire analysis Descriptive analysis techniques, including frequency counts and percentages, were utilized to interpret questionnaire data, allowing for effective classification, summarization, and reporting of the results.
Summary
Chapter 3 has presented the methodology employed for the study to identify students’ use of reading strategies as well as to find out if there are any differences in using reading strategies between two groups, higher- and lower-performing students The study used quantitative and qualitative data collection, namely questionnaire and interview These sources of data were analyzed in the next chapter.
RESULTS AND DISCUSSIONS
Analysis of interview
4.2.1 Students’ awareness of the importance of reading strategies
In response to the question about the effectiveness of reading strategies in understanding English texts, most participants acknowledged their importance in overcoming reading challenges One student noted that reading strategies are beneficial for deciphering new vocabulary by using contextual clues Additionally, several students highlighted the necessity of these strategies for improving reading speed, particularly given the time constraints in class Furthermore, one participant emphasized that reading strategies are essential for successfully completing reading tasks, such as answering questions or true/false exercises.
Even when I understand all the words in a paragraph, the information can still be confusing, making it difficult to determine the correct answer to a question In such cases, I often resort to guessing the answer by using contextual clues from the text or drawing on my prior knowledge.
Three interviewees expressed uncertainty about the effectiveness of reading strategies, indicating a lack of confidence in their application One student noted, "I only use strategies when I remember, like underlining key words, taking an overview of the text, or examining tables and pictures."
4.2.2 The strategies often employed by the students
Higher-performing students demonstrated greater flexibility in their reading strategies, often preferring to grasp the overall message of a text and analyze key points, while disregarding unfamiliar words and inferring meaning from known vocabulary In contrast, lower-performing students relied more on external resources like dictionaries or Google Translate to understand new words and frequently sought assistance from peers Additionally, they tended to underline or circle important information to aid retention.
Students of all performance levels indicated that their teachers provided clear instructions for reading tasks They were guided to first read the questions they needed to answer, identify key words within those questions, and locate them in the text Additionally, teachers encouraged them to examine titles, headings, and visual elements like pictures and tables to infer the text's content Some educators also instructed students to circle or underline key words during their reading process.
Discussions
4.3.1 What strategies do non-English major students frequently use when reading English texts?
The study reveals that college students utilize a comprehensive range of reading strategies, as classified by Mokhtari and Sheorey (2002) However, questionnaire data indicates that students from both groups reported a moderate frequency of strategy use, aligning with findings by Nurazila, Suzana, and Etty (2011), which noted similar patterns among Malaysian students This observation is further supported by Hieu and Huong (2021), who explored metacognitive awareness of reading strategies among Vietnamese undergraduates The limited practice opportunities for non-English major students, who receive only 45 periods of instruction in reading skills per semester, likely contribute to this moderate usage Additionally, the absence of reading strategies in the syllabus diminishes both teachers' and students' awareness of their significance in the learning process.
In a study examining reading strategies among EFL learners, participants exhibited a strong preference for problem-solving strategies, contrasting with Mokhtari and Sheorey (2001), who reported a higher usage of supporting strategies This finding aligns with research by Nurazila et al (2011), Nathaya et al (2016), Chandra (2019), and Hieu & Huong (2021), which indicated that EFL students in Malaysia, Thailand, Indonesia, and Vietnam frequently employed problem-solving strategies while reading The widespread use of these strategies suggests that EFL learners across various contexts face reading challenges, prompting them to adopt diverse problem-solving techniques to navigate their difficulties.
In terms of problem-solving strategies, students most frequently reported using techniques to regain concentration, such as adjusting their reading speed and reading slowly for better understanding These findings indicate a strong tendency among students to employ concentration strategies to address comprehension challenges Conversely, the strategy of visualizing information to aid memory retention was the least favored among students.
Hieu and Huong (2021) found that students rarely utilized strategies to enhance their reading comprehension This may be attributed to the fact that such strategies require significant time and effort, particularly for EFL learners.
The respondents primarily employed support reading strategies, making it the second most dominant approach, while global reading strategies were utilized the least frequently This finding aligns with the research conducted by Nathaya, Navinda, and Jintana.
In a study conducted in 2016, students rated the reading strategy of asking themselves questions they wanted answered in the text as the most effective, indicating their awareness of reading purposes This approach facilitated their ability to complete various tasks during class, such as answering questions and gap-filling exercises Conversely, the strategy of taking notes while reading received the lowest rating, suggesting that most participants found it time-consuming and did not develop a habit of note-taking Additionally, the use of tables, figures, and pictures to enhance comprehension was the most frequently adopted global reading strategy, likely due to the visual elements capturing students' attention and aiding their understanding of the text.
4.3.2 Do higher-performing students differ from lower-performing students in terms of the reading strategies they use?
This study reveals a notable disparity in strategy use between higher-performing and lower-performing students These findings align with previous research conducted by Hieu & Huong (2021), Fitrisia et al (2015), and Wu et al (2012), highlighting the importance of effective strategies in academic performance.
In 2021, research indicated that higher-performing students utilized reading strategies more frequently than their lower-performing counterparts Specifically, higher-performing students engaged in global and problem-solving reading strategies at a high frequency, while lower-performing students employed all three types of reading strategies at a medium frequency This suggests that effective use of reading strategies is a key factor contributing to higher reading performance, highlighting the crucial role these strategies play in the reading process.
Higher-performing students actively employ diverse reading strategies, such as previewing texts and inferring meanings of unfamiliar words, while lower-performing students tend to rely on dictionaries for definitions This reliance may indicate a limited vocabulary that hinders their comprehension Additionally, lower-performing students focus more on individual word meanings rather than overall context, suggesting a passive approach to reading strategies Consequently, they depend heavily on reference materials to aid their understanding of texts.
Students reported that teachers provided specific but limited reading strategies in class, likely due to time constraints and the need for easily applicable methods Additionally, the lack of inclusion of reading strategy instruction in the syllabus at the time of the study meant that the decision to teach these strategies varied by teacher.
Summary
This chapter presents the findings from the analysis of data gathered through questionnaires and interviews, revealing that students at Vien Dong College utilize all three groups of reading strategies from the SORS at varying levels Additionally, it discusses the differences in reading strategies employed by higher-performing students compared to their lower-performing peers The subsequent section will address conclusions, limitations, recommendations, and suggestions for future research.
CONCLUSIONS AND IMPLICATIONS
Conclusions
This study investigated the reading strategies used by non-English major students at Vien Dong College during class, aiming to identify differences between higher-performing and lower-performing students The findings reveal distinct variations in the reading strategies employed by these two groups, leading to several key conclusions regarding their reading approaches.
Students employed the reading strategies outlined in the SORS framework by Mokhtari and Sheorey (2002), with non-English majors applying these strategies at a moderate frequency Among the strategies, problem-solving techniques were the most preferred, followed by supporting reading strategies and global reading strategies.
Research shows a significant difference in the usage of reading strategies between higher-performing and lower-performing students Higher-performing students consistently employed reading strategies more frequently and effectively than their lower-performing counterparts Notably, global and problem-solving reading strategies were utilized at a high frequency by the higher-performing group, while the lower-performing students used all three subscale strategies at a medium frequency level.
The interview revealed valuable insights into the reading strategies employed by two distinct learner groups, highlighting their differing preferences Both higher- and lower-performing students reported receiving guidance on effective reading techniques, yet they exhibited varying inclinations towards specific strategies.
Implications
The findings of this study suggest several strategies to enhance students' reading skills and improve their effectiveness in reading tasks.
To enhance students' reading strategy usage, it is essential to increase their awareness of the importance of these strategies The findings indicate that all three reading strategies were utilized at a medium frequency Therefore, curriculum designers should systematically incorporate these strategies into the reading curriculum, ensuring that all students are introduced to and taught these essential techniques.
This study highlights the preferred reading strategies of Vietnamese non-English major students, revealing a tendency to primarily utilize problem-solving approaches when facing reading challenges In contrast, global and supporting reading strategies are often overlooked To enhance students' reading comprehension, it is essential to incorporate diverse tasks that encourage the use of these two strategies Furthermore, the crucial role of EFL teachers in guiding and instructing students cannot be underestimated.
Lower-performing students are encouraged to guess the meanings of unknown words from context rather than relying solely on dictionaries Teachers play a vital role in instructing all students, particularly those who struggle, on effective techniques for deducing word meanings While vocabulary is essential for reading comprehension, it is important to equip students with key terms relevant to the texts they will encounter.
A mini-course focused on reading strategies should be implemented for first-year and lower-performing students to enhance their understanding of effective reading comprehension techniques This course should not only introduce various reading strategies but also include tailored reading comprehension tasks that allow students to practice and apply these strategies effectively.
Limitations of the study
While the study is hoped to make some contributions to the teaching and learning English at Vien Dong College, there are still some limitations
One significant limitation of the study is its small sample size, with only 51 non-English major students participating This restricted sample makes it challenging to make broad generalizations and may compromise the overall validity of the research findings.
One limitation of the study pertains to the data collection instruments used While all participants completed the questionnaire, there was no means to verify whether their responses accurately represented their true thoughts and reading strategies This uncertainty diminishes the reliability of the results.
The current study focused exclusively on non-English major students at Vien Dong College, which may limit the generalizability of the research findings to students from other colleges and universities.
Recommendations for further study
Based on avoidable limitations discussed above, some suggestions for further research should be taken into consideration
First of all, a large number of subjects should be asked to participate in the study When the sample size larger, the results will be more reliable
In addition, it could be better if more instruments such as observations are adopted to collect triangulated data This will allow researchers to gain more valid information for analysis
Future research would greatly benefit from involving students from diverse colleges and universities, enhancing the reliability of generalizations drawn from the findings.
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i APPENDIX 2 X APPENDIX 3 XVI APPENDIX 4 XXIV APPENDIX 5
This questionnaire aims to investigate the reading strategies employed by non-English major students at Vien Dong College Your honest responses to each question are greatly appreciated, as all collected information will remain confidential and will solely be utilized for research purposes.
3 Gender: Male Female Don’t want to say
5 Your frequent result in the reading section at college:
Below average Average Above average
Please read each statement carefully and put a tick () in the box which is true for you
1 I have a purpose in mind when I read
2 Before reading, I think about what I know about the topic of the text
3 I take an overview of the text to see what it is about before reading
4 I review the text first by noticing its characteristics like length and organization
5 When reading, I decide what to read closely and what to ignore
6 I use tables, figures, and pictures in texts to increase my understanding
7 I use context clues to help me better understand what I am reading
8 I use typographical features like bold face and italics to identify key information
9 I critically analyze and evaluate the information presented in the text
11 I try to guess what the content of the text is about when I read
12 I check to see if my guesses about the text are right or wrong
13 I take notes while reading to help me understand what I read
14 When text becomes difficult, I read aloud to help me understand what I read
15 I underline or circle information in the text to help me remember it
16 I use reference materials (e.g , a dictionary) to help me understand what I read
17 I paraphrase (restate ideas in my own words) to better understand what I read
18 I go back and forth in the text to find relationships among ideas in it
19 I ask myself questions I like to have answered in the text
21 When reading, I think about information in both English and
22 I read slowly and carefully to make sure I understand what I am reading
23 I try to get back on track when I lose concentration
24 I adjust my reading speed according to what I am reading
25 When text becomes difficult, I pay closer attention to what I am reading
26 I stop from time to time and think about what I am reading
27 I try to picture or visualize information to help remember what
28 When text becomes difficult, I re-read it to increase my understanding
29 When I read, I guess the meaning of unknown words or phrases
Thank you for your cooperation
BẢNG CÂU HỎI NGHIÊN CỨU
Bảng câu hỏi này nhằm mục đích tìm hiểu chiến lược đọc hiểu của sinh viên không chuyên Anh tại trường Cao Đẳng Viễn Đông Xin vui lòng trả lời các câu hỏi một cách trung thực Tất cả thông tin thu thập sẽ được bảo mật và chỉ sử dụng cho nghiên cứu.
4 Số năm học tiếng Anh: ………
5 Kết quả bạn thường đạt được trong kĩ năng đọc hiểu ở trường cao đẳng: Dưới trung bình Trung bình Trên trung bình
Vui lòng đọc mỗi câu một cách cẩn thận và đánh dấu vào ô đúng với bạn
1 Em có mục đích khi đọc
2 Trước khi đọc, em nghĩ xem mình biết được những gì về chủ đề của bài đọc
3 Trước khi đọc, em nhìn tổng thể bài đọc để biết nó nói về những điều gì
4 Đầu tiên em xem xét bài đọc bằng cách chú ý tới các đặc tính của như độ dài và cấu trúc
5 Em quyết định chỗ nào cần đọc kĩ và chỗ nào cần lướt qua khi đọc
6 Em sử dụng bảng, con số, và tranh ảnh trong bài đọc để hiểu bài đọc hơn
7 Em sử dụng gợi ý trong ngữ cảnh để giúp em hiểu rõ hơn những gì em đọc
8 Em sử dụng những đặc trưng như chữ in đậm và in nghiêng để xác định những thông tin chính
9 Em phân tích và đánh giá thông tin trong bài đọc(ví dụ như suy nghĩ xem thông tin mình đang đọc có đúng với thực tế hay không)
10 Em kiểm tra sự hiểu của mình khi gặp thông tin mới trong bài đọc
11 Khi đọc, em cố gắng đoán nội dung của bài đọc là gì
12 Em kiểm tra xem nhưng suy đoán của mình về bài đọc là đúng hay sai
13 Em ghi chú khi đọc để giúp em hiểu những gì mình đang đọc
14 Khi bài đọc trở nên khó hiểu, em đọc to để giúp em hiểu những gì mình đọc
15 Em gạch chân hoặc khoanh tròn thông tin trong bài đọc để giúp mình dễ nhớ
16 Em sử dụng tài liệu tham khảo (ví dụ như từ điển) để giúp em hiểu những gì mình đọc
17 Em diễn đạt ý trong bài đọc theo ngôn từ của riêng mình để hiểu hơn những gì mình đọc
18 Em xem đi xem lại các thông tin trong bài đọc để tìm mối liên hệ giữa các thông tin đó với nhau
19 Em tự nhắc bản thân những câu hỏi mà em cần trả lời sau khi đọc bài
20 Khi đọc, em dịch từ tiếng Anh sang tiếng Việt
21 Khi đọc em nghĩ về thông tin bằng cả tiếng Anh và tiếng Việt
22 Em đọc chậm và cẩn thận để chắc chắn hiểu những gì mình đọc
23 Em cố gắng lấy lại tập trung khi bị mất tập trung
24 Em điều chỉnh tốc độ đọc tùy theo những gì mình đang đọc (ví dụ chỗ nào khó hiểu em sẽ đọc chậm hơn)
25 Khi bài đọc trở nên khó, em chú ý kĩ hơn những gì em đang đọc
26 Thỉnh thoảng trong quá trình đọc, em dừng lại và suy nghĩ về những gì mình đang đọc
27 Em cố gắng hình ảnh hóa hoặc hình dung các thông tin để dễ nhớ hơn
28 Khi bài đọc trở nên khó hiểu, em đọc lại lần nữa để hiểu hơn
29 Khi đọc, em đoán nghĩa của những từ hoặc cụm từ mình không biết
Cảm ơn sự cộng tác của các em