VIETNAM NATIONAL UNIVERSITY - HOCHIMINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE TEACHERS’ AND STUDENTS’ BELIEFS ABOUT ASSESSMENT AND INSTRUCTION IN ESP READING A thesis submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL By HỒ THỊ PHƯƠNG NAM Supervised by Nguyễn Thu Hương, PhD HOCHIMINH CITY, SEPTEMBER 2015 VIETNAM NATIONAL UNIVERSITY - HOCHIMINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE TEACHERS’ AND STUDENTS’ BELIEFS ABOUT ASSESSMENT AND INSTRUCTION IN ESP READING A thesis submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL By HỒ THỊ PHƯƠNG NAM Supervised by Nguyễn Thu Hương, PhD HOCHIMINH CITY, SEPTEMBER 2015 STATEMENT OF AUTHORSHIP I hereby certify my authorship of the thesis submitted today entitled: “TEACHERS’ AND STUDENTS’ BELIEFS ABOUT ASSESSMENT AND INSTRUCTION IN ESP READING” in terms of the statement of Requirements for the Thesis in Master’s Program issued by the Higher Degree Committee This thesis has not been submitted for the award of any degree or diploma in any other situation Hochiminh City, September, 2015 Hồ Thị Phương Nam i RETENTION AND USE OF THE THESIS I hereby state that I, Ho Thi Phuong Nam, being the candidate for the degree of Master of TESOL, accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the Library In terms of these conditions, I agree that the original of my thesis deposited in the Library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the library for the care, loan or reproduction of theses Hochiminh City, September, 2015 Hồ Thị Phương Nam ii ACKNOWLEDGEMENTS I would like to express my sincere appreciation and gratitude to those who have assisted me during this study First and foremost, I would like to show my deep gratitude to my supervisor, Dr Nguyen Thu Huong, who has supported me throughout my thesis with his great patience, knowledge and empathy Without him, I could not have been able to understand how far I could reach in doing research I owe earnest thankfulness to all of my classmates in MA TESOL class and my colleagues who directly and indirectly helped me to fulfill my thesis My special thanks also go to six teachers of English from the School of Foreign Language for Economics, University of Economics, Hochiminh City for patiently helping me answer the interview questions in this study My deep gratitude goes to the students participants who have been willing to fill in the study’s questionnaires This thesis would not be possible without their kindness and willingness Finally, I would like to express my greatest love and gratitude to my beloved father, mother, brother’s family and fiancé who always encourage me in doing this research Their love and support has been the greatest inspiration for me to successfully complete this study iii ABSTRACT Reading Comprehension is considered to be one of the best ways for students in order to get good results in other areas of English learning In addition, there is an important trend in the teaching as well as learning English at universities these days which is the development of scientific research activities, and the tool for this development is the English Reading tool The mismatch between students and teachers in Reading Assessment beliefs and Reading Instruction beliefs might lead to the poor performance of students in Reading comprehension As the results, this study aims at exploring the beliefs of students together with their teachers, besides, the study aims at checking the relevance of what students, teachers believe and what their teachers actually in reading classrooms The study is directed by two research questions which are (1) what are teachers’ and student’ beliefs about Reading Assessment and perceptions related to Reading Instruction practices, are there any differences between their beliefs in Reading Assessment and perceptions related to Business Reading Instruction practices and (2) what are the perceptions of factors that influence their beliefs about Reading Assessment and perceptions related to Reading Instruction practices? To serve the purpose of having the answers for these two research questions, questionnaires for students and interviews for teachers are carried out The Findings from this study reveal some issues that need to be paid greater attention In ESP Reading classrooms, interviewee Ts tend to focus much on the Oral Reading activities, the Reading Comprehension, Norm-referenced assessment and not the Linking devices These practices might be the perceptions of factors influence the students beliefs systems SS might have misconceptions about what are happening in their Reading classroom, therefore, their Reading learning directions might be inappropriate The results collected from the study entail some implications for the administrators as well as teachers in order to improve Business Reading learning and teaching activities at University of Economics (Hochiminh City) and at other universities or colleges CONTENTS STATEMENT OF AUTHORSHIP i RETENTION AND USE OF THE THESIS ii ACKNOWLEDGEMENTS iii ABSTRACT CONTENTS CHAPTER 12 1.1 Background of the study 12 1.2 Aims of the study 14 1.3 Research questions 14 1.4 Significance of the study 14 1.5 Organization of the study 15 CHAPTER 17 2.1 Related research discussion 17 2.2 Theoretical concepts 20 2.2.1 Reading Instruction 20 2.2.2 Reading Assessment 35 2.2.3 Purposes of Reading Assessment and Reading Instruction 37 2.2.4 Business English terms 40 2.2.5 Beliefs terms 43 2.2.6 Conceptual framework 43 CHAPTER 45 3.1 Context of the study 45 3.2 Participants 47 3.2.1 Student participants 47 3.3 Research design 50 3.4 Instruments 51 3.4.1 Questionnaires 51 3.4.2 Interviews 59 3.5 Data collection procedure 60 3.5.1 Questionnaires (in March, 2014) 60 3.5.2 Interviews (in October, 2014) 60 3.5.3 Questionnaires (in March, 2015) 61 3.6 Data analysis procedure 61 3.6.1 Normality tests 61 3.6.2 Cronbach Alpha tests 62 3.6.3 One-sample T-tests 62 3.6.4 Cohen’s d tests 62 3.6.5 Descriptive statistics 63 CHAPTER 64 4.1 Results 64 4.1.1 Normality tests 64 4.1.2 Questionnaire results of students beliefs in RAB and RIB 66 4.1.2 Results of interview results of teachers beliefs in RAB and RIB 82 4.2 Discussions 84 CHAPTER 89 5.1 Summary of major findings 89 Implications 90 5.2.1 For the administrators 90 5.2.2 For the Ts 91 5.2.3 For the SS 91 5.3 Limitations 92 5.4 Suggestions for further studies 92 REFERENCES 94 APPENDIX 97 QUESTIONNAIRE FOR students 97 APPENDIX 102 BẢNG KHẢO SÁT DÀNH CHO SINH VIÊN 102 APPENDIX 107 TEACHERS’ INTERVIEW IDEAS TRANSCRIPTION 107 APPENDIX 119 SUMMARY OF MEANS AND STANDARD DEVIATIONS OF QUESTIONNAIRE ITEMS119 LIST OF FIGURES Figure 1: 2.2.1.2.2 a: Bottom-up approach to reading (Nunan, 2003, p.70) 29 Figure 2: 2.2.1.2.2.b: Top-down approach to reading (Nunan, 2003, p.71) 31 Figure : 2.2.1.2.2.c: Interactive approach to reading (Nunan, 2003, p.72) 32 Figure : 2.2.2.1 a: The assessment process (Linn et al, 2000, p.32) 36 Figure : 2.2.3.1 a: The purpose of the Assessment (Cohen, 1994) 39 Figure 6: 2.2.4 a: English programs (adapted from the figure of R.R Jordan (1997) 41 Figure 7: 2.2.4.b: The differences between ESAP and EGAP (Jordan, 1997, p.250) 42 Figure 8: 2.2.6 a: The conceptual framework 44 Figure 9: 4.1.1a: Graphical normal test of students beliefs in RAB (RABMean) 65 Figure 10: 4.1.1b: Graphical normal test of students beliefs in RIB (RIBMean) 66 LIST OF CHARTS Chart 1: 4.1.2.1 a: Description of students beliefs in Purposes of RAB 69 Chart 2: 4.1.2.2 a: Description of students beliefs in Purposes of RIB 71 Chart 3: 4.1.2.3 a: Description of students beliefs in RAB1 (C18-C25) 76 Chart 4: 4.1.2.3 b: Description of students beliefs in RAB2 (C26a-C26c) 76 Chart 5: 4.1.2.3 c: Description of students beliefs in RAB3 (C27-C30) 77 Chart 6: 4.1.2.4 a: Description of students perception related to RIB1 practices (C31-C38) 80 Chart 7: 4.1.2.4 b: Description of students perception related to RIB2 practices (C39a-C39c) 81 Chart 8: 4.1.2.4 c: Description of students perceptions related to RIB3 practices (C40-C43) 81 43 ý nghĩa giọng văn, thái độ người viết APPENDIX TEACHERS’ INTERVIEW IDEAS TRANSCRIPTION I Demographic information Mr T Ms P Ms C Ms Tr1 Tell me a little bit about yourself What leads you to teaching? How did you get to UEH? Have you got time teaching General English before teaching Business English? I have been teaching English for nearly years, it is from my family tradition So it is a big influence, I like working with kids, I have been working for College of Economics and by knowing the information from websites, I got to UEH I have been teaching English from 1995, it is my favorite career After graduating, I started teaching at UEH After graduating, I started teaching general English ˘ Teaching General English for years ˘ Teaching Business English for years I have been teaching English from 1991, I have chosen teaching as a career, it is also from her family tradition, at 1st, I have been teaching at University of Finance & Accounting, then I moved to UEH I have been teaching English for 10 years I Become a teacher by chance: At 1st, I found that teaching I have time teaching General English before teaching Business English after my graduation ˘ Teaching General English for 11years ˘ Teaching Business English for 13 years I have been teaching General and Business English at the same time Since graduation, I stopped teaching general English - Teaching General English for 5-6 years (most of the time) - Teaching Business English for years 107 Ms N Ms Tr2 Mr T Ms P was boring After studying “Teaching methodology” course, the teacher inspired me I became a TA, I realized that teaching is my passion - I get to UEH by chance ˘ teaching in a university can give me chances to further research - I am interested in teaching - I got to UEH from 1994, after a friend recommended me - It is a family tradition - I’m from Nghe An then I moved to HCMC & got to UEH 3years ago In order to teach Busi Eng., have you taken any extra training courses? took a short-term course majoring in Accounting No training course, whenever having problems with Busi terms ˘ asks colleagues (who major in Busi.) + read Busi Books Ms C - No, she learns by herself Ms Tr1 - No, whenever she has problems in Busi Eng terms ˘ she will ask her colleague - In the future, she will study for another degree in Economics - Teaching General English for 1year - Teaching Business English since 1994 (for 20 years) - Teaching General English for years - Teaching Business English for years How much time you spend reading Busi materials besides teaching Busi Eng at school? (reading Busi Eng extensively) not very often, reading especially before teaching - At the beginning of teaching Busi Eng ˘ read every day before teaching - After that ˘ not really often (because teaching the same textbook ˘ it’s not necessary for her to read more) - Not often - Whenever having troubles in Busi terms ˘ reading books - She doesn’t spend much time ˘ She just focuses on the books which contain Busi Eng activities ˘ she reads a lot about Methodology - She plans to study higher in the future ˘ she tries to read a lot recently 108 Ms N Ms Tr2 Mr T Ms P Ms C Ms Tr1 Ms N Ms Tr2 - She has taken some extra courses about Busi in English - No - She usually reads whenever she has free time ˘ or times a week - She usually reads Busi news every day How much time you spend reading extensively besides teaching Busi Eng at school (reading extensively in English/in Vietnamese, regardless of topics)? spends a lot of time reading in VNese, Eng for teaching only - Both VNese + Eng Books - But the most important one is VNese materials - She often reads extensively - She often chooses her own interested topics - She spends time reading a lot: ˘ She got low marks in literature when she was in grade ˘ reading became her habit since then - This is her hobby ˘ she reads all kinds of Materials (1h/a day) II Reading assessment purposes What you usually to Do you think that knowing these “assess” your students purposes is important in business business reading? (besides reading assessment? Why/why not? the UEH’s tests) - Which assessing methods are more important? Why? Mr T - In class, aims to improve Very important ˘ knowing the purpose 109 Ms P Ms C Ms Tr1 Ms N Ms Tr2 students reading ability through vocab - Uses lots of ways: 1st: paper tests 2nd: games (in groups)˘ can assess other skills - Reasons: ˘ Results of assessment (fair or not, accurate or not) ˘ assessment as a pressure for SS - No time allotted ˘ she only checks her students answers (from the book) & discuss what’s wrong or right ˘ No time allotted for further discussions 1st ˘ asking her SS translate some difficult paras ˘ to check her students understanding 2nd ˘ asking her SS to design 1st ˘ Questions from the textbooks (most of the time) 2nd ˘ using questions from T & other SS ˘ to assess her SS (content questions/ making summary ˘ are most frequently used) ˘ It depends on the level of the assessing method (topdown assessing method maybe more effective, tasks from textbooks are not really challenging.) - SS read extensively - Reading paper test clearly can choose the most suitable assessing methods ˘ leads to accurate results - It’s important ˘ knowing the purposes can lead us how to better assess SS ˘ more reliable results It’s important ˘ knowing the purposes clearly can give us the right way to assess our SS - It’s important ˘ If we don’t know the aims ˘ we will be confused of what to assess - It’s important because it’s based on: ˘ assessing purposes ˘ students understanding st ˘ questions for class - Ts need to know clearly ˘ Ts will discussion have a right route to better assess their nd ˘ extra activities (usually SS speaking) 3rd ˘ sometimes ˘ integrated methods 110 Do you think what factors Do you think that SS/ beliefs in can influence the purposes of business reading assessment purposes business reading assessment are the same as T’s? (where you think of these purposes)? ˘ yoyourself? ˘ yoyour SS? ˘ department? ˘ Which one is the most important? Mr T 1st: himself ˘ choose the text 2nd: the SS ˘ Not really the same Ms P 1st ˘ from students demands ˘ if the purposes are the same as students ˘ this can help SS pass the final exams 1st ˘ her students demands - She doesn’t think so ˘ SS don’t have enough knowledge to think about the purposes Ms C - SS have different purposes as teachers Ms Tr1 1st ˘ the tests from the - They are not the same: department not only assess T ˘ SS: care about how many points they but also assess SS can get ˘ T: cares about the progress that SS have made Ms N 1st ˘ from her SS 2nd ˘ the Department requirement 1st ˘ the effectiveness of her teaching ˘ because the aims of reading is moving everything forward Ms Tr2 - They are sometimes the sometimes they are different same, - They are not really the same ˘ SS try to get good marks most III Business reading instruction purposes 111 Mr T Ms P Ms C Ms Tr1 10 Do you think that Business reading assessment purposes and business reading instruction (teaching) purposes are the same? 11 In your opinion, what are the business reading instruction purposes? Which one is the most important? Not definitely the same, because there are a lot of kinds of Busi reading instruction that he can conduct in the classroom, but the way that he assess SS is not the same Maybe the same ˘ if we have clear purposes ˘ we can get what we want easily - provide SS necessary knowledge in Busi Eng - improve language skills - accommodate Busi terms in the future - test-taking strategies (tests at UEH/ tests in the future) - A lot of purposes 1st ˘ understanding the reading texts 2nd ˘ knowing how to read (knowing types of reading) 3rd ˘ Passing the final exams 4th ˘ Learning more Busi words/terms 5th ˘ Providing values for discussion ˘ However, no time allotted for all these purposes There are many purposes ˘ that we can’t apply in class: - Improving students understanding of vocab - Skimming & scanning 1st ˘ Understanding more than the meaning of words 2nd ˘ Test-taking strategies ˘ not really important 3rd ˘ Motivation ˘ this is rather important (she often asks her SS to further research on the reading text (for ex, writing feedbacks after the courses) 1st ˘ the Department requirement 2nd ˘ English can be used widely in the society (using real English) 3rd ˘ Reading strategies/tips 1st ˘ Reading skills 2nd ˘ Test-taking/ Reading strategies are not very important She considers factors: - The textbook - SS - Department requirements ˘ They haven’t matched - Sometimes they are not similar ˘ In fact, we’re clear about the theory but we don’t the same as we think Ms N - They are the same in some ways Ms Tr2 - 80% ˘ the same - 20% ˘ different ˘ It depends on the aims 12 Are there any influences on these purposes? Which one is the most important? 112 Mr T Ms P Ms C Short-term ˘ taking the final test at school Long-term ˘ taking other tests outside the school ˘ Depends on the demand/ needs of SS We need to consider the time carefully, if there isn’t enough time ˘ we need to choose the most important choices - The students results ˘ they want to pass the final exam Ms Tr1 Ms N Ms Tr2 - The purpose of the future ˘ for ex, SS can understand the Busi Articles IV Reading assessment 13 In your opinion, when assessing your students business reading, what will you assess? ˘ reading comprehension ability: grammatically, seman, phono, morpho? ˘ types of reading: skim, scan, searching read ˘ types of meaning assessed: meanings of words, sent, linkers, writer’s tone ˘ Is it based on your students level? (semantic Grammar Is for lower SS) ˘ or every area is suitable but the content varies according to levels? 14 In your opinion, is it possible/ necessary/ suitable when assessing your SS these areas? (is it too hard/ is it too easy) 113 Mr T Ms P Ms C Ms Tr1 Ms N Ms Tr2 All kinds ˘ he needs to adjust the content ˘ it’s suitable for SS 1st ˘ Most often: Reading comprehension ability 2nd ˘ Sometimes: types of reading (skim, scan) 3rd ˘ Sometimes: Types of meaning assessed (meanings of words, gist, details, linkers) ˘ All of them are important ˘ They depend on the reading texts (the content/difficulty of the texts) ˘ choose the appropriate ones 1st ˘ Types of comprehension skills: vocab comprehension, main ideas/details comprehension, reading aloud ability 2nd ˘ (sometimes) Types of reading: skimming, scanning ˘ It’s based on the students level 1st ˘ types of meaning assessed: gist, details (most of the time) ˘ She can use specific reading item for reading text ˘ She can use in every item but day by day 1st ˘ Reading comprehension ability 2nd ˘ Types of reading - We need to cover all kinds, however: 1st ˘ types of reading 2nd ˘ types of comprehension skills ˘ It depends on the ways we design the questions He will adjust the content ˘ they’re no longer difficult for SS It depends on each kind of questions, sometimes it’s easy & sometimes it’s hard for SS - Types of reading ˘ can be a problem to SS - Vocab comprehension ˘ can be OK to SS - It depends on the T’ selection & students level - It’s not easy to assess her SS 114 V Reading instruction (teaching) Mr T Ms P Ms C Ms Tr1 Ms N Ms Tr2 16 What you usually during the 15 Which stage you tend to Pre-stage? Why focus on much? – pre – while – While? Why? post ? Post? Why? ˘ Are there any reasons for this? Pre & While: the most important Pre˘ background knowledge ˘ Pre˘ background knowledge easier for SS to read ˘ easier for SS to read While ˘ develop their strategies of While ˘ develop their understanding the reading text & what strategies sub-skills SS can apply in working with a text Post: the most important (SS read - Pre: if there is enough time, she will the text at home 1st, she checks the ask some questions for discussions answers later in class) - While: leaves SS to read the texts by (Pre: is also important but no time themselves & to the tasks below allotted) - Post: makes sure the answers are correct ˘ encourages SS to talk about the content (usually making a content summary) While: because there is no time While: - explaining the vocab – allotted, she usually focuses scanning – asking comprehension directly on the reading texts questions Pre: engage SS to the content of - Pre: more important ˘ it’s a the reading texts motivation ˘ if SS are motivated ˘ they can everything - While: - Post: used for reflective aims of Reading (the knowledge is not only from the book but also from the world) ˘ can be used as Home work - She focuses on the while reading stage - The Pre stage & the Post stage are also necessary - She focuses on the Post stage - Pre: Games for brainstorm, pre-cast, - The While stage can take a long discuss the reading text’s topic time - While: SS work most of the time, T designs particular duties for SS - Post (her favorite one): discussion of the topic, she often uses Video clips concerning the topics ˘ SS can 115 Mr T comment & role-play the situation 17 Do you focus on – Business 18 Which areas of Business reading English knowledge? instruction you focus on much? Business English usage? Reading for comprehension? ˘ Why? Reading for fluency? Silent reading (pronunciation, speed)? Aloud reading (pronunciation)? Reading for test-taking strategies? Reading for motivation? Providing knowledge & usage, 1st: reading for comprehension but the usage is the final objective 2nd: aloud reading (pronunciation) 3rd: test-taking strategies Ms P - Busi Eng knowledge ˘ usually focus on - However, Busi Eng usage is also important ˘ No time allotted Ms C She focuses on the usage ˘ because she is a language teacher Ms Tr1 Ms N Ms Tr2 1st ˘ Reading for comprehension 2nd ˘ Reading for test-taking strategies (usually at the beginning of the course) 3rd ˘ Reading for motivation: it’s important but this should be done in every lesson, not only in reading lessons 1st ˘ reading for comprehension 2nd ˘ silent reading 3rd ˘ reading for test-taking strategies ˘ It depends on the reading texts 1st ˘ Reading for comprehension 2nd ˘ Reading for fluency 3rd ˘ Reading for motivation Both 1st ˘ Reading for comprehension 2nd ˘ Silent reading 3rd ˘ Reading for test-taking strategies - The Busi usage ˘ it’s also the 1st ˘ Reading for comprehension tendency of modern Busi 2nd ˘ Reading for fluency Reading 19 Which areas of business 20 Which one you tend to focus reading comprehension ability much on? you focus much on? Skimming, scanning, searching -Indentifying words – reading? grammatically/ ˘ Why? Which reason is more semantic./phono./ morpho? important? Transfering words’ meaning into ideas Reading a variety of materials -Understanding and remembering what SS have just 116 Mr T Ms P Ms C Ms Tr1 Ms N Ms Tr2 read (do the tasks below) Using what SS have just read effectively to tasks in other skills ˘ Why? Which reason is more important? Post stage ˘ understanding & using what SS have just read effectively ˘ improve their usage 1st ˘ Understanding & remembering what SS have just read (in order to the tasks below) ˘ At 1st, SS need to know the ways to read, so SS can identify the words, that is the reason why she focuses much on “understanding & remembering what SS have just read” 1st ˘ understanding & remembering what SS have just read (in order to the tasks below) ˘ If there is time allotted & the students level is higher ˘ we can apply more ˘ It depends on the students level 1st ˘ Understanding & remembering what SS have just read (usually) 2nd ˘ Paraphrasing (sometimes) 3rd ˘ Using what SS have just read effectively in order to tasks of other skills (sometimes for higher level SS) 1st ˘ Indentifying words semantically 2nd ˘ Understanding & remembering what SS have just read 1st ˘ Understanding & remembering what SS have just read 2nd ˘ Using what SS have just read effectively in order to the 1st: Skimming & Scanning ˘ useful for their reading texts - Skimming & Scanning ˘ at the same time ˘ They’re important ˘ Skimming helps SS a lot when scanning 1st ˘ Skimming & scanning: the time is limited ˘ the text is not really interesting enough for SS (searching reading is not really suitable for SS) 1st ˘ Skimming & scanning (usually used) ˘ She can’t focus on the searching reading because it’s not usually effective with the language tools 1st ˘ Skimming & scanning ˘ They’re important reading strategies 1st ˘ Skimming ˘ things to read ˘ important there are a lot of main ideas are 117 tasks of other skills 21 Which one you focus much on? the meaning of sentences, linkers, tone? ˘ Why? Which reason important? tend to words, writer’s in more Mr T 1st: words, gist 2nd: sometimes ˘ details Ms P 1st ˘ the meaning of gist: she tends to focus much on this because the questions from the book refer to the details 1st ˘ she usually focuses on the gist Ms C Ms Tr1 1st ˘ meaning of details: only meanings of words ˘ it’s not enough Ms N 1st ˘ Main ideas & writer’s tone Ms Tr2 1st ˘ Gist, writer’s tone 118 APPENDIX SUMMARY OF MEANS AND STANDARD DEVIATIONS OF QUESTIONNAIRE ITEMS Beliefs related to Purposes of Reading Assessment (RAB) Mean SD I believe that reading assessment… C8 is to assess how proficient a student in comparing with 2.70 1.153 other students C9 is to assess what a student has achieved based on the 3.51 1.051 objectives of the course outline C10 will motivate students taking part in reading courses 3.64 1.081 C11 can help my teacher adjust his/her reading instruction 4.04 941 C12 can help assess the effectiveness of the course 3.67 973 C13 can help my teacher in collecting data for doing his/her 3.67 1.044 research Beliefs related to Purposes of Reading Instruction (RIB) Mean SD I believe that RIB can… C14 improve my reading comprehension 4.15 904 C15 improve my reading speed (e.g reading fluency) 3.90 934 I believe that RIB can train myself with test-taking strategies for: C16a language exams at UEH 3.86 958 C16b language exams in the future (e.g IELTS, TOEFL, 4.06 924 TOEIC, etc.) I believe that RIB can train myself with strategies for: C16c further general reading in the future 3.88 990 C16d further Business reading in the future 4.01 892 improve my pronunciation 4.19 959 C17 119 Assessment of Types of Reading (RAB2Mean) Mean SD 3.7196 69881 I believe that students have to be assessed on… C26a skimming (e.g picking general information) 3.59 1.128 C26b scanning (e.g picking detailed information) 3.62 872 C26c searching reading (e.g picking specific information 3.94 933 without being sure about the form that the information will take) Assessment of Types of meaning (RAB3Mean) Mean SD 3.5386 68796 I believe that students have to be assessed on… C27 the meaning of words 3.39 1.046 C28 the meaning of sentences 3.81 877 C29 the meaning of linking devices 3.31 979 C30 the writer’s tone 3.62 1.103 Mean SD Perceptions related to Business Reading Instruction practices 3.1585 69365 (RIBMean) Reading comprehension ability (RIB1Mean) 3.1374 72503 I find that my teacher asks me to understand the words… C31 grammatically 2.83 1.082 C32 semantically 3.23 1.046 C33 phonologically 3.17 1.087 C34 morphologically 2.88 1.202 I find that my teacher asks me to… 120 C35 transfer the words’ meanings into thoughts and ideas 3.11 1.104 C36 read a variety of materials 2.96 1.023 C37 tasks that I have to understand and remember what I 3.51 1.001 have read C38 effectively use what I have learned from the reading to 3.60 1.098 complete tasks in other skills Types of Reading (RIB2Mean) Mean SD 3.1812 86247 I find that my teacher asks me to practice… C39a skimming (e.g picking general information) 2.90 1.119 C39b scanning (e.g picking detailed information) 3.13 1.027 C39c searching reading (e.g picking specific information 3.51 1.166 without being sure about the form that the information will take) Types of Meaning (RIB3Mean) Mean SD 3.1743 83574 I find that my teacher asks me to practice identifying… C40 the meaning of words 3.33 1.094 C41 the meaning of sentences 3.45 1.021 C42 the meaning of linking devices 2.91 1.149 C43 the writer’s tone 3.05 1.275 121 ... the meaning of Reading, kinds of Reading, Skills in Reading, and what makes a good reader 2.2.1.1.1 Definitions of Reading In order to have the background information about the Learning Reading. .. confidence in searching the teachers and students beliefs in ESP reading assessment and instruction to serve the purpose of improving the ESP reading teaching and learning at UEH classrooms Researche... understand some Reading materials in their daily life In reality, SS can meet some reading texts appearing in newspapers, magazines, postcards, brochures, producteachers using instructions, etc Some