Rationale of the study
In Vietnam's journey of integration and development, English plays a crucial role for learners Both educators and students are increasingly prioritizing the teaching and learning of the English language.
Many universities today mandate English as a core subject, prompting students to enhance their skills in listening, speaking, writing, and reading While some argue that fluency in speaking is paramount, others emphasize the importance of writing for everyday tasks like report documentation Conversely, some believe that listening is crucial for achieving their goals However, the writer posits that reading is the most essential skill, as it not only supports the development of other language skills but also enriches learners' knowledge of the target language Reading offers numerous benefits for students learning a new language, making it a focal point of interest for many researchers, including the renowned scholar Grellet.
In 1981, the influential book "Developing Reading Skills" highlighted the importance of reading, a topic that has garnered significant attention from Vietnamese authors and researchers For instance, Trang (2005) conducted a study on enhancing reading skills specifically for second-year Economics students at Hanoi National Economics University Similarly, Huong (2003) focused on improving English for Specific Purposes (ESP) reading skills tailored for Information Technology students Additionally, Hop (2008) addressed this issue in her MA thesis, which aimed at improving reading skills among postgraduate students.
The College of Natural Sciences at VNU is focused on enhancing reading materials, a topic that has garnered significant interest among researchers and linguists However, there is a notable lack of studies examining teachers' reading techniques, which has motivated the author to pursue this research.
As an English teacher at a college in Hanoi, I have observed that both teachers and students struggle to find effective methods for teaching and learning reading skills, particularly in a curriculum focused on grammar and reading comprehension To enhance the learning environment and overall teaching quality, it is essential to investigate new approaches, especially for reading skills Consequently, I conducted a study to identify the most effective reading techniques that can improve the quality of teaching and learning at HCIE.
That is the reason why my graduate paper is “A study on the teachers’ teaching techniques for improving the reading skills of freshmen at Hanoi College of Industrial Economics”.
Aims of the study
- Investigating the real situation of teaching and learning reading skills for freshmen at HCIE
- Providing some suggested reading teaching techniques for the teachers to help teachers and students teach and learn reading skills more effectively.
Research questions
To reach the above aims, the thesis works to answer two following research questions:
- How reading skills are being taught and learnt at HCIE?
- What reading techniques should be applied to improve the reading skills of freshmen at HCIE?
Scope of the study
This study aims to enhance the reading skills of freshmen at HCIE, specifically targeting this group without extending its focus to the improvement of skills in students from other years or institutions.
Methodology
This study utilizes a survey research method to explore the teaching techniques employed by teachers to enhance the reading skills of freshmen at HCIE The primary tool for data collection is a survey questionnaire designed to gather relevant information for this investigation.
The research gathered essential data from both students and teachers, utilizing various methods including the researcher’s observations during reading lessons and semi-structured interviews with English teachers.
Significance of the study
In the light of CLT, to find suitable techniques for teaching and learning reading requests a lot of enforce from both teachers and students
An investigation was conducted on the teaching techniques employed by teachers to enhance the reading skills of freshmen at Hanoi College of Industrial Economics The findings of this study are expected to significantly contribute to the improvement of educational practices and the overall academic performance of students.
Firstly, in theory, this thesis once more time approves the reading background It adds into reading skills a strong point to consolidate the teaching reading methodology
This paper serves as a valuable resource for teacher trainers and educators aiming to enhance reading instruction It offers insights that English teachers can utilize to reflect on and improve their reading lessons Additionally, researchers interested in classroom practices may find the findings useful as a foundation for further studies, ultimately contributing to better reading instruction for second-year students in and outside of HCIE.
Structure of the study
The study includes three main parts:
In the introduction, the author outlines the rationale for selecting the study topic, articulates the study's aims, and presents the key research questions It also defines the scope of the research, describes the methodology employed, highlights the significance of the study, and provides an overview of its structure.
The Development section of the article is structured into three chapters, beginning with an exploration of the foundational knowledge related to reading skills The subsequent chapter focuses on the teaching techniques employed by educators to enhance reading skills among freshmen at Hanoi College.
- 4 - of Industrial Economic The last chapter is about some techniques to improve reading skills to freshmen at Hanoi College of Industrial Economics
The last part is the Conclusion In this part, the writer gives out the summary, the limitation of the study and the suggestions for the further study
LITERATURE REVIEW
Definition of reading
Reading is a crucial macro-skill in language education, particularly in learning English as a foreign or second language This important skill has garnered significant interest from scholars, linguists, educators, and teachers alike.
Reading is a multifaceted concept that varies from person to person, making it challenging to pin down a precise definition Aebersold and Field (1997:5) emphasize that "the act of reading is not completely understood nor easily described." This article aims to provide an overview of the various definitions of reading, highlighting the complexity and diversity of interpretations surrounding the term.
Reading is a psycholinguistic process where a reader reconstructs a message encoded by a writer through written text (Goodman, 1981) This process involves three key elements: the writer, the reader, and the text Contemporary interactive approaches to reading build on this concept by emphasizing the cognitive interaction between the reader and the text McKenna and Robinson (1993) define reading as an interactive process where a reader's prior knowledge and purpose influence their understanding of the text, a view that aligns with Silberstein's perspective.
In 1994, it was highlighted that meaning is not solely embedded in the text but is constructed through the interaction between the reader and the text This perspective positions the reader as an active participant in the reading process, where they generate predictions and establish expectations based on their prior knowledge, which they then confirm or challenge during their reading experience.
Reading is a multifaceted process, with scholars offering various definitions that highlight different aspects of its complexity Despite these differing perspectives, a common theme emerges: effective reading necessitates active engagement from readers to uncover the deeper meanings within printed text.
Reading comprehension
Comprehension is one of key important components of essential reading instruction
In today's digital era, reading is an essential skill that significantly contributes to the teaching and learning of foreign languages It involves comprehending and accurately interpreting information within a text, making it a crucial tool for effective communication and language acquisition.
Reading comprehension involves extracting information from a text, encompassing both visual and cognitive tasks As defined by Abbott (1981), the visual aspect entails deciphering written symbols, while the cognitive aspect focuses on interpreting this visual information to derive meaning, rather than merely reciting words without understanding.
Grellet (1981:3) states “reading comprehension or understanding a written text means extracting the required information from it as effectively as possible.”
According to Richard and Thomas (1987: 143), reading comprehension is a mental process where the reader interprets the text based on their past experiences This background knowledge aids in decoding the writer's words to derive meaning from the printed material Lenz (2000: 3) supports this view, stating that reading comprehension involves constructing meaning from the text.
A conclusion can be drawn here is that reading comprehension is the process that helps the readers obtain information in a text and understand it appropriately.
The importance of reading in foreign language teaching and learning…
It is generally accepted nowadays that reading is a key skill for most students learning a foreign language and that it should therefore, take place alongside the
The development of oral skills is a crucial aspect of the school curriculum According to Carrell (1997), reading stands out as the most significant macro skill for many students, especially when learning English as a second or foreign language.
Reading serves as a vital tool for enhancing learning, encouraging students to engage in speaking, writing, and listening activities It enriches their understanding of grammar and vocabulary, making it easier for them to comprehend lessons Furthermore, the exposure to new structures and words through reading boosts learners' confidence and fluency in speaking Additionally, writing skills are developed by analyzing model texts, leading to improved overall communication abilities.
Reading is an essential skill in our technology-driven society, serving as a vital tool for addressing both personal and societal challenges It permeates our daily lives through various forms of print, including memos, menus, and important documents Without the ability to read, individuals would struggle to navigate their environments and interact appropriately with the world around them.
Reading in a new language enhances cultural understanding by exposing learners to different ways of life, behaviors, thoughts, and beliefs This process significantly broadens knowledge of cross-cultural dynamics, making it a valuable tool for language learners.
To sum up, reading is a vital skill in learning and teaching a second language.
Teaching reading skills
1.2 1 The objectives and goals of teaching reading
1.2.1.1 The objectives of teaching reading skills
Clearly, everything is done including at least an objective It is the same with reading or teaching reading skills
According to Christina and Mary (1976: 169): “The objectives of teaching reading are self-evident; we read for information and for pleasure.” Totally agreeing with this idea,
Grellet (1981:4) claims that reading consists of two main reasons They are reading for pleasure and reading for information Having the same opinion, Heidi (1998) says that:
Reading serves various purposes, including acquiring information, verifying knowledge, critiquing a writer's ideas or style, and enjoying literature It also plays a crucial role in enhancing one's understanding of texts.
A study by Greany and Neuman (1990) explored children's motivations for reading through questionnaires given to thousands of 10- and 13-year-olds across 15 countries The findings revealed three primary factors: "utility," which refers to reading for success in school or life; "enjoyment," meaning reading for pleasure and interest; and "escape," indicating reading as a way to pass time or avoid boredom.
Each level of reading serves distinct objectives According to Christina and Mary (1976: 169), the primary goals of reading at the elementary level are twofold: first, to introduce essential grammar patterns and vocabulary within context, and second, to reinforce this foundational knowledge.
In short, clarifying the particular objectives of teaching reading is an important job that helps to guide both teachers and students to go for the right way
1.2.1.2 The goals of teaching reading skills
According to Sadoski (2004), all subjects are categorized into three domains: psychomotor, affective, and cognitive These domains also play a crucial role in the teaching and learning of reading.
The psychomotor domain encompasses the integration of mind and body to achieve physical skills, with activities such as walking, swimming, and dancing exemplifying this connection In contrast, the affective domain focuses on attitudes and values, highlighting activities like responding positively to success, adopting healthy habits, and practicing tolerance for differing viewpoints Lastly, the cognitive domain involves intellectual skills, including information recall, comprehension, and critical thinking, with examples such as summarizing information, solving problems, and evaluating arguments Together, these three domains—psychomotor, affective, and cognitive—represent the comprehensive nature of human learning and development.
In teaching reading skills, the goals are divided between the affective and cognitive domains, with each containing two key objectives The affective domain focuses on developing positive attitudes toward reading and fostering personal interests and tastes in literature Building a positive attitude involves enhancing students' confidence in their reading abilities, allowing them to approach texts without fear of failure, even when faced with challenges The second goal encourages personal interest in reading, motivating students to engage with texts that enhance self-understanding and foster critical judgment about their reading choices In the cognitive domain, one goal emphasizes using reading as a tool to solve everyday problems, highlighting its importance in navigating daily life, from understanding instructions to learning at school The final goal aims at developing fundamental reading competencies, enabling learners to achieve greater independence in their reading skills According to Chall (1996), reading progresses through six stages, each with specific objectives.
Stage 0, Pre-reading (0–grade 1):developing concepts about print; recognizing print in the environment; learning some letters and words
Stage 1, Initial Reading or Decoding (grades 1–2): learning letters and letter combinations and their correspondence with parts of spoken words; learning to crack the code
Stage 2, Confirmation, Fluency, Ungluing from Print (grades 2–3): learning more about decoding; using context to increase fluency and rate; reading simple stories and beginners’ books
Stage 3, Reading for Learning the New: A First Step (grades 4–8): learning to read begins to shift to reading to learn; developing vocabulary and knowledge; beginning to use subject area textbooks
Stage 4, Multiple Viewpoints (high school): dealing with more mature texts that introduce varying viewpoints and more challenging concepts; more independent reading
Stage 5, Construction and Reconstruction- A World view (college and adult): more advanced and discriminating reading; constructing knowledge on a high level of abstraction and generality; varying purposes and rate; critical reading
Establishing clear goals in reading education enhances wisdom and effectiveness for readers of all ages These objectives collectively help envision an ideal reading classroom and offer a foundational understanding of the importance of teaching reading.
1.2.2 The reading teaching/ learning approaches
According to Sadoski (2004), there are three essential teaching and learning approaches within the continuum of instruction and education: program-controlled, teacher-controlled, and reader-controlled teaching/learning These methods outline how we guide readers in their learning processes.
In program-controlled teaching/learning: the program is dominant and the teacher and the reader are subordinate
In teacher-controlled teaching and learning, the teacher holds a dominant role, while the program and students take a subordinate position This approach allows educators to establish learning conditions based on their professional expertise and training.
- 11 - experience, and judgment Programs and text materials are used according to those determinations, and readers are subject to those determinations
In reader-controlled teaching/learning: the reader is dominant and the teacher and the program are subordinate
Elba (2006:8) identifies three widely used teaching reading approaches: the bottom-up approach, the top-down approach, and the interactive approach.
The bottom-up approach emphasizes the fundamental skill of associating sounds with written letters, syllables, and words This method is closely linked to phonics, a teaching strategy that guides learners to systematically match letters to their corresponding sounds.
The top-down approach emphasizes the importance of a reader's background knowledge in understanding written texts, aligning with schema theory This theory illustrates how a learner's prior knowledge and experiences interact with reading tasks, highlighting that a student's understanding of the world is essential for interpreting a text Consequently, both the reader's existing knowledge and linguistic skills significantly contribute to constructing meaning from the text.
The interactive approach emphasizes the simultaneous interaction between bottom-up and top-down processing skills in reading It highlights that comprehension relies on both graphic information and the reader's memory However, understanding can be hindered by insufficient critical judgment or interpretation methods.
The ongoing debate regarding the validity of different approaches in ESL/EFL pedagogy has seen the top-down approach dominate for many years As noted by Carrell (1988), contemporary teaching methods are significantly shaped by top-down processing perspectives To effectively activate and enhance students' schemata, Elba (2006) suggests a three-stage activity framework that educators commonly utilize.
Before reading, it's crucial for teachers to ensure that students possess the necessary background knowledge to comprehend the text This can be accomplished by encouraging students to think, write, and engage in discussions about their existing knowledge related to the topic.
- 12 - about the topic, employing techniques such as prediction, semantic mapping, and reconciled reading
Factors affecting teaching and learning reading
As stated above, teaching reading involves three parties which are the printed text, the reader/ student and the teacher These parties significantly affect teaching and learning reading process
Texts are essential in the teaching and learning of reading, as they introduce new lexical, phonetic, and grammatical elements Additionally, they enhance students' background knowledge, contributing to a more comprehensive understanding of the subject matter.
Billow (1982:55) asserts that textbooks serve as gateways to the intriguing yet challenging aspects of language, reflecting the imaginative spirit of children and their thirst for knowledge.
Selecting appropriate reading texts is crucial in teaching reading effectively Texts should avoid marked dialects, slang, or outdated language to ensure accessibility To maintain high interest levels, educators should solicit student feedback on readings and remove selections that fail to engage them Additionally, the content should align with students' cultural values, as readings that resonate ideologically tend to be more engaging, especially in the initial stages of learning.
When selecting texts for students, the most crucial factor is aligning the reading difficulty with their overall proficiency While simplified vocabulary and syntax were once heavily emphasized, particularly at beginner levels, there is now a notable shift towards using texts that reflect the complexity of advanced written English Despite this trend, it remains essential to assess the varying levels of reading difficulty Although several reading formulas are available, none have shown high accuracy; the cloze test has emerged as the most effective method for determining reading difficulty levels.
Reading texts is essential for guiding teachers in effectively instructing their students, as it highlights key areas of focus Textbooks serve as valuable resources that help educators determine their teaching priorities Without these texts, both teachers and students may struggle to understand what to teach and learn, ultimately hindering the educational process.
Students play a crucial role in the teaching and learning process, acting as both subjects and objects of education According to Nutall (2000: 33), they fulfill several key roles during reading lessons.
Taking an active part in learning: Students have to be active and take charge of what they do
Monitoring comprehension: Students need to understand how texts work and what they do when they read
Learning text talk: Students have to learn how to carries on a dialogue with the text
Taking risk: Student have to take the risk of making mistakes because a mistake is an opportunity to learn
Learning not to cheat oneself: Students who do not want to learn to read can easily cheat but they are cheating themselves In fact they are wasting their opportunities
In a reading lesson, students play a crucial role as active participants, which is essential for the lesson's success Their engagement from the outset helps them grasp the meaning of the texts effectively Additionally, students undertake various exercises that enhance their knowledge and comprehension However, they may encounter challenges, such as idioms and proverbs, which can exceed their current understanding While mistakes are inevitable, these errors provide valuable learning opportunities, allowing students to improve through their experiences.
In addition, making mistakes help learners who are not interested in reading learn more confidently and motivate them to read more to eraser their errors
Linguists widely recognize that the teacher plays a crucial role in reading lessons, serving as an instructional expert, organizer, manager, counselor, and model reader According to Nuttall (1982:192), the teacher's multifaceted responsibilities significantly impact students' reading development.
To effectively support students, teachers must prioritize two key aspects: supplying appropriate learning materials and implementing engaging teaching activities.
Choosing the right text is crucial for teachers, as it significantly impacts student engagement and motivation A lengthy or complex text can lead to boredom and disinterest, while an engaging and appropriate text not only captivates students but also enhances their ability to absorb information effectively.
Effective reading comprehension involves not only strong text but also appropriate activities, which teachers must consider There are three key phases in this process: pre-reading, while-reading, and post-reading In the pre-reading phase, the teacher acts as an instructional expert, preparing students for what they will read During the while-reading phase, the teacher takes on the roles of organizer, manager, and counselor, providing support as needed Finally, in the post-reading phase, the teacher serves as a model reader, encouraging students to share their interpretations and insights about the text.
To sum up, the role of the teacher in a reading lesson is undeniable Without help from the teacher, it is difficult for the students to be efficient readers
This chapter explores essential aspects of reading skills, including the concepts of reading, reading comprehension, and the factors influencing the teaching of reading It outlines the objectives and goals of teaching reading while highlighting effective techniques that educators can employ to enhance students' reading abilities.
THE STUDY
An overview of Hanoi College of Industrial Economics
Hanoi College of Industrial Economics, originally a small vocational training school, transitioned to a college in 2006 The institution has two campuses, one situated in Cau Giay district and the other in Thanh Tri district.
Currently, the college consists of six faculties: Economics, Information Technology, Law, Physical Education, Accounting and Foundation Every year, there are about
HCIE has welcomed 3,000 new students this year, bringing the total enrollment to nearly 6,000 across 85 classes, supported by approximately 250 teachers and staff English is a core subject in the Foundation faculty and is mandatory for all students across various faculties at the college.
The newly established college presents significant challenges for both teachers and students, primarily due to overcrowded classrooms with over 70 students, which hampers effective English learning Additionally, the college's resources are inadequate, as the library lacks sufficient English reference materials, and there are no dedicated lab rooms for listening and speaking practice Furthermore, students miss opportunities to engage with native speakers, limiting their ability to enhance their English proficiency.
Teachers and teaching methods
Obviously, the role of teachers and the way of their teaching have great influences on students and play a key role in a successful implementation of curriculum objectives
At HCIE, there are nineteen teachers of English aged from mid-twenties to late- forties Two third of the teachers either have MA degree or are studying post
Many recent graduates entering the teaching profession are enthusiastic and eager to dedicate their time to education However, a significant number of these young teachers lack experience, which can lead to challenges in selecting and implementing effective teaching methods.
At HCIE, the preferred English teaching method is Grammar-Translation, which emphasizes accuracy and detailed grammar analysis In this approach, teachers predominantly lead the class, guiding students through reading and analyzing texts to identify new vocabulary and structures Students then write these down and translate the text into Vietnamese, with little emphasis on predicting meaning from context This passive learning style often results in a lack of motivation and does not engage students as active participants To address these issues, there is a need to implement a more suitable teaching method that aligns with students' interests and enhances their reading skills.
Students and their background English knowledge
At HCIE, English learners aged 18 to 22, primarily female students, have varying levels of English proficiency despite having studied the language for three years in high school.
Many students in Vietnam's rural areas view English as less essential than their urban counterparts, leading to various challenges in their learning experience These challenges stem from differences in individual abilities, learning styles, attitudes, and motivation among students.
The attitude toward learning English at HCIE significantly impacts student engagement and mastery of the language Many students view English as a less important subject, leading to a lack of dedication and effort in their studies This is evident in their infrequent lesson preparation and minimal review of material To effectively implement the curriculum objectives and enhance learning quality, it is crucial to shift learners' attitudes toward English and adopt a learner-centered teaching approach.
Teaching materials
Materials are essential tools that enhance language learning, encompassing a wide range of resources such as textbooks, workbooks, audio recordings, videos, photocopied handouts, newspapers, and even written content on whiteboards (Tomlinson, 1998) Their significance in the teaching and learning process of a language is undeniable, as they facilitate effective communication and comprehension.
At HCIE, students typically engage in a two-year English language program The first year focuses on general English using the textbook "New Headway – Pre-Intermediate" by John and Liz Soars (2000) In their second year, students transition to studying English for Specific Purposes (ESP) with a course book developed by the college's English teachers.
In the first year, students receive 150 periods of English instruction across two semesters, covering twelve units in the NHWP course book to enhance their general English knowledge and integrate four skills at an above elementary level In the second year, the curriculum shifts to an English for Specific Purposes (ESP) course, consisting of six lessons over 30 periods, with a primary focus on improving reading skills.
Freshmen at HCIE exhibit varying levels of English proficiency, as no entrance test is conducted to assess their skills This lack of classification leads to challenges in English teaching and learning After a year of reading instruction, freshmen must acquire essential skills to prepare for the following year's English for Specific Purposes (ESP) course Consequently, mastering reading is crucial for their academic success.
The reading texts in the course book are designed for pre-intermediate students, averaging 400 words in length They utilize simple and clear language, aligning with the grammatical syllabus for lower-level learners before advancing to intermediate or upper-intermediate levels Additionally, the book includes a variety of reading topics that correspond to the theme of each unit, ensuring that the content is relatable and familiar to students.
1- communication, Unit 4- going shopping, Unit 7- famous couples, etc However,
The course book, now in its second edition, is outdated as it was published 14 years ago Additionally, many texts within the book feature numerous new vocabulary terms, making it challenging for students to fully comprehend the material.
The study
The survey is conducted with 10 English teachers and 100 freshmen of the college All the students are randomly chosen in four different classes
Among 10 teachers of English in Foundation faculty participating in the survey, three of them hold M.A degrees; three are pursuing the master course in ULIS, VNUH and OU Their ages are from 26 to 45, and all of them have experienced teaching English for at least 3 years
A study involving 100 college freshmen, who had been learning English for a minimum of three years in high school, was conducted across four classes: CKX12.3, CKX12.8, CKT12.6, and CKT12.10 Participants were asked to respond to questions based on their personal experiences.
In order to find out the research results, three kinds of instruments were applied including: survey questionnaire, observation and semi-interview
A survey was conducted for both students and teachers, utilizing a questionnaire divided into three main sections for students The first section assessed students' attitudes toward the course book, while the second focused on their perceptions of reading activities and the teacher's techniques during lessons The final section gathered students' opinions on teaching methods and preferred techniques Similarly, the teacher questionnaire aimed to gather insights on their attitudes toward teaching materials and the frequency of employing various reading techniques.
During the reading lesson, the teacher conducted observations to gather key insights on student engagement and instructional techniques used across three reading phases These observations focused on identifying the effectiveness of various teaching methods, which were categorized into four levels: very effective, effective, not very effective, and not effective at all.
The semi-interview method emerged as the third preferred instrument, designed to enhance understanding of the research questions Five teachers participated by discussing the effectiveness of various teaching techniques, the challenges they faced in implementing them, and the solutions they devised to overcome these difficulties.
All these instruments of collecting data are presented in the appendices
The researcher carried out the data collection through three phases
In the initial phase of the study, meticulously crafted questionnaires were distributed to 10 teachers and 100 freshmen To encourage participation, students completed the surveys during class, allowing for clarification of any ambiguous questions and ensuring immediate return of the completed forms Concurrently, English teachers were asked to fill out their questionnaires and return them within two days, ensuring they provided thorough and precise information.
In the second phase of the research, data collection focused on observation, with notes meticulously taken to document all differences and changes The researcher systematically recorded these findings in checklists for thorough analysis.
The final phase involved gathering insights from semi-structured interviews with five teachers, focusing on their experiences in teaching reading The responses highlighted their challenges and the strategies they employed to overcome these difficulties.
The analysis of data gathered from surveys, observations, and semi-structured interviews revealed the current state of reading skills instruction and effective teaching techniques Based on these findings, the researcher provided recommendations aimed at enhancing reading skill development.
Data analysis
In this part, the author presents the data analysis collected from questionnaires for
The study involved 100 students and 10 teachers, utilizing observations of classroom activities and interviews with five educators Data collected from questionnaires were categorized to assess attitudes towards the course book, reading activities, teaching techniques, and preferences for instructional methods The analysis employed descriptive statistics, specifically percentages, with findings presented in table format Additionally, the results from classroom observations and semi-structured interviews with teachers were discussed to provide deeper insights into the teaching practices and student engagement.
2.3.1.1 Students’ and teachers’ attitude toward the course book
Table 1: Students’ and teachers’ attitude toward the course book
Topics of the texts Ts 0 60 30 10 0 x
Contents of the texts Ts 0 10 70 20 0 x
Length of the texts Ts 0 20 60 20 0 x
A survey on reading texts revealed differing opinions between students and teachers While 60% of teachers found the textbook texts interesting, only 24% of students shared this view Additionally, 30% of teachers and 38% of students considered the topics to be neutral Notably, 31% of students described the reading texts as boring or very boring, in contrast to just 10% of teachers Furthermore, no teachers deemed the topics very interesting, and 7% of students disagreed with the overall assessment.
The analysis of text content reveals a significant disparity between teacher and student perceptions While only 2% of students found the content very difficult, 10% of teachers shared this view A notable 43% of students considered the content difficult, contrasting with 70% of teachers who deemed it neutral Additionally, 32% of students agreed with the neutral assessment, while 23% of students and 20% of teachers described the content as short or very short.
A significant disparity exists between students and teachers regarding the perceived length of reading texts, with 54% of students believing the texts are long, compared to only 20% of teachers While 60% of teachers view the texts as neutral in length, only 11% of students agree Additionally, 20% of teachers and 32% of students consider the reading materials to be short or very short.
Statistics reveal that 65% of students read in English primarily for exercises, a view shared by 70% of teachers Additionally, 27% of students aim to expand their vocabulary and grammatical knowledge, with 20% of teachers in agreement While 15% of students read to develop language skills, no teachers support this notion Furthermore, 9% of students and 10% of teachers believe reading serves as a source of information Reading for pleasure is notably low, with only 3% of students indicating this as a purpose, and teachers unanimously state that no students read for enjoyment.
2.3.1.2 Students’ attitude toward reading activities and the teaching techniques
Table 2: Students’ attitude toward the reading activities
The way to read the text 14 86 x x x x
Activities in reading the text 10 14 3 2 71 0
Table 2 reveals that only 26% of students prepare for lessons carefully, while a significant 56% do not prepare adequately, and 18% attend class without any preparation at all.
Table 2 indicates that most students (60%) are familiar with pre-learn new words 15% of the students do brain storming Glancing at the title, heading, subheading,
- 25 - the first and the last sentence is accounted for 12% Predicting the content is chosen by 8% of the students Only 5% students often set up a clear goal for reading
The data from table 2 shows that 14% of students read the text aloud while 86% of them use silent reading
Table 2 reveals that the most favored activity during the while-reading phase is answering comprehension questions, with a significant 71% of students engaging in this practice Following this, 14% of students prefer scanning for detailed information, while 13% opt for skimming to grasp main ideas Only a small minority, at 5%, choose predicting and inferring as their preferred activities.
Half of the students rely on dictionaries to understand unfamiliar words, while 10% choose to ignore them Three percent admit they often stop reading when faced with many unknown terms, and surprisingly, none attempt to deduce meanings from context or use synonyms, antonyms, or affixations However, 37% of students benefit from assistance provided by their teachers.
The post-reading phase is crucial for students to reinforce their understanding of the material Research indicates that 85% of students choose to translate the text into Vietnamese after reading In contrast, a smaller percentage engage in alternative activities, with 7% discussing the text, 4% writing a related short paragraph, 3% summarizing the content, and only 1% participating in activities like role play or debate.
2.3.1.3 Students’ opinions about teachers’ teaching methods and preferring techniques
Table 3: Students’ attitude toward the teacher’s techniques and preferring techniques
The table shows that 21% of students think that the method applied in reading lesson is effective while a larger number of them (64%) state that the method is not
- 26 - very effective More critically, 15% of the students affirm that the teaching method is not effective at all
When being asked which techniques they want their teachers to use in teaching a reading lesson, all of the students choose all suggested techniques
2.3.1.4 Teachers’ frequencies of using the reading teaching techniques
Table 4: Teachers’ techniques in a reading lesson
Table 4 highlights teachers' perspectives on general techniques for teaching reading lessons It reveals that 70% of educators frequently integrate reading skills with speaking, listening, or writing, while 30% occasionally employ this combined approach Notably, no teachers reported using this technique either always or never.
The effectiveness of combining skills in teaching reading has been evaluated, revealing varied opinions among teachers According to the data, 40% of teachers believe this technique is effective, while five teachers find it to be only somewhat effective Additionally, 10% of educators consider it ineffective, and notably, none of the teachers report that it is always effective in their lessons.
Table 5: Teachers’ responses concerning Pre-reading activities
1 using games to introduce the text 0 30 60 10
4 clarifying the instructions of the text 80 20 0 0
5 asking students to predict the content by using their background knowledge
6 setting up a clear goal for students 50 40 10 0
7 using visual aids to introduce the text 0 40 60 0
8 giving a brief introduction to the text 20 60 20 0
The survey questionnaire aims to explore English teachers' practices regarding pre-reading activities associated with introducing reading texts Table 5 presents eight specific activities related to this investigation and includes the responses from teachers for each question posed.
The data reveals that the most commonly employed technique in reading lessons is pre-teaching with guiding questions, utilized by 90% of teachers Additionally, 80% consistently pre-teach new vocabulary and clarify text instructions This preference likely stems from traditional practices and the recognition that students often struggle with vocabulary and context clues To aid comprehension, teachers provide essential keywords to alleviate reading challenges Furthermore, techniques such as pre-reading questions and brainstorming related concepts are utilized occasionally In contrast, other methods, like games and visual aids, are less frequently used due to the time required for preparation and their perceived lack of motivation.
Table 6: Teachers’ responses concerning while-reading activities
9 skimming to get the main ideas 30 50 20 0
10 scanning to get the specific information 20 60 20 0
11 guessing the new words in the contexts 50 40 10 0
13.reading orally and answering the comprehension questions
14 assigning the students to read at home then work the comprehension questions in class
15 engaging the students in reading silently then asking them questions
16 integrating the prior knowledge by recalling the pre-reading
The while-reading phase plays a crucial role in the presentation of reading lessons, where teachers must assist students in employing various strategies to enhance their reading skills Consequently, the questionnaire aimed to gather data on the frequency of activities conducted during this essential stage.
Statistics reveal that the most commonly employed activity in reading instruction is having students read silently, followed by questioning, utilized by 70% of teachers The second most favored technique, used by 50% of educators, involves guessing new words within context Other frequently used methods include skimming, scanning, and assigning reading for homework, with comprehension questions addressed in class Conversely, less frequently employed strategies include answering comprehension questions, oral reading followed by questions, and integrating prior knowledge through pre-reading activities This data suggests that a significant number of teachers rely on traditional approaches to reading lessons, which may lead to a passive learning experience for students Rather than fostering self-confidence, teachers tend to provide extensive guidance, potentially hindering students' independence in reading.
Table 7: Teachers’ responses concerning Post-reading activities
Variable Scale Post-reading activities a (%) b (%) c (%) d (%)
18 writing on topics relevant to the reading text 0 60 30 10
19 discussing on the topics for supplementary reading 0 60 40 0
22 giving similar reading task to the students 0 50 30 20
Summary
In this chapter, the author carries out the research through three kinds of instruments including survey questionnaires among 100 freshmen and 10 English teachers, class observation and informal interview
The survey results reveal a shared perspective among teachers and students on the primary purpose of reading, which is to engage in comprehension exercises However, there is a notable discrepancy in their views on the course book; teachers find it engaging with interesting topics and appropriate length, while students perceive it as containing neutral topics, difficult content, and excessive length Additionally, there are differing opinions on reading lesson activities, with students expressing a desire for clearer instructions and lesson aims, while teachers believe they effectively facilitate understanding through pre-reading questions and predictions In terms of while-reading activities, students report infrequent engagement in skimming, scanning, and guessing meanings, contrary to teachers who assert they regularly incorporate these strategies Lastly, students tend to rely on translation techniques for post-reading tasks, whereas teachers emphasize summarizing the main ideas of the text.
Concerning to the supplementary texts, both teachers and students have the same opinion that they are not used effectively that is why they are used less in reading lessons
Class observations indicate that in overcrowded classrooms, students with lower reading skills benefit from specific techniques Effective strategies include the use of visual aids, skimming for main ideas, and scanning for specific information.
Many students struggle with understanding texts due to the challenges of integrating information with skills like speaking and writing Techniques such as inferring meaning from context can often complicate comprehension, leading to difficulties in grasping the overall message.
The findings from the semi-interviews reveal that teachers currently favor traditional methods, such as pre-teaching vocabulary and translation techniques, due to challenges like passive student engagement, poor teaching conditions, overcrowded classrooms, and ineffective strategies This approach is not only time-efficient but also easily applicable in the context of HCIE Furthermore, many teachers express a desire to update reading materials, utilize familiar techniques, enhance teaching conditions, and modify their methods to boost the effectiveness of reading skills instruction.
RECOMMENDATIONS
To the students
From the findings of the research, some of suggestions that the students should take in consideration
Careful lesson preparation is essential for effective learning Students should familiarize themselves with the topics to be covered, including any new vocabulary or challenging grammar structures This proactive approach enhances their engagement and comprehension during class, making the learning experience smoother and more productive.
To enhance reading comprehension, students should frequently employ effective techniques such as skimming, scanning, and guessing meanings from context Utilizing these strategies empowers students to explore texts more actively and confidently Instead of relying heavily on dictionaries or frequently asking teachers for definitions, which can disrupt learning and hinder retention, students are encouraged to infer meanings using synonyms, antonyms, and knowledge of affixes and suffixes By adopting these approaches, students can improve their learning efficiency and become more engaged in their studies.
Finally, doing homework is vital for students to understand the lesson more After each lesson, it is necessary for students to review the text What have been learnt,
To effectively revise reading materials, students should focus on key points that are new and significant Writing a short essay on the related topic helps consolidate new vocabulary and information, allowing students to apply what they have learned This technique enhances retention of new words and structures Finally, after completing a reading lesson, it is essential for students to use a dictionary to verify their inferred meanings and understand the precise usage of various structures.
Following the above techniques, it is sure that students are able to train themselves to be good readers Applying them regularly, students will make remarkable progress in reading skills.
To the teachers
The research highlights two crucial points for educators: techniques that should be avoided in reading lessons and strategies that should be implemented more frequently.
Teachers should avoid certain techniques in reading lessons to enhance student engagement and comprehension Data indicates that many students prefer silent reading, making loud reading ineffective as it creates noise and hinders focus in crowded classrooms Additionally, inference techniques can be challenging for both pre-intermediate and advanced students, as they require skills that may exceed their current abilities Therefore, teachers should refrain from using this approach in lessons for freshmen Lastly, both students and teachers agree that supplementary texts are ineffective, suggesting that their introduction is unnecessary in the classroom.
To enhance reading skills among freshmen, teachers can implement effective techniques beyond traditional methods Incorporating strategies like pre-reading questions and silent reading can significantly improve student engagement and comprehension.
To enhance student engagement and motivation in reading comprehension, teachers should employ alternative techniques such as visual aids and games Visual aids are easy to prepare and effectively capture students' interest, while interactive games like "The Faster is the Winner" have been shown to significantly boost motivation and create a lively classroom atmosphere Additionally, incorporating guessing techniques can further aid comprehension; teachers can encourage students to guess meanings from context, utilize synonyms and antonyms, or explore word structures through affixes and suffixes These strategies collectively foster a more dynamic and effective learning environment.
As mentioned above, this technique is beneficial because it does not disturb the students in the reading process but it makes the students more confident in learning
Enriching students' vocabulary is essential, as it facilitates the learning and retention of new words Moreover, integrating reading with speaking and writing enhances students' overall reading skills Therefore, teachers should incorporate these methods more frequently into their lessons.
To the authorities
The researcher emphasizes the crucial role of authorities in enhancing the overall quality of English teaching, with a specific focus on improving reading instruction at HCIE.
Freshmen at HCIE are randomly assigned to English classes based on their preferences, without undergoing an entrance English test to assess their abilities This lack of assessment creates challenges for both teachers and students in the learning process To address these issues, it is recommended that authorities implement a placement test to group students by their proficiency levels Additionally, maintaining a class size of around 30 students would enhance the effectiveness of English language instruction.
The class size has decreased to 37 students from over 70, prompting the need for a course book update It is recommended to replace the outdated material with the fourth edition of New Headway Pre-Intermediate, which includes enhanced content that enriches reading and other language skills.
To enhance English teaching and learning, it is essential to update the library's collection of English books, magazines, and newspapers, providing both teachers and students with diverse resources Additionally, sending teachers to specialized short courses in reading skills will enable them to refine their teaching methods and expand their knowledge Furthermore, authorities at HCIE should improve classroom conditions by installing projectors in all classrooms to facilitate the use of visual aids, thereby increasing student motivation Establishing well-equipped lab rooms with computers and projectors will also allow students to access lessons more efficiently.
Summary
Teaching reading to enhance the skills of freshmen at HCIE involves various important considerations The key principles outlined earlier must be tailored to fit specific contexts, languages, and the diverse abilities of students.
Teaching reading can be challenging, but this paper offers valuable recommendations for students, teachers, and authorities at HCIE The author aims to provide insights that will help educators enhance the reading skills of freshmen at HCIE, ultimately contributing to their academic success.
This article investigates the current state of teaching and learning reading skills among freshmen at HCIE, aiming to enhance effectiveness through suggested techniques It addresses two key research questions: how reading skills are taught and learned at HCIE, and which techniques can be implemented to improve these skills for freshmen The findings provide valuable insights and recommendations for both teachers and students to facilitate better reading instruction and learning outcomes.
Research findings indicate that reading skills instruction at HCIE remains predominantly passive, relying heavily on translation and comprehension questions, while teachers infrequently utilize Communicative Language Teaching (CLT) techniques such as prediction and integrating reading with other skills Additionally, students often come unprepared for reading lessons and rely significantly on teacher assistance Despite teachers' efforts to implement effective strategies, the outcomes do not meet their expectations.
The article provides recommendations for students, teachers, and authorities at HCIE to enhance reading skills among freshmen Students are encouraged to prepare lessons thoroughly, engage in active learning techniques like predicting content and guessing meanings, and review lessons by writing essays that incorporate new vocabulary Teachers should avoid loud reading and supplementary texts, instead focusing on Communicative Language Teaching (CLT) methods, such as using visual aids and interactive games Lastly, HCIE authorities are advised to organize students into classes based on their English proficiency levels, create smaller class sizes, and adjust the curriculum accordingly.
- 39 - book, providing the teachers more chance for professional development to master their teaching reading method and improve the teaching condition
This study aims to provide valuable insights for both teachers and students While significant effort has been invested in this research, there remain several debatable points that the author welcomes feedback on to enhance the thesis further.
2 The limitations of the study and suggestions for further study
In any research papers, limitations are unavoidable The study presented in this minor thesis is of no exception
Firstly, the number of 100 freshmen is not sufficient enough for the researcher to have precise judgments
Secondly, not all the suggested techniques for teaching and learning reading are experimented properly, so the researcher cannot draw a conclusion of the effectiveness
The primary aim of this survey is to identify effective teaching techniques that enhance reading skills A significant issue addressed in this study is the lack of comparative analysis on the effectiveness of various techniques, including when and how to implement them for optimal results.
Despite its limitations, the writer believes this research is partially successful, offering valuable insights for teaching reading to freshmen While the study is small-scale, it lays the groundwork for future research To enhance the findings and address the study's limitations, subsequent research should incorporate additional tools like field notes, logs, journals, or diaries, and be conducted over a longer period or on a larger scale.
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VNU, Hanoi University of Languages and International Studies, Hanoi MA thesis
This survey questionnaire aims to assist my thesis titled "A Study on Teachers' Teaching Techniques for Enhancing the Reading Skills of Freshmen at Hanoi College of Industrial Economics." Your participation is crucial for my research, and all responses will be utilized solely for academic purposes.
Please circle the appropriate options to respond to each statement or question and answer the questions as accurately and frankly as you can
Thank you for your cooperation
1 What do you think about the reading topics in the course book “New headway- Pre intermediate”? a very interesting b interesting c neutral d boring e very boring
2 What do you think about the contents of the texts? a very difficult b difficult c neutral d easy e very easy
3 What do you think about the length of the text in each lesson? a very long b long c neutral d short e very short
4 What do you think your students read the English texts for? a pleasure b doing exercises c gaining the language knowledge d enriching grammar and vocabulary e improving other skills f other:
5 Do you often combine teaching reading skills with other skills? a always b often c sometimes d never
6 How effective do you think of combining reading with other skills? a very effective b effective c not very effective d not effective at all
7 Which of the following Pre-reading activities do you use in reading lesson?
Pre-reading activities always sometimes rarely never
1 using games to introduce the text
4 explaining the instructions of the text
5 asking students to predict the content by using background knowledge
6 setting up a clear goal for students to read
7 using visual aids to introduce the text
8 giving a brief introduction to the text
8 Which of the following While-reading activities do you use in reading lesson?
While-reading activities always sometimes rarely never
9 skimming to get main ideas
10 scanning to get specific information
11 guessing new words in the contexts
13 reading orally and answering comprehension questions
14 assigning students to pre-read at home and work on comprehension questions in the class
15 engaging students in reading silently then asking them questions
16 integrating the prior knowledge by recalling the pre-reading
9 Which of the following Post-reading activities do you use in reading lesson?
Post-reading activities always sometimes rarely never
18 writing on topics relevant to the reading text
19 discussing on the topics for supplementary reading
22 giving similar reading task(s) to students
10 How often do you use supplementary texts? a always b usually c sometimes d rarely e never
11 How effective do you think of using supplementary texts ? a very effective b effective c not very effective d not effective at all
This survey questionnaire aims to aid my thesis titled “A Study on Teachers’ Teaching Techniques for Enhancing the Reading Skills of Freshmen at Hanoi College of Industrial Economics.” Your participation is crucial for my research, and all responses will be utilized solely for academic purposes.
Please circle the appropriate options to respond to each statement or question and answer the questions as accurately and frankly as you can
1 What do you think about the reading topics in the course book “New headway- Pre intermediate”? a very interesting b interesting c neutral d boring e very boring
2 What do you think about the contents of the texts? a very difficult b difficult c neutral d easy e very easy
3 What do you think about the length of the text in each lesson? a very long b long c neutral d short e very short
4 What do you read the English texts for? a pleasure b doing exercises c gaining the language knowledge d enriching grammar and vocabulary e improving other skills f other:
5 How do you prepare your lesson before going to class? a very careful b careful c not very careful d no preparation
6 Which techniques do you often use in Pre-reading phase? a predict the content of the reading text b glance at the title, heading, subheading, the first and the last sentence c set up a clear goal for students to read d do brain storming e pre-learn new words f other:
7 How do you often read the texts? a reading aloud b reading silently
8 Which techniques are you often asked to read the texts? a skimming b scanning c predicting d inferring e answering the questions f other:
9 When you have some new words or structures, what do you do? a look them up in the dictionary b guess the meaning from the context or by synonyms, antonym or affixations, etc c ignore them d ask your teacher e stop reading f other:
10 What do you do after you read? a summarizing the text orally b translating into Vietnamese c discussing the topic d writing a short paragraph related to the text e other:
11 What is your opinion about your teacher’s methods of teaching reading skills? a very effective b effective c not very effective d not effective at all
12 Which of the following techniques do you want your teacher to focus on? a predicting of the reading text b using games/ visual aids to introduce the text c combining reading with other skills d guessing the meaning of the words effectively e explaining carefully how to skim, scan, infer or guess the content, etc effectively f creating more interesting activities in reading process g other:
13 How often do you use supplementary text? a always b often c sometimes d rarely e never
14 How effective do you think of using supplementary texts? a very effective b effective c not very effective d not effective at all Thank you,
Observation procedure of the real reading lesson
The researcher adapted a reading text in NHWP (Unit 11- Three plants that changed the world) to apply the suggested solutions The reasons why the teacher chooses this unit are followed:
First of all, the reading text is about three common plans that all students already know and have background knowledge about them including Tobacco, Sugar and
Cotton In addition, the text is thought to have a reasonable length and it contains a lot of illustrations which are able to get students’ attraction
This article discusses three types of plants that can help teachers design engaging activities, effectively manage the classroom, and place students at the center of the learning experience.