Aims of the study
The major purposes of this study are:
(1) to investigate the advantages and disadvantages of teaching English reading skills to the first year students in mixed ability classes at VFU
To effectively teach English reading skills to first-year students in mixed-ability classes at VFU, it is essential to leverage the advantages of diverse learning levels while addressing the challenges Implementing differentiated instruction can cater to individual needs, promoting engagement and comprehension Incorporating a variety of reading materials and interactive activities can enhance motivation and facilitate peer learning Regular assessments and feedback will help identify areas for improvement, ensuring that all students progress at their own pace By fostering a supportive and inclusive classroom environment, educators can maximize the benefits of mixed-ability teaching while minimizing its drawbacks.
These objectives will be achieved by finding the answers to the three following questions:
(1) What are the advantages of teaching English reading skills to the first year students in mixed ability classes at VFU?
(2) What are the disadvantages of teaching English reading skills to the first year students in mixed ability classes at VFU?
To effectively teach English reading skills to first-year students in mixed-ability classes at VFU, educators should implement differentiated instruction strategies that cater to diverse learning needs Incorporating a variety of engaging materials and activities can enhance motivation and comprehension among students Additionally, fostering a supportive classroom environment encourages collaboration and peer learning, allowing stronger students to assist their peers Regular assessments and feedback are essential to monitor progress and adjust teaching methods accordingly By leveraging these approaches, teachers can maximize the advantages of mixed-ability settings while addressing potential challenges in reading skill development.
The study investigates the current situation of the teaching of English reading skills to the
1 st year students in MAC at Vietnam Forestry University.
Method of the study
To accomplish the stated objectives, a quantitative approach utilizing survey questionnaires is used to gather data for the study These questionnaires are distributed to both teachers and students, allowing for a comparison of results between the two groups to ensure the reliability of the data collected.
Significance of the study
This study aims to benefit teachers, students, and researchers at VFU by providing insights into teaching English reading skills to first-year students Upon completion, it will present findings that highlight strengths and weaknesses, offering suggestions to enhance reading skills among these students Additionally, the research will serve as a valuable reference for future studies and inspire further exploration in this field.
Organization of the study
The study consists of three main parts:
Part A is the introduction which states the rationale, aims, scope, method, significance and organization of the study
Part B is the development which consists of 4 chapters:
Chapter 1, which serves as a theoretical and methodological foundation of the study reviews the literature relevant to the topic
Chapter 2 presents the research methodology
Chapter 3 refers to the results and discussion of the survey in addition to the summary of the main findings
Chapter 5 is the implications which include some suggestions for better teaching and learning reading to the first year students in MAC in VFU
Part C is the conclusion that summarizes what has been done through the study, presents the limitations and gives some suggestions for further researches
LITERATURE REVIEW
Theory of reading in second language teaching and learning
Reading comprehension is crucial in the teaching and learning of foreign languages, as a teacher's understanding of its nature significantly impacts their instructional approach Various methodologists and researchers have offered differing definitions of reading comprehension, highlighting its complexity and importance in educational settings.
Reading comprehension, as defined by Grellet (1981, p.3), involves efficiently extracting necessary information from a written text This process focuses on decoding the meanings of word combinations to enhance understanding and facilitate effective reading.
Having a slightly different idea from Grellet, Eddie William (1984, p.2) defined reading as a process whereby one looks at and understand what has been written Carrell and Esday
Reading is an active process where the reader constructs meaning from the text rather than merely decoding letters and words According to (1988, p.12), it begins with the linguistic representation created by the writer and culminates in the reader's interpretation Both authors emphasize that understanding a text does not require foreigners to grasp every detail, highlighting the reader's role in engaging with and extracting messages from the material.
Richard and Thomas (1987, p.9) added more detail in his definition:
Reading comprehension is fundamentally the connection between the reader and the author, highlighting the reader's interpretation based on their unique experiences It goes beyond merely pronouncing words or grasping the author's intent; instead, it involves a dynamic process where the text evokes personal ideas, experiences, and responses that are distinct to each individual.
Reading comprehension involves students' ability to understand a text by integrating their own ideas, experiences, and responses Essentially, readers draw on their personal knowledge to derive meaning from written material, which encompasses not just factual information but also emotions, beliefs, and critical analysis.
Reading comprehension is fundamentally about efficiently acquiring essential information from a text In this process, the reader actively engages with the material, relying heavily on their language proficiency and general knowledge to achieve successful understanding.
Over the past four decades, researchers have created various models to explain the reading process, with the bottom-up, top-down, and interactive models being the three most significant.
In Christine Nuttall (19820)’s opinion, “In bottom-up processing, the reading builds up a meaning from the back marks on the page: recognizing letters and words, working out sentence structure” (p.17)
David Nunan (1991, p.64) shared the same opinion that “the bottom-up approach is basically a matter of decoding a series of written symbols into their aural equivalent”
In a bottom-up reading process, readers concentrate on individual words and phrases, constructing meaning by integrating these detailed elements This approach enhances their comprehension of vocabulary and grammatical structures However, it also has notable limitations.
Christine Nuttall (1982) argues that relying solely on a bottom-up reading model can lead to misunderstandings of the writer's intended message, as it places the reader in a passive role and reduces the text to mere grammatical units This approach fails to consider the importance of contextual clues and the reader's prior knowledge, which are crucial for comprehensive text comprehension.
The top-down reading model posits that readers approach a text with a wealth of prior knowledge, expectations, and assumptions, engaging with the material as long as it aligns with their anticipated outcomes (Goodman, 1967, p.126).
Cambourne (1979, p.78-90) had a clearer definition that
Top-down reading involves an active engagement where the reader utilizes language knowledge alongside internal concepts to process information This approach incorporates graphic symbols, personal experiences, and a broad understanding of concepts, enabling effective prediction, selection, and confirmation during reading.
The top-down process prioritizes the reconstruction of meaning over mere decoding, highlighting the crucial interaction between the reader and the text In this dynamic, readers contribute their prior knowledge, expectations regarding language, and personal interests and attitudes towards the content, shaping their understanding of the material.
Similar to the bottom-up model, this approach has notable limitations, including its occasional implausibility due to the flexibility of information processing It tends to underestimate the role of lower-order information, making it challenging for readers with limited topic knowledge to form predictions Additionally, this model is time-consuming and does not effectively capture the behaviors of skilled readers (Samuel & Kamil, 1988).
The bottom-up and top-down approaches offer distinct perspectives on the reading process, each with its own strengths and weaknesses By integrating elements from both approaches, we can develop a more comprehensive understanding through the interactive model of reading.
The interactive reading model, as defined by Eskey (1988), emphasizes the continuous interplay between bottom-up and top-down processing in reading This model suggests that both types of information are essential for a thorough understanding and reconstruction of a text's meaning.
Theory of mixed-ability classes
1.2.1 Definition of mixed ability classes (MAC)
Ireson and Hallam (2001) emphasize the importance of teachers acknowledging the mixed-ability nature of their classrooms, as students exhibit varied strengths, weaknesses, and developmental rates Additionally, learners possess distinct preferences for how they engage with and showcase their work.
According to Rrodromou (1995), mixed ability or heterogeneous classes consist of individuals with varying characteristics, particularly in terms of language proficiency and English learning capabilities.
Penny Ur (2005) identifies various factors that contribute to individual differences in language learning, including language ability, cultural background, learning styles, attitudes towards language, and personal characteristics such as age, gender, and motivation These differences encompass aspects like mother tongue, intelligence, world knowledge, prior learning experiences, knowledge of other languages, personality traits, confidence, interests, and educational level.
In a MAC learning environment, learners exhibit varying abilities across receptive and productive skills, fluency, accuracy, grammatical knowledge, vocabulary size, and pronunciation While some students excel in language acquisition, quickly grasping and retaining new concepts, others may struggle due to slower learning paces, insufficient study skills, and greater challenges in the learning process.
1.2.2 Benefits of mixed ability classes
Apparently, to some extend, learning in a MAC still displays some strengths
Corley (2005) discovered that individuals with limited proficiency can engage with more proficient peers, allowing advanced learners to utilize their skills in assisting lower-level students In MAC, students collaborate across differences, fostering learning communities where members benefit from each other's strengths.
Ur (2005) showed a positive attitude toward MAC by listing a lot of its advantages as follows:
- Students’ knowledge, varied opinion, interests and ideas can be used in classroom interaction;
- Students increase their knowledge and awareness of the others;
- There is much more peer learning and collaboration among students since teachers are less able to attend every individual student;
- Classes are more challenging and interesting for teachers and students
These strengths of MAC should be taken into account to weaken a number of its shortcomings which will be discussed in the following part
1.2.3 Challenges of mixed ability classes
Variations in MAC can differ significantly across various classes To help all students reach their full potential, teachers need to recognize and address these issues effectively.
Penny Ur (2005) highlights several challenges in managing mixed-ability classes (MAC), including issues with maintaining discipline, ensuring effective learning for all students, finding suitable materials, tracking individual progress, and engaging every learner Similarly, Şalli-Çopur (2005) echoes Ur's concerns, providing a clearer description of these difficulties in the context of teaching.
Every student has a unique learning style and pace, leading to varying levels of understanding and progress While some may grasp concepts easily, others may struggle due to their diverse backgrounds, which include different family environments and cultural contexts This multicultural classroom dynamic can pose challenges for teachers, ultimately hindering effective learning outcomes.
Differences in students' attitudes toward the subject and the teacher, as well as their language knowledge and personalities, can lead to disengagement in lessons Some students may perceive lessons as boring if the topics are unfamiliar, while others might lose interest if they feel unable to share their ideas due to excessive teacher talk or interruptions from peers.
In MAC, students face varying challenges in language expression, influenced by factors such as interest, confidence, age, and knowledge While some students eagerly articulate their thoughts and feelings in a new language, others may remain silent, opting to focus on their homework or simply listen This disparity highlights the diverse experiences of language learners in the classroom.
Teachers face the challenge of addressing individual differences among students, as reactions to the textbook can vary significantly While some students may perceive the material as boring and difficult, others may find it engaging and easy to understand.
Quicker students often complete tasks before their peers, leading to potential misbehavior during wait times Conversely, slower students may struggle to finish, which can diminish their confidence and contribute to disruptive behavior This disparity in abilities can create challenges in classroom management.
Multi-level ESL classes present more challenges than benefits, as lower-level students often feel threatened and frustrated, while higher-level students may experience boredom and discouragement This dynamic places an increased burden on teachers, requiring them to invest extra time in class management and lesson preparation Consequently, lesson planning becomes time-consuming, classroom management is exhausting, and the use of a single teaching resource is complicated, leaving less time to address the needs of each student group effectively.
1.2.4 Strategies for teaching mixed ability classes
Many methodologists and researchers propose solutions to challenges in MAC, highlighting the effectiveness of pair and group work activities According to Şalli-Çopur (2005), these collaborative efforts not only allow teachers to observe student interactions but also facilitate peer learning When stronger students partner with those who are less proficient, they can serve as valuable resources for language and knowledge within the group Teachers can strategically form groups by separating stronger and weaker students, assigning them different tasks tailored to their abilities Consequently, stronger students engage with more complex tasks, while weaker students can focus on simpler assignments or collaborate closely with the teacher.
Successful large group teaching involves several key elements, as highlighted by Harmer (2008) Educators should focus on understanding their students, maintaining organization, and establishing clear routines It's essential to vary the pace for different activities, maximize opportunities for individual work, and effectively utilize student participation Incorporating pair and group work is also crucial, while considering the classroom's vision and acoustics to enhance the learning experience.
Penny Ur (2005) also recommended a variety of procedures teachers could adopt to overcome the problems which emerge in MAC
- To deal with discipline problems, teachers can vary tasks and materials to make the lesson more interesting since discipline problems can associated with boredom and lack of challenges;
RESEARCH METHODOLOGY
The teaching context
The researcher has taught English for four years at VFU, a non-English major university located in Xuan Mai town, approximately 30 kilometers from central Hanoi This section explores the unique aspects of the author's teaching environment, highlighting both the advantages and challenges faced in enhancing students' English language skills at the university.
VFU, a non-language major university known for its unique forestry programs like Silviculture and Forest Management, primarily attracts students from remote areas However, with the recent introduction of new majors such as Accounting, Business Management, Informatics Technology, and Construction, the university has begun to draw a significant number of students from urban centers and nearby provinces The disparity in English proficiency is notable, as students from remote regions typically face poorer conditions for learning the language, resulting in lower English skills compared to their urban counterparts.
Many students enter university with varying levels of English proficiency, having studied the language for different durations, while others may have learned different foreign languages or none at all This disparity in language skills affects their performance, as English is just one of many general courses offered Consequently, students tend to prioritize their major subjects over English practice, despite its significance for their future careers.
There are totally 9 teachers (including the researcher) of English in this university They all graduated from Vietnam National University, College of Foreign Languages
Among the nine teachers, three transitioned from teaching Russian or French to English and have 15 to 17 years of experience, while the remaining six, graduates from the English Department of the College of Foreign Languages, have between 3 to 7 years of teaching experience All teachers demonstrate a serious commitment and enthusiasm for their work Each semester, they manage about 25 general English classes and 10 English for Specific Purposes (ESP) classes, with each teacher responsible for 4 to 5 classes, totaling around 25 periods per week This workload does not account for additional responsibilities such as grading exams and other school-related tasks Furthermore, teachers often handle classes with over 50 students, each with varying levels of English proficiency, highlighting the significant demands placed on them to meet their teaching responsibilities.
VFU implements a uniform English syllabus across all faculties, requiring students to complete 150 periods of general English in their first two years This curriculum is structured into three phases, utilizing the main textbooks New Headway Elementary and Pre-Intermediate by Liz and John Soars, published by Oxford University Press in 2000.
First-year students must complete two phases of their course, which includes 105 periods of instruction In the first semester, they cover 14 units of New Headway Elementary over 12 weeks, totaling 60 periods The second semester focuses on the first 7 units of New Headway Pre-Intermediate, with the remaining 7 units taught in the second year Overall, students learn 21 units across both textbooks within the allotted time frame.
At each phase, all students are given identical paper tests that primarily assess grammar and reading skills However, there is a noticeable absence of evaluation for speaking, listening, and writing abilities.
2.1.4 The teaching and learning conditions
Despite being a non-English major university, VFU offers a conducive environment for teaching and learning English, with classrooms equipped with cassettes, computers, and projectors to enhance lesson effectiveness However, the underutilization of these resources is attributed to some teachers' lack of proficiency in using them and the inconvenience of having to register and transport the devices for each class This situation discourages teachers from incorporating technology into their lessons Additionally, the library lacks supplementary English reference materials beyond the standard textbooks, limiting students' access to diverse learning resources.
A survey on the teaching of English reading skills to the first year students in
Basing on the teaching condition, a survey was conducted to find out the strengths and the drawbacks that the teacher in VFU encounter when teaching English reading skills here
The survey was carried out with the help of 300 first year students and 9 English teachers of VFU
First-year students from various English classes at VFU were randomly selected for this study Due to the implementation of a training credit system, students from six different faculties can enroll in any English class, resulting in a diverse group Additionally, these students are not majoring in English and hail from different provinces, leading to varying levels of English proficiency among them.
The foreign language department at this university comprises teachers with 3 to 17 years of experience in teaching English Some instructors previously taught Russian or French, while others have received comprehensive training specifically in English language instruction.
The survey questionnaire was selected as the data collection instrument for this study due to its efficiency, standardization, and ease of quantification It requires less time to administer compared to other methods, ensures consistent data across all participants, and allows for straightforward analysis through multiple-choice questions (Selinger and Shohany, 1989) This study focuses on the reading skills taught by VFU teachers, and the questionnaire was distributed to both teachers and students, who answered questions related to classroom content The results from teachers will be compared with those from students to enhance data reliability.
- Students’ and teachers’ attitudes toward learning and teaching English reading skills (Question 1, 2, 3, 4- Appendix 1.A; and question 1, 2, 3, 4 - Appendix 1.B)
- Teachers’ difficulties in teaching reading (Question 5- Appendix 1.A; and question 5, 6 – Appendix 1.B)
- Techniques in teaching reading (Question 6, 7, 8, 9, 10 – Appendix 1.A; and question 7, 8,
- Ways of classroom management (Question 11, 12, 13 – Appendix 1.A; and question 12,
There were four phases in the procedure of collecting data:
Firstly, all the questions for the teachers and students were designed concerning some of the important issues in English reading classes (c.f 3.2.2)
The author conducted a pilot test of the questionnaires by having teachers and students respond to them, aiming to assess their effectiveness in gathering the desired data Based on the feedback received from participants, the author refined the questions that were unclear or unsuitable, thereby enhancing the overall quality of the data collected.
At the conclusion of the first year, questionnaires were distributed to both students and teachers who participated in the study, following the completion of the initial two phases of a compulsory basic English course This timing allows teachers to gain insights into their students' proficiency, challenges, and learning styles, while students become acquainted with their teacher's instructional methods Consequently, this familiarity enables both groups to provide more accurate responses on the questionnaires.
Finally, the collected data was analyzed quantitatively The results were presented in the form of charts and tables for clear analysis and comparison
This chapter provides an overview of a survey focused on teaching English reading skills to first-year students at MAC in VFU It outlines the teaching context, participant details, data collection instruments, and the procedures used for data collection The findings and discussion from the survey will be detailed in the subsequent chapter.
RESULTS AND DISCUSSION
Results and discussion
3.1.1 Students’ and teachers’ attitudes toward learning and teaching English reading skills
Questions 1, 2, 3 (Appendix 1.A & 1.B) are delivered to investigate students’ and teachers’ attitudes to the importance of reading in English and teaching reading skills to the first year students in VFU
A more important than any language skills
B as important as other language skills
C not as important as other language skills
According to Chart 1, approximately one-third of teachers and students view reading as the most essential skill While 66.7% of teachers believe that reading comprehension is equally important as speaking, listening, and writing, only 46% of students share this perspective Notably, 22% of students perceive reading as less important than other language skills, which could hinder their focus on developing this crucial ability.
The findings from Chart 2 align closely with those from Chart 1, indicating that all teachers recognize the significance of teaching reading skills to first-year students.
Chart 1: The importance of reading in comparison with other language skills
Chart 2: The importance of developing reading skills to the 1st year students in VFU
A survey revealed that while 44.4% of teachers and 55.6% of students considered reading skills important, only 68% of students shared this sentiment, with 22% deeming it very important and 46% important Notably, 32% of students felt that learning reading skills in their freshman year was not very important, possibly indicating a preference for other language skills However, it is encouraging that no participants believed that reading comprehension, especially in the first year of university, was unimportant Additionally, the responses regarding the teachers' objectives for teaching reading were corroborated by student feedback.
A To reinforce vocabulary and grammatical structures
B To develop reading skills and improve other language skills,
D To take the school exam well
E To prepare for learning ESP in the next term
A survey on the purposes of learning and teaching reading skills revealed that first-year students and teachers share similar goals, with both groups identifying "to take the school exam well" as the primary objective (44.4% of teachers and 47% of students) The second most common purpose was to reinforce vocabulary and grammatical structures, with 25% of students and 22.2% of teachers selecting this option Few respondents prioritized improving other language skills or preparing for future English for Specific Purposes (ESP) learning, and none acknowledged the importance of reading for enhancing background knowledge This indicates that teachers may be focusing more on exam preparation rather than fostering essential reading skills, suggesting a need for greater emphasis on developing students' reading abilities.
Chart 3: The main purpose of teaching reading skills the first year students at
A interesting and suitable to your level
B boring and not suitable to your level
C interesting but not suitable to your level
D boring but suitable to your level
A recent survey revealed differing opinions between teachers and students regarding the reading texts in the textbook While 66.7% of teachers found the texts interesting and suitable, only 51% of students shared this view Additionally, 37% of students, compared to 33.3% of teachers, felt that the reading material was interesting but not suitable Furthermore, some students considered the texts boring and unsuitable, a sentiment that no teachers echoed This significant disparity in perceptions could have a considerable impact on the methods employed for teaching reading to students.
3.1.2 Difficulties in teaching reading texts
The next question, question 5 is to find out the frequency of difficulties faced by the teachers when teaching reading texts The results are shown on table 1 below
Table 1: The frequency of difficulties in teaching reading texts
A There are many new words in the text 64 66,7 26 22,2 10 11,1
Chart 4: Opinion about reading texts in the text book
Students Teachers have strange topics
D The comprehension exercises are difficult to complete
Table 1 highlights a significant gap between students' and teachers' perceptions of reading difficulties, with 64% of students struggling with new vocabulary and 66.7% of teachers recognizing this issue Additionally, 57% of students reported occasional challenges with grammatical structures, while 55.6% of teachers shared this concern Notably, only 23% of students felt confident about the text topic, contrasting with 55.6% of teachers who believed students faced difficulties Furthermore, 48% of students found comprehension exercises challenging, compared to just 22.2% of teachers who acknowledged this This disconnect hampers students' reading success, as teachers are unaware of the specific challenges their students encounter.
Question 6 (Appendix 1.B) was designed only for the teachers to ask them about the frequency of other difficulties they have when teaching reading in MAC
A Only some advanced students can complete the required tasks
B Weak students often sit silently or do other things instead of taking part in classroom activities
C Materials is quite difficult to some weaker students
D Teachers have to waste more time to help weaker students so stronger ones seem to be bored 0
Chart 5:The frequency of other difficulties faced by the teachers when teaching reading in mixed ability classes
Chart 5 highlights that, aside from material issues, most participants frequently faced challenges in the MAC classroom A significant 77.8% noted that only a few advanced students could complete the required tasks, leading to increased attention on weaker students and resulting in boredom for the stronger ones Additionally, 66.6% reported that weaker students often remained passive or distracted during lessons Importantly, no participants claimed to be free from these challenges These findings underscore the considerable difficulties teachers encounter when instructing mixed-ability students, which negatively impacts the effectiveness of reading lessons.
3.1.3 Techniques in teaching reading texts
To investigate the current techniques in teaching reading skills in MAC, some questions concerning the activities before, while and after reading are administered to both students and teachers
Firstly, question 6 (Appendix 1.A) and question 7 (Appendix 1.B) are used for the sake of finding out the frequency of pre-reading activities The result is presented in table 2 below:
Table 2: The frequency of pre-reading activities Frequency
B Set up a clear goal to read 57 55,6 28 33,3 15 11,1
C Answer some pre- reading questions 12 11,1 42 44,5 46 44,4
D Using the title, subtitles to predict content 8 11,1 35 33,3 57 55,6
E Look at pictures to guest the topic 19 22,2 47 44,5 34 33,3
F Playing games (to know about the topic) 0 0 8 11,1 82 88,9
G Brain storm words, structures or ideas related to the topic
Chart 7: Way of reading to find specific information of the text
The data reveals that teachers frequently employ pre-reading activities, with 66.7% focusing on pre-teaching new vocabulary and 55.6% establishing clear reading goals Students are sometimes engaged in answering pre-reading questions, predicting content using titles and subtitles, or examining pictures to infer topics However, both students and teachers noted a lack of activities such as games or brainstorming related to the reading material While it is beneficial for students to receive new vocabulary and grammatical structures prior to reading, emphasizing reading purposes at this stage is even more advantageous Nonetheless, a significant portion of students (36%) expressed dissatisfaction with the unfamiliar topics presented.
To enhance comprehension and engagement, it is essential to incorporate various strategies such as answering pre-reading questions, brainstorming related concepts, utilizing images for topic prediction, and playing interactive games Additionally, leveraging titles and subtitles can effectively guide readers in anticipating the content of the text.
In the while-reading stage, the analysis focuses on teaching techniques as outlined in questions 7, 8, and 9 from Appendix 1.A, along with questions 8, 9, and 10 from Appendix 1.B The findings reveal a comparative assessment of responses between teachers and students.
A Read slowly from the beginning to the end, try to understand the meaning of every word
B Read quickly through the text, pay attention to the title, subtitles or topic sentences ignore the new words
A Read slowly from the beginning to the end, try to understand the meaning of every word
B Read quickly through the text, ignore the new words and look for the information they want
Chart 6: Ways of reading to find the main idea of the text
When being questioned about the way of exploiting reading texts to get general idea or specific information, the response is illustrated in chart 6 and 7 above
According to Chart 6, 61% of students prioritize understanding new words while reading for general ideas, while only 39% focus on skimming for main concepts This trend is influenced by teachers, as 55.6% encourage students to concentrate on new vocabulary, whereas only 44.4% promote quick reading for main ideas Similarly, Chart 8 reveals that 44.4% of teachers still advise students to read slowly to grasp new words for detailed comprehension These statistics indicate that the current reading strategies in classes may not be effective Stronger students can often understand new vocabulary easily, but this approach can be time-consuming compared to skimming or scanning Weaker students face challenges with new words, often needing to pause to consult a dictionary or seek help, which further hinders their ability to identify main ideas despite potentially understanding the text.
Another question is design to investigate the frequency of using various types of while- reading tasks
Table 3: The frequency of while-reading exercises Frequency
Teachers and students share similar views on the frequency of exercise usage in reading lessons, with common types including Questions and Answers, True/False questions, and Multiple-choice questions While these exercises are prevalent in textbooks, they often fall short in effectively engaging students with the text Relying solely on these familiar exercises can lead to boredom among students To enhance learning, it is recommended to incorporate a variety of exercises, such as identifying topic sentences, finding synonyms and antonyms, and discovering equivalents.
Finally, both students and teachers are questioned to give information about the frequency of post reading activities Their response is presented in table 5
Table 4: The frequency of post-reading activities
B Discussing the main point of the text 0 0 9 11,1 81 88,9
C Writing on topics relevant to the reading text 0 0 0 0 100 100
D Practice new vocabulary in the text by doing extra exercises
The data reveals a concerning trend, as most students and nearly the same number of teachers reported not engaging in essential post-reading activities Summarizing texts enhances students' comprehension, while discussing main points offers valuable speaking practice and relaxation However, only a small percentage of teachers utilize these techniques regularly Additionally, teachers rarely encourage students to write on topics related to the reading material, which may pose challenges for students This suggests that after reading, students often remain inactive, potentially due to limited class time Therefore, it is crucial to negotiate class meeting durations to incorporate activities from all three stages of reading for more effective lessons.
Effective classroom management often involves strategic student grouping, as collaborative work in pairs or groups is a widely used approach, particularly in MAC settings (Şalli-Çopur, 2005).
In classroom activities, 77.8% of teachers reported frequently forming pairs or groups, with none indicating they never allowed collaborative work among students This aligns with student feedback, as 82% of students stated their teachers often divided them into pairs/groups, while 18% noted this occurred sometimes Overall, collaborative work in pairs or groups is a common practice in reading lessons.
And how do the teachers divide their students whenever they ask them to work in pairs/groups?
Chart 8: Frequency of pair/group working
Table 5: The frequency of grouping students with same or mixed ability
Summary of main findings
The answers for the first two research questions will be given by summarizing the results from the current teaching context and mainly from the above data analysis
3.2.1 Advantages of teaching reading skills to the first year students in MAC at VFU
The analysis reveals that nearly all teachers and most students hold positive attitudes toward teaching and developing reading skills They unanimously recognize the importance of acquiring this skill in the first year of university, as they have well-defined objectives for its learning.
Effective reading lessons consist of three key stages: pre-reading, while-reading, and post-reading Teachers employ strategies like pre-teaching vocabulary and utilizing skimming and scanning techniques, along with various comprehension exercises, to help students engage with and understand the text more effectively.
Effective classroom management techniques, such as pair and group work, are widely utilized by teachers due to their numerous benefits Educators recognize the advantages of collaborative learning in mixed-ability groups, which not only saves time but also fosters cooperation among students Importantly, most students are aware of these benefits, enhancing their engagement and participation in the learning process.
Teaching reading skills to first-year students at VFU is enhanced by several university conditions While the MAC program may initially seem burdensome for teachers, it fosters collaboration among students and encourages educators to adopt diverse teaching methods to cater to all learners (Corley, 2005; Ur, 2005) Additionally, the implementation of paper tests on grammar and reading at the end of each phase serves as a strong motivator for students to improve their reading skills Furthermore, the availability of modern teaching tools, such as cassettes, computers, and projectors in classrooms, significantly supports English language instruction.
3.2.2 Disadvantages of teaching reading skills to the first year students in MAC at VFU
While most teachers and first-year students recognize the importance of reading skills in the freshman year, approximately 25% of students do not view reading as a significant subject For many, the primary goal of teaching and learning English reading is to pass final exams, with secondary objectives focusing on vocabulary and grammar reinforcement Consequently, current reading lessons often resemble exam preparation rather than skill development Additionally, some teachers lack an understanding of their students' perceptions of the reading materials, with fewer students finding the texts engaging and appropriate for their level compared to teachers' beliefs Alarmingly, some students consider the reading texts boring and unsuitable, a concern that remains unknown to their instructors.
Many students encounter significant challenges during reading lessons, including limited vocabulary, complex grammatical structures, and difficulties with comprehension tasks While teachers generally recognize issues with vocabulary and grammar, they often overlook the challenges posed by reading topics and exercises This disconnect between teachers' and students' perceptions of reading difficulties can hinder effective instruction, as teachers who are unaware of their students' specific struggles may be unable to provide the necessary support to help them succeed.
At VFU, all classes are conducted in MAC format, accommodating students with varying language learning abilities However, classroom participation tends to be dominated by faster learners, posing a challenge for English teachers to engage and motivate all students effectively.
Effective reading instruction typically involves three stages, yet many educators fail to adequately enhance students' reading skills The pre-reading phase often lacks engaging activities, such as visual aids or games, which can help students grasp the reading topic A significant number of teachers continue to rely on traditional methods, prioritizing vocabulary and grammar explanations over essential techniques like skimming and scanning Additionally, students seldom receive supplementary reading tasks beyond the textbook, and due to time constraints, post-reading activities are frequently absent.
Effective classroom management is essential, especially during reading lessons where pair and group work is common However, a significant challenge arises when students misuse this time to engage in off-topic conversations, detracting from the learning experience.
Teaching English, particularly reading skills, to first-year students at VFU poses several challenges As a non-English major university located far from urban centers, students often exhibit low English proficiency and limited opportunities for outside communication, leading to increased anxiety during lessons Additionally, the class time allocated for each unit, which includes grammar, reading, speaking, listening, vocabulary, and pronunciation, is insufficient for comprehensive practice The underutilization of computers and projectors further hinders effective teaching, and the lack of diverse reading materials, with the textbook being the sole resource, restricts students' learning opportunities outside the classroom.
Chapter 4 summarizes the survey results and offers discussions on these findings The analysis reveals both advantages and disadvantages in teaching English reading skills to first-year students at MAC in VFU These insights will serve as a foundation for implications regarding the reading instruction context, which will be explored in the next chapter.
IMPLICATIONS
Improving students’ participation in classroom activities
Student participation significantly enhances lesson success, so teachers at VFU should focus on motivating their students to engage in classroom activities By doing so, they can address negative attitudes toward reading skills and other challenges stemming from MAC Implementing effective strategies can help achieve this goal.
4.1.1 Having a good understanding of individual students
A strong understanding of each student at MAC is essential for effective teaching, as feeling cared for by their teacher can foster interest and passion for learning (Harmer, 2008) Students are more likely to respond positively when they sense that their teacher genuinely comprehends their needs To enhance this understanding, teachers can implement various strategies.
To effectively remember each student's name, utilize three key strategies: association, visual observation, and aural recognition First, create associations by connecting names with distinctive traits or experiences that resonate with you Next, focus on visual cues by carefully observing students' faces and body language, which can help reinforce their identities Lastly, enhance your aural memory by actively listening to the unique qualities of each student's voice, allowing you to recall their names more easily.
- Try to know more about the students' personalities
- Get to know as much as possible about the students' learning experience and ability.,
- Get to know something about the students' hobbies, and their special talents
(Adapted from: Ur, 2005, Harmer, 2008, Ashok, 2010)
4.1.2 Clarifying learning goals to the students
It is necessary for the teachers to clarify learning goals to their students since they play a very important role in their ways of learning (Marianne, 2001)
The primary teaching goal for most teachers at VFU is to enhance students' vocabulary and prepare them for final exams, particularly since English is a compulsory subject that includes grammar and reading assessments While these objectives are essential, they should not overshadow the importance of reading as a means to enrich background knowledge and develop other language skills For first-year students, acquiring reading skills is crucial for their future studies in English for Specific Purposes (ESP) Therefore, teachers must clearly communicate their teaching objectives to students at the beginning of the term and consistently refer to these goals throughout the course Each reading lesson should outline what students will learn, the reasons for learning it, and the methods they will use.
4.1.3 Making use of pair/ group work
Utilizing pair and group work significantly enhances student participation, especially among shy individuals, by fostering a supportive environment for discussion These collaborative settings allow students to engage in independent thinking and experiment with new ideas in a more intimate setting Additionally, group activities help to cultivate positive relationships among peers and strengthen the bond between students and teachers (Şalli-Çopur, 2005)
The survey reveals that the majority of teachers possess a positive attitude towards using pair and group work in reading lessons, frequently implementing this effective classroom management strategy Given the numerous advantages of collaborative learning, it is essential for educators to increase the use of pair and group activities to address the issue of low participation rates in classroom activities.
There are some tips that the teachers should follow when applying pair/group work to guarantee the effectiveness and prevent students from abusing this to do personal things:
- Divide the students in most possible convenient way, avoiding chaos and noise
To ensure students understand their assignments, provide clear oral instructions followed by writing specific tasks on the board This approach enhances clarity and helps students know exactly what is expected of them.
- Allot a time limit for each activity, so that students can engage in the work productively
- Make sure that the activities are simple, so that a large number of students who can get it right for the first time
- Control noise level when necessary through signals (Raising hands, clapping thrice, etc)
- Monitor the activities by moving from pair to pair, group to group without disturbing the students
- Circulate to answer questions and encourage weaker students or slower groups
- Provide feedback immediately to tell the students how well/ badly they perform Alternatively make a note of mistakes and help the students to avoid them in the next lessons
(Adapted from Şalli-Çopur, 2005, Byrne, 1987, Hong, 2007) For example, to the reading text “A tale of two millionaires” (Unit 6, New Headway Pre- intermediate, p.50-51)-(Appendix 2):
Students will be divided into two groups, with Table 1 focusing on Milton Petrie and Table 2 on Hetty Green Each group will have ten minutes to read their assigned material and answer specific questions, including their subject's birth date, parental background, health journey, and notable acts of kindness or meanness The teacher will provide instructions and questions via slides or on the board to facilitate the activity.
+ While the students perform their task, the teacher goes around preventing the students from doing the things off the tasks
+ After 10 minutes, students at table number 1 and those at the table number 2 have to tell each other about the person they have read basing on the questions
The teacher evaluates the group's work by prompting members to provide answers, offering immediate feedback, and encouraging other groups to contribute as well.
4.1.4 Changing the roles while teaching
Active student involvement is crucial for motivation in learning, as traditional lecturing is often ineffective Instead, educators should focus on facilitating engaging activities, taking on roles such as organizer, prompter, observer, feedback provider, and supportive evaluator to enhance the learning experience.
An organizer plays a crucial role in coordinating student activities by providing essential information, outlining the procedures for the tasks, and facilitating group or pair work This role also includes managing time effectively and concluding activities when they are finished.
When students engage with a text, it is essential for teachers to highlight its language features Educators should guide students to recognize specific elements of text construction, clarify any ambiguities, and introduce them to structural aspects they may not have encountered before.
During reading activities, the teacher closely monitors students' progress to assess their comprehension and performance, determining if additional time or support is needed for their success.
A feedback organizer is essential for assessing student task completion After students finish their assignments, the teacher facilitates a feedback session, encouraging them to compare their answers in pairs or groups This collaborative approach allows the teacher to gather responses and pinpoint where students found their information in the text By doing so, the teacher can identify and address any misunderstandings or inaccuracies in their answers, enhancing the overall learning experience.
A supportive evaluator: Teachers should focus on providing praise and encouragement in their evaluations of student performance, as this recognition of students' abilities can boost their achievements When students struggle to answer questions correctly, educators should offer constructive feedback and helpful hints to guide them towards the right answers It is essential to avoid sarcastic remarks to protect students' self-esteem and foster a positive learning environment.
4.1.5 Making use of modern technology in teaching
Improving teaching techniques
The survey results highlight the need to enhance teachers' reading instruction techniques to better develop students' reading skills To achieve this, the article will propose methods for optimizing teaching time and efforts, along with diverse activities tailored for the three stages of reading: before, during, and after the reading process.
5.2.1 Adjusting teaching time and efforts
Survey findings indicate that teachers at VFU predominantly focus on the while-reading stage of reading lessons, often neglecting the equally important pre-reading and post-reading activities To enhance reading success, it is essential to balance class time across all three stages of reading instruction Implementing strategies to effectively allocate teaching time can lead to more successful reading lessons.
- Give students clear directions so the need for repetition is minimized: Write the directions, assignments, sequences of activities, etc on the chalk/white board or PowerPoint screen
- Identify what difficulties their students often cope with in each stage of reading for more emphasis on these difficulties
- Depend on reading material to choose suitable activities in each stage
- Limit the time for all reading activities
- Control the class to minimize the noise
4.2.2 Varying strategies in three stages of reading lessons
The New Headway international textbook includes various activities for three stages of reading, yet many teachers overlook the pre and post-reading activities It is crucial for educators to utilize these activities, and to enhance text comprehension, they should also incorporate additional activities beyond those provided in the textbook.
Pre-reading activities are essential for preparing students for subsequent reading lessons At VFU, teachers recognize the significance of this phase and employ effective techniques, including pre-teaching vocabulary and grammar, as well as setting reading objectives To enhance text comprehension, educators should also consider strategies like activating background knowledge and previewing the material to create expectations Engaging students in diverse activities can facilitate these processes and improve their reading experience.
- Answer some pre-reading questions
- Looking at pictures, maps, diagrams, or graphs to guess the topic
- Using the title, subtitles, and divisions within the text to predict content and organization or sequence of information
- Brain storming words, structures or ideas related to the topic
- Playing games (to know about the topic)
- Talking about the author's background and writing style
(Adapted from: William, 1984, Marianne, 2001, Drucker, 2003) For example, to the text “Three musical cities” (Unit 10, New Headway Elementary, p 78-
79) (Appendix 2), the students may be asked to look at the three subtitles of the text: (New
Orleans, Vienna and Liverpool) to predict about what they are going to read about these cities
Or with the title “How to live to be 100” (Unit 14- New Headway Elementary, p.110-11)
Before reading Appendix 2, students can brainstorm ideas on how to live to 100 years old, focusing on key practices such as engaging in regular physical exercise, consuming a diet rich in vegetables and fruits, and avoiding smoking and excessive alcohol consumption.
The while-reading stage is crucial for students to gain a deep understanding of the text and enhance their reading skills Teachers must act as guides, providing clear instructions for various activities tailored to specific reading purposes Those accustomed to traditional methods, which focus primarily on vocabulary comprehension, should incorporate diverse strategies to meet different reading objectives This article outlines essential reading purposes and corresponding exercises to be implemented in reading lessons.
Skimming is an effective reading strategy that allows students to grasp the general understanding of a text without focusing on every word By quickly scanning the material, students should concentrate on key sentences, recognize important words, and pay special attention to the title, introduction, conclusion, and topic sentences of each paragraph, which typically highlight the main ideas.
To enhance efficiency and assess student comprehension, teachers should provide reading exercises during skimming activities These exercises may include answering informational questions, multiple-choice questions, true/false questions, identifying topic sentences, matching headings, pinpointing paragraph topics, or completing summaries.
In Unit 1 of New Headway Pre-Intermediate, students engage with the text "People, the great communicator" by matching headings to its four paragraphs This task can be completed efficiently when students are guided to skim the text and concentrate on the topic sentences of each paragraph, rather than reading the entire text.
+ Paragraph 1 (Para.1): How we communicate (We can communicate with people in many different ways.)
+ Para 2: Differences between people and animals (Animals have ways of exchanging information, too)
+ Para 3: A history of communication (Communication technologies were vey important in the development of all the great ancient societies.)
+ Para 4: Communication today (Modern Media is changing our world every minute of every day
When searching for specific information in a text, students should focus on relevant paragraphs rather than reading the entire document carefully Limiting scanning time can enhance efficiency and help develop scanning skills To reinforce this technique, students can engage in targeted exercises such as answering information questions, multiple-choice questions, true/false questions, and filling in blanks or completing tables.
For example, to the text “Two famous first” (Unit 7, New Headway Elementary, p56-57)-
(Appendix 2), the students may be asked to read and complete the table below:
The first President of/ in Europe
Date and place of birth 1732 in Virginia
To enhance vocabulary comprehension, teachers can employ strategies beyond direct Vietnamese translations By guiding students to utilize contextual clues and explore word formation, educators can implement exercises such as identifying synonyms and antonyms, cloze activities, or table completion For instance, to facilitate understanding of job-related terms in the text "The Man with Thirteen Jobs" from Unit 3 of New Headway Elementary, teachers can focus on these engaging methods.
(Appendix 2), the teachers may ask his students to do a matching exercise:
5……… a server petrol b deliver the letters c arrange funerals d put out the fire e ………
In the text "Living in the USA," students can be encouraged to identify words that correspond to given phrases, enhancing their vocabulary and comprehension skills This exercise not only aids in understanding the context but also fosters a deeper engagement with the material By focusing on synonyms, learners can expand their linguistic range and improve their language proficiency.
+ be slow to speak because of uncertain feelings (hesitate)
+ people who study Mathematics ( mathematician)
+ a place where sell footballs (a soccer store)…
To assess students' understanding and retention of previously covered material, it's essential to implement the final stage of reading activities Various post-reading activities are available, allowing teachers to select the most appropriate ones based on the text's characteristics and their students' needs.
- Discussing the main point of the text
- Discussing something of the same topic of the text
- Writing on topics relevant to the reading text
- Practice new vocabulary in the text by doing extra exercises
- Reading texts of contrasting topics
For example, after the students read the text “Super Kids” (Unit 6, New Headway Elementary, p.48-49)-)-(Appendix 2) and complete the comprehension exercises (answer that questions about
Alexandra and Lukas), the teacher can check their understanding by asking them to discuss the same and differences between the two characters
After exploring the text titled "The best shopping street in the world" from Unit 4 of New Headway Pre-intermediate, teachers can encourage students to engage in discussions by utilizing the ideas and expressions presented This can lead to conversations about various related topics, enhancing their understanding and vocabulary in the context of shopping experiences globally.
“What is the main shopping street in your town/ city/ country? What can you buy there that special? ”
Implementing the outlined stages encourages students to rely on themselves and diverse resources instead of solely on the teacher for information This fosters independent skill development through interaction with reading texts While various activities are suggested for the reading stages, teaching remains a creative process requiring flexibility in lesson planning The selection of activities should align with the teaching context, reading material, and students' proficiency levels Additionally, effective design of reading lesson activities is only part of the equation; successful classroom management and organization are equally crucial, emphasizing the teacher's role in facilitating learning.
Summary of the study
The study aimed to provide effective solutions for enhancing reading skills among first-year students at MAC in VFU, drawing on both theoretical insights and practical applications.
The theoretical basis or the literature review of the study mentioned a number of issues relating to English reading comprehension, teaching English reading comprehension and teaching English in MAC
The article discusses a survey conducted on the teaching of reading skills to first-year students at MAC in VFU, highlighting both the advantages and disadvantages faced by teachers Key issues identified include attitudes, difficulties, teaching techniques, and classroom management strategies Unfortunately, the disadvantages outweighed the advantages, necessitating suggestions for improvement to enhance the effectiveness of English reading instruction Proposed solutions focus on increasing student participation through better understanding of individual needs, clarifying learning objectives, implementing group work, and integrating modern technology Additionally, strategies to improve teachers' reading techniques are suggested, emphasizing the need to adjust teaching time and incorporate effective activities across all reading stages The author believes that these flexible solutions will significantly improve reading instruction for first-year students at MAC in VFU.
Limitations of the study
The author acknowledges the significance of the study in enhancing reading skills for first-year students in MAC at VFU, while also recognizing the unavoidable limitations that come with being a new researcher.
Due to time constraints, a survey questionnaire was selected as the primary data collection instrument, and the relatively small number of participants may affect the accuracy of the results.
The proposed solutions for enhancing reading instruction for first-year students in MAC at VFU remain untested, leading to questions about their effectiveness and leaving them perceived as subjective or incomplete.
This study is limited to first-year students at VFU, meaning the proposed solutions may not apply to all students at this university or those in non-English major universities in Vietnam due to variations in English proficiency and teaching competence Additionally, the research focused solely on reading skills, highlighting the need for further investigation into other language skills, such as listening, speaking, and writing, to enhance English language teaching overall.
Suggestions for further study
Due to certain limitations in the current study, the author recommends that future research should incorporate a wider array of data collection methods, including interviews and classroom observations, while also expanding the participant pool to enhance the reliability of the findings.
The study will conduct experimental research to validate the proposed solutions, demonstrating their effectiveness and significance while eliminating any subjective assessments made by the researcher.
Future research should also explore additional language skills such as speaking, listening, and writing to create a comprehensive understanding of English instruction for students at VFU, ultimately enhancing teaching and learning outcomes.
In summary, this study conducted a survey on teaching reading skills to first-year students at MAC in VFU, offering practical recommendations to leverage strengths and address weaknesses The author encourages other English lecturers at VFU to use this study as a valuable reference for their teaching practices.
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