INTRODUCTION
Statement of the problems…
The Ministry of Education and Training (MOET) has introduced new English textbooks for grades 10 to 12, marking a significant step in enhancing English education in high schools across the country These textbooks are intended to make English a compulsory subject, enabling students to access global science, technology, and culture However, teachers in Bac Giang province have raised concerns that the materials are too challenging for students In response, the Bac Giang Education and Training Department organized training courses from 2006 to 2008 to assist teachers in adopting a communicative approach to teaching the new curriculum Unfortunately, the effectiveness of these training sessions has been limited, as many teachers struggle to apply the theoretical knowledge in practical classroom settings.
Established in 1966, Yen The High School is one of the three high schools in Yen The district, Bac Giang province, chosen to implement new English textbooks The school operates approximately 33 classes annually, including around 10 grade levels.
The YTHS school, situated in a mountainous district, faces significant challenges in foreign language learning due to limited resources and the socioeconomic background of its students Most students come from poor families and have little time for self-study, as they must work on farms and rice paddies after school The financial burden of schooling, including fees for classes, dictionaries, cassette players, and English books, prevents many from attending extra English classes Additionally, nearly half of the students belong to ethnic groups such as Tay, Nung Dao, Cao Lan, and San Diu, which further hampers their ability to learn English The researcher notes a critical shortage of teaching appliances, including the absence of cassette players for instructional use.
In listening lessons, teachers frequently rely on reading aloud from a typescript, yet this approach often leads to poor outcomes in students' speaking and writing skills Many students struggle to construct complete and grammatically correct sentences in English, prompting teachers to shift focus from communication to grammar and vocabulary instruction Additionally, reading lessons can become burdensome for teachers and tedious for students, as the 45-minute class often leaves little time for completing post-reading activities due to the emphasis on pre- and while-reading tasks Students express frustration over encountering excessive new vocabulary and grammatical structures in lengthy texts, which hinders their comprehension of the reading material.
Teaching and learning English, especially reading, under the new curriculum at YTHS presents significant challenges for both teachers and students Despite these obstacles, reading remains a central focus of education, as it is essential for acquiring knowledge and expanding vocabulary and understanding of language structures in various contexts.
The researcher at YTHS has critically analyzed the teaching and learning of reading, concluding that teaching methods significantly impact reading skill effectiveness Limited success in reading lessons is attributed to teachers' inflexibility, lack of experience, reliance on the grammar-translation method, and insufficient training in communicative approaches Additionally, the dominance of teachers in the classroom contributes to students' passivity during English lessons, hindering their ability to grasp main ideas and details from reading passages To better understand these challenges and seek solutions, the researcher has decided to investigate the current state of reading instruction for grade students.
Aims of the study and research questions
1 To find out teachers‟ and students‟ comments on the reading section in TIENG ANH 11 textbook
2 To investigate the reality of teaching reading to grade 11 students and their attitudes towards the teaching of reading utilized by teachers
3 To identify the difficulties that teachers and students have to cope with when dealing with a reading lesson
The study's findings are expected to benefit both teachers and students at YTHS, as the challenges of teaching reading at this school reflect those faced in other high schools located in the mountainous districts of Bac Giang province, including Son Dong, Luc Ngan, Luc Nam, and Tan Yen.
In order to achieve the research study‟s aims, the study attempts to answer the following research questions:
1 How do teachers and students respond to the reading section in TIENG ANH 11 textbook?
2 What methods are used by teachers in teaching reading and what are the students‟ attitudes towards these methods?
3 What difficulties do teachers and students meet when dealing with a reading lesson?
Scope of the study
This article surveys the challenges associated with teaching the reading section of the TIENG ANH 11 textbook at YTHS It investigates the teaching methods employed by educators and examines students' attitudes towards these approaches Additionally, the study aims to evaluate both teachers' and students' perceptions of the reading section and to identify the difficulties encountered during reading lessons.
Outline of the thesis…
The thesis consists of five chapters, organized as follows:
Chapter One provides an overview of the study's background and outlines the key problems addressed It details the objectives, research questions, scope, and design of the thesis, establishing a foundation for the subsequent analysis.
Chapter Two offers a comprehensive review of literature that establishes the theoretical framework for the study, including definitions of reading and reading comprehension It explores the factors and stages involved in teaching reading lessons and highlights common methods employed by educators across these stages Additionally, the chapter discusses the influence of attitudes on both teaching and learning processes A significant portion of this chapter is dedicated to examining previous studies relevant to the topic.
Chapter Three states the methodology used in the study Therefore, the information about subjects, data collection instruments and procedures are presented
Chapter Four discusses the outcome of the data analysis
Chapter Five is the conclusion to the thesis.
LITERATURE REVIEW
Reading and reading comprehension
Reading is a widely embraced activity that permeates various aspects of daily life and scientific fields Consequently, there are numerous perspectives on what constitutes reading.
Goodman (1971) describes reading as a psycholinguistic process where the reader reconstructs a message encoded by the writer through a graphic display This reconstruction involves a cyclical process of sampling, predicting, testing, and confirming the information presented.
Nuttal (1982) emphasizes that reading is an active process of extracting meaning from a text rather than a passive absorption of information She argues against the notion that meaning resides within the text, highlighting that readers must engage actively to interpret and understand the content.
Reading is the process of efficiently extracting necessary information from written text (Grellet, 1981) It involves a dynamic interaction where the eyes capture the message, and the brain interprets its significance (Harmer, 1989) This understanding is echoed by Smith, emphasizing the cognitive engagement involved in reading.
Reading is fundamentally about grasping the author's thoughts rather than merely interpreting their words It is an interactive communication process where readers engage with the author's ideas Furthermore, reading is an active information-seeking endeavor, allowing readers to connect new information from the text to their existing knowledge.
With this point of view, the readers‟ knowledge of the language and the knowledge of the world are of great importance to their reading success
In teaching and learning reading, reading comprehension plays an important role because it is described as a means of communication between the writer and the reader
Comprehension involves connecting new information to what is already known, allowing readers to integrate fresh insights with their existing knowledge This process requires readers to embrace new information and incorporate it into their memory, enhancing their understanding and retention of the material.
Anderson and Pearson (1984) emphasize that reading comprehension involves a critical evaluation of text, linking new information to existing knowledge This process requires recognizing the graphic forms of the text and grasping the underlying meanings, significantly influenced by the reader's background knowledge and language competence.
Reading is a multifaceted process that encompasses the interactions between the reader, the writer, and the text As defined by Nuttal (2000:4), reading comprehension involves the encoding and decoding of messages, where the encoder transforms thoughts into words and the decoder interprets those words to understand the intended meaning.
Reading is an interactive process between the reader and the text that leads to comprehension The text comprises letters, words, sentences, and paragraphs that convey meaning, while the reader employs their knowledge, skills, and strategies to interpret this meaning To become an effective reader, one must have a strong understanding of both the world and the language, particularly in relation to the topic at hand.
We read different texts in different ways, depending on our manner and our purpose Reading, according to manner, is classified into reading aloud and silent reading
Reading aloud, as defined by Doff (1988), involves engaging with the text through visual comprehension and vocal expression, making it a valuable classroom technique for assessing students' pronunciation and enhancing their fluency by linking spelling with sound However, Doff also points out several limitations of this method Primarily, it engages only one student at a time, leaving others either disengaged or exposed to poor pronunciation models Additionally, the focus tends to be on pronunciation rather than true understanding of the text, and since reading aloud is not a common practice in everyday life, it can feel unnatural Furthermore, the slow pace of reading aloud can consume significant class time, limiting its overall effectiveness in the learning process.
Silent reading is a common activity in everyday life, encompassing the reading of books, newspapers, texts, and road signs According to Doff (1988:67), silent reading involves "looking at sentences and understanding the message it conveys." This method has gained popularity due to its emphasis on comprehension and the overall meaning of the text Additionally, learners can read at their own pace and are not required to read every word, allowing for a more personalized reading experience.
Silent reading enhances speed and comprehension, making it an essential skill for students It fosters independent library reading and supports effective teaching and learning of reading comprehension In contrast, reading aloud can slow down reading pace and hinder the development of proper reading habits Encouraging silent reading helps students grasp content more efficiently and prepares them for academic success.
According to purposes, reading is categorized into skimming, scanning, extensive reading and intensive reading
Skimming is a vital technique in teaching reading comprehension, allowing readers to quickly grasp the main ideas and structure of a text without seeking specific answers According to Grellet (1981), skimming helps to understand the writer's tone and intention Hedge (2000) emphasizes that skim reading provides a global impression of the content, exemplified by rapidly previewing a lengthy magazine article while focusing on headings and introductory lines of paragraphs.
Scanning is an essential reading skill used to locate specific information quickly According to Hedge (2000:195), scanning entails rapidly searching through a text to identify particular details, such as timetable entries, directory items, or key points in academic materials This technique allows readers to swiftly assess whether a text meets their specific reading needs or to find targeted information efficiently.
According to Grellet (1981:4), intensive reading means “reading shorter text to extract specific information” This is more an accuracy activity involving reading for details
Intensive reading is a classroom-focused activity where students concentrate on the linguistic and semantic details of a text (Brown, 1990) To enhance the effectiveness of intensive reading, it is essential to pay close attention to vocabulary and grammar Additionally, Hedge (1985) highlights that intensive reading lessons equip students with the strategies and skills necessary for successful reading.
Extensive reading is the same as silent reading which was discussed in the foregoing paragraphs Most extensive reading is done at home Grellet (1981:4) points out that
The teaching of reading
2.2.1 Factors in teaching and learning reading
2.2.1.1 Teacher’s roles in teaching reading
The teacher plays a crucial role in teaching reading, as highlighted by Mahon (1986), who emphasizes that a teacher's attitude significantly impacts student performance According to Nuttal (2000), the teacher's responsibilities include selecting appropriate reading materials, designing engaging tasks, facilitating the reading process, and monitoring student progress Additionally, teachers are tasked with leveraging students' prior knowledge, building a robust vocabulary, teaching comprehension strategies, and encouraging the transformation of these strategies into practical skills, while also establishing criteria for text selection.
In 2003, To et al emphasized the importance of teachers employing effective techniques to engage students in the learning process It is the teacher's responsibility to guide students in setting their own goals and developing strategies for specific reading tasks.
2.2.1.2 Students’ roles in a reading lesson
In a reading lesson, students play several crucial roles as highlighted by Nuttal (2000:33) Firstly, they must actively engage in their learning, taking responsibility for their educational journey Secondly, students need to monitor their comprehension, understanding how texts function and recognizing when they struggle with a text, which allows them to adopt effective strategies for improvement Additionally, good readers learn to engage in a dialogue with the text, enhancing their skills through classroom discussions and teacher-led activities Embracing the possibility of making mistakes is also essential, as errors provide valuable learning opportunities Lastly, students must avoid self-deception in their learning process; mastering reading offers significant advantages, such as better job prospects and personal growth, and neglecting this opportunity ultimately only harms themselves.
2.2.1.3 The roles of reading texts
Reading texts are essential for teaching and learning reading, as they introduce new vocabulary, grammar, and phonetics of the target language while enriching students' background knowledge These texts are typically paired with reading tasks that guide both teachers and students through the reading process In literature language teaching, the acronyms TALO, TAVI, and TASP describe different aspects of texts TALO, or "text as a linguistic object," focuses on language work, particularly grammar and vocabulary.
The focus of text as a vehicle for information emphasizes the importance of understanding the overall meaning rather than the intricate details of the language used In contrast, text as a springboard for production (TASP) encourages students to engage in reading or writing tasks based on the text Different teaching methods are necessary for various text types; for instance, grammar-translation and audiolingual methods align with text as a language object (TALO), while the communicative approach is suitable for text as a vehicle for information (TAVI) and TASP When designing reading tasks, educators should consider Grellet's (1981) recommendations regarding the text's language, content, vocabulary, and grammatical structures.
2.2.2 Stages of teaching a reading lesson
In line with the widely embraced communicative approach, reading lessons typically unfold in three key stages: pre-reading, while-reading, and post-reading Each of these stages possesses distinct characteristics and requires specific time allocations, which will be elaborated on in detail.
Before diving into a text, it is essential for students to engage in pre-reading activities that enhance comprehension and focus According to Williams (1984:37), the pre-reading stage serves three main purposes: to introduce and spark interest in the topic, to motivate learners by providing a reason to read, and to prepare them linguistically for the text Typically lasting between two to ten minutes, pre-reading activities may involve presenting new vocabulary, offering a brief overview of the text, and posing guiding questions Techniques such as using visuals, predicting from titles, and brainstorming can also be effective in assessing students' prior knowledge.
The while-reading stage is crucial in a reading lesson, as highlighted by Williams (1984:38) Its primary goals are to help students understand the writer's purpose, grasp the text structure, and clarify the content During this stage, teachers should facilitate comprehensive text comprehension, while students must effectively utilize reading skills such as skimming, scanning, and guessing to fully understand the text and the author's intentions This stage typically occupies nearly two-thirds of the entire lesson time.
The post-reading stage is the final phase of a reading lesson, focusing on student production This phase is designed to consolidate understanding and encourage reflection on the text, allowing learners to connect the material to their own knowledge, interests, and perspectives (Williams, 1984).
Teachers can enhance learning by incorporating activities such as question discussions, text reproduction, role-playing, gap-filling exercises, and sharing personal insights related to the text This stage typically requires about ten to fifteen minutes to complete all activities effectively.
In summary, the three key stages of teaching a reading lesson are crucial, but they need not be applied rigidly every time Educators can adapt these stages and adjust the time allocated to them based on their students' levels, interests, specific circumstances, and the text being read.
2.2.3 Some common teaching methods utilized at three stages of a reading lesson 2.2.3.1 Pre-reading
At the pre-reading stage, teachers can utilize a variety of effective methods to engage students' interest in the topic and equip them with essential language skills for understanding the text High school educators commonly implement these strategies to enhance student readiness and motivation.
Giving a brief introduction to the text
A brief introduction to the text, consisting of two or three sentences, is essential as it helps readers recall prior knowledge, boosts their interest, and motivates them to engage with the content Additionally, this introduction serves to review or introduce relevant vocabulary related to the topic According to Nuttall (2000: 157), an effective introduction should pique students' interest in the text, connect it to their personal experiences and goals, encourage active participation without revealing information that can be discovered through reading, and remain concise.
Pre- teaching new vocabulary and grammatical structures
Teachers should selectively pre-teach challenging vocabulary and grammatical structures to enhance students' comprehension of reading texts It's not necessary to cover every new word, as students can often infer meanings from context, a vital reading skill Nutall (1998) emphasizes that introducing key language items within the context of the text is more effective than presenting them in isolation To effectively present new vocabulary, teachers can utilize visual aids, language games, synonyms, antonyms, and definitions or explanations.
In this group work activity, participants create a brainstorming web with the article's title at the center A group leader is appointed to ensure that all members communicate exclusively in English, encourage everyone's participation, and serve as the designated writer to fill in the brainstorming web.
Attitudes and their impacts in teaching and learning
Researchers have provided various definitions of attitudes, with Allport (1954) describing them as a mental and neural state of readiness shaped by experience that influences an individual's responses to objects and situations Gardner (1985) views attitudes as essential components of motivation, which combines effort and desire to achieve language learning goals, emphasizing that motivation to learn a foreign language is influenced by learners' predispositions and personality traits, including their attitudes towards foreign individuals and the specific target language.
The impacts of attitudes in learning and teaching
Gardner and Lamber (1972) emphasize that mastering a foreign language relies not only on intellectual ability and language aptitude but also on one's attitudes towards speakers of that language Positive attitudes can enhance student motivation, leading to improved learning outcomes, while negative attitudes can hinder progress (Edwards, 1982, cited in Gibb, 1998) Slopsky (1989) asserts that attitudes significantly influence motivation and can have specific effects on learners' engagement Therefore, greater motivation correlates with increased time dedicated to learning the language.
Teachers' classroom approaches are significantly influenced by their attitudes towards education According to Doukas (1996), these attitudes and underlying theories, even if unconsciously held, shape classroom behavior and impact student learning Positive attitudes towards teaching methods are essential for effective language learning and teaching, as they enhance teachers' ability to facilitate student learning.
Previous Studies
Numerous studies have explored the teaching of English, with a particular emphasis on reading instruction This article highlights key research focused on reading activities and methodologies, which serve as foundational models for the researcher’s own study on effective reading education.
Dao Thu Huong (2007) conducted a study on enhancing reading comprehension among 10th-grade students at Le Hong Phong High School The research revealed that both teachers and students recognize the significance of reading; however, their performance in reading comprehension falls short of the Ministry of Education and Training's (MOET) objectives Contributing factors include a lack of student motivation, insufficient background knowledge, ineffective reading strategies, and outdated teaching methods To address these issues, the author proposed several techniques aimed at improving the reading instruction and learning experience.
Le Hong Phong High School
Tran Thi Ha (2003) investigated methods for enhancing reading skills among final year English officer trainees at the Military Academy of Science, identifying challenges in teaching and learning Effective Reading She proposed strategies deemed suitable for improving reading instruction for these students Similarly, Nguyen Thi Huyen (2006) conducted a survey at National Economics University involving 10 teachers and 120 second-year students, revealing that English reading instruction was ineffective The findings indicated that students lacked essential reading skills due to inefficient teaching methods, prompting the thesis to offer several recommendations for developing effective reading abilities among students.
Sub-conclusion
Effective reading teaching methods significantly impact student learning, enabling readers to achieve success This chapter explores various aspects of reading and its instruction, including definitions, types, and key factors influencing teaching and learning It also discusses common teaching methods employed at different stages of a reading lesson, along with their effects on attitudes and outcomes in education Additionally, previous studies that inform this research are highlighted, providing a theoretical foundation for the forthcoming chapters.
METHODOLOGY
Subjects of the study
YTHS employs a total of eight English teachers, comprising two males and six females, aged between 25 and 52 years Among them, only two graduated from VNU, CFL, while two others were trained at Thai Nguyen College of Education The oldest teacher previously taught Russian, and the remaining teachers have participated in in-service ELT training courses None hold a master's degree, but all have experience teaching the TIENG ANH 11 textbook, with four currently instructing grade 11 for the 2009-2010 academic year.
A random selection of 124 grade 11 students from classes 11A1, 11A2, 11A4, and 11A8 at YTHS (2009-2010) participated in the study These students, aged 16 to 17, have been learning English for four years at various secondary schools in Yen The and Tan Yen districts Notably, only a small number of them plan to take the university entrance exam that includes English.
Reading sections in TIENG ANH 11 textbook
Each unit in TIENG ANH 11 starts with a reading section designed to enhance students' reading skills, familiarize them with the topic, and provide essential language input for improved speaking, listening, and writing in subsequent lessons The reading passages range from 240 to 270 words and are accompanied by colorful images to engage students' interest The reading lesson is structured into three stages: Before you read, while you read, and after you read.
The "Before you read" section engages students with the topic and introduces essential vocabulary for better understanding The "While you read" part includes tasks that encourage students to identify main ideas and details, helping them fully comprehend the text Finally, the "After you read" segment reinforces comprehension through activities like summarizing and retelling the passage.
Data collection instrument
This study utilized three distinct instruments to gather reliable and valid data: teacher questionnaires, student questionnaires, classroom observations, and post-observation interviews with teachers The design of the questionnaires was informed by Wajryb's references.
(1992), Dao Thu Huong (2007), Nguyen Thi Huyen (2006) and Tran Thi Ha (2003)
A questionnaire consisting of five closed questions was administered to eight English teachers at YTHS to assess various aspects of reading instruction The first question evaluated teachers' perceptions of the reading section, focusing on topics, text length, language difficulty, reading tasks, and visual aids The second question explored the reading teaching methods employed by teachers, categorized into three stages: pre-reading (10 items), while-reading (5 items), and post-reading (4 items) The third question gathered teachers' opinions on the significance of different reading components, while the fourth question identified the challenges teachers face in teaching reading.
To assess students' perceptions of the reading section, a questionnaire was developed, consisting of three key questions The first question evaluates students' overall assessment of the reading section, while the second question asks them to rank their preferred teaching methods on a scale of 1 to 3, with 1 being the most favored The third question identifies the challenges students face during reading lessons This questionnaire was distributed to 124 grade 11 students at YTHS.
Classroom observation, as defined by Wajryb (1992), serves as a method for gathering data on the multifaceted dynamics within the classroom This research focuses on identifying the reading teaching methods employed by teachers and their frequency of use, using information from a teacher questionnaire as a foundation for the observations The study aims to assess students' attitudes towards these teaching methods and to evaluate the alignment between teachers' self-reported practices and their actual classroom behaviors Observations were conducted over five weeks, from February 22 to March 27, 2009, involving four teachers across classes 11A1, 11A2, 11A4, and 11A8, totaling eight reading periods of 45 minutes each Due to the absence of audio and video recording equipment, the researcher relied on note-taking, utilizing a classroom observation sheet to systematically document the reading lesson procedures.
Post-observation interviews were held to explore the reasons behind teachers' approaches to delivering reading tasks in the classroom Four informal interviews, each lasting 25 to 30 minutes, were conducted with the teachers whose lessons were observed, taking place at different times in the staff meeting room Conducted in Vietnamese, these interviews allowed the teachers to express their ideas more comfortably.
Procedures
In this study, data was collected using three instruments: questionnaires for teachers and students, classroom observations, and teacher post-observation interviews Two survey questionnaires were administered to eight English teachers and 124 grade 11 students during the first week of the second term, with students gathering in the school meeting room to complete them To ensure comprehension, the student questionnaire was translated into Vietnamese Following the analysis of the teacher questionnaires, classroom observations commenced in the second week of the term, after obtaining permission from the four participating teachers An observational schedule was created in collaboration with each teacher, and after observing eight reading periods, the four teachers were invited for interviews.
DATA ANALYSIS AND DISCUSSION
Data analysis
4.1.1 Findings from Questionnaire for teachers
Teachers’ assessment of the reading section in the new TIENG ANH 11 textbook
Teachers express strong appreciation for the diverse reading topics and visual aids included in the new textbook, highlighting their relevance to real-life situations.
Reading topics are closed to real situation 3
The length of reading texts is too long 8
The language knowledge (vocabulary and structures) in the reading texts is too difficult for the majority of students in mountainous areas 8
The reading tasks designed are too difficult for grade 11 students and take too much time 8
Various visual aids (pictures, charts…) are provided in reading sections to raise students‟ interests in the topic 8
Table 1: Teachers’ assessment of the reading section in the new TIENG ANH 11 textbook (N=8)
English teachers at YTHS express concerns about the difficulty of reading tasks, believing they are too challenging for students and time-consuming to complete They find the reading passages lengthy, filled with unfamiliar vocabulary and complex grammatical structures This perspective is influenced by their previous experience teaching from an older textbook that featured shorter and simpler reading materials.
Methods utilized by teachers in three stages of the reading lesson
No Teaching methods used at pre-reading stage No of teachers
2 Presenting and explaining new words in the reading text 8
3 Making students predict the con tent of the text 4
4 Presenting and explaining new grammatical structures in the reading text 7
5 Asking students to survey the reading text‟s title and heading for the topic 3
6 Asking lead-in questions to elicit discussion about the reading topic of the text 6
7 Using group discussion about topic of the text 2
8 Using visual aids to introduce the topic of the text 3
9 Making students brainstorm words, structures or ideas related to the topic of the text 2
10 Making students ask questions about the text 2
Table 2: Methods used at pre- reading stage (N= 8)
Table 2 summarizes the information about methods used by teachers in the pre- reading stage These methods are divided into two groups namely the traditional method and the
Traditional teaching methods involve briefly introducing and explaining new vocabulary and grammatical structures within reading texts In contrast, modern methods focus on engaging students through prediction activities, such as analyzing the title and headings of texts, answering lead-in questions, brainstorming related concepts, and utilizing visual aids to introduce topics According to a survey of eight teachers, seven preferred traditional methods in the initial stages of instruction, while only four incorporated the newer approaches Visual aids were utilized by three teachers, primarily due to the time required for preparation.
At YTHS, teachers prioritize equipping students with a wide range of vocabulary and sentence structures to enhance their comprehension of reading materials However, this approach often results in less emphasis on preparing students to activate their background knowledge on the topic at the beginning of reading lessons.
No Teaching methods used at while- reading stage No of teachers
2 Asking students to read aloud the reading text 4
3 Asking students to translate the reading text into Vietnamese 4
4 Asking students to read the reading text intensively and answer the questions 7
5 Asking students to read the questions first and scan the reading text to find the answer
Table 3: Methods used at while- reading stage (N= 8)
Table 3 illustrates the methods utilized by teachers during the while-reading stage, categorized into grammar-translation methods and a 'new' approach The grammar-translation methods include teacher read-alouds, student read-alouds, and intensive reading followed by question answering In contrast, the 'new' method encourages students to read questions first and scan the text for answers The data indicates a clear preference for grammar-translation methods, with seven out of eight teachers regularly having students read intensively and answer questions, and half of them also requiring students to read aloud and translate the text.
In a study of Vietnamese teachers' reading instruction methods, it was found that the focus was primarily on the pronunciation and meaning of individual words However, there was limited encouragement for students to enhance their reading comprehension through scanning techniques Notably, only three out of eight teachers instructed their students to read the questions first and then scan the text for answers.
N Teaching methods used at post- reading strategies N of teachers
1 Asking students to summarize the text 6
2 Asking students to have discussion 3
3 Asking students to find out more about the topic on their own 2
4 Asking students to translate it into Vietnamese 4
5 Doing nothing because of the limited time 6
Table 4: Methods used at post- reading stage (N= 8)
Table 4 outlines the methods employed by teachers during the post-reading stage, highlighting traditional techniques such as prompting students to summarize the text and translating it into their own words.
In Vietnamese education, the introduction of "new" methods encourages students to engage in discussions and independently explore topics However, as indicated in Table 4, six out of eight teachers reported neglecting post-reading activities due to time constraints, dedicating 45 minutes solely to pre- and while-reading tasks Additionally, Table 1 reveals that the reading tasks are overly challenging for students and require excessive time to complete The findings suggest that if teachers had adequate time, six out of eight would prioritize post-reading activities.
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The study reveals that while some teachers believe translating texts into Vietnamese aids student comprehension and memorization, this method is not effective for teaching reading Only two of the eight teachers encouraged independent research on topics, and three facilitated discussions among students Overall, traditional teaching methods were predominantly used over innovative approaches.
Teachers’ perceptions towards the importance of reading components
Detailed content of the text 4 2 2
(1- not important at all, 2- not really, 3- so so, 4- important, 5- very important)
Table 5: Teachers’ opinions on the importance of reading text components (N= 8)
Table 5 highlights that most teachers (6 out of 8) recognize the significance of main ideas and topics in reading lessons, yet they tend to overlook the detailed content of the text, with only 2 teachers acknowledging its importance Additionally, 5 out of 8 teachers believe that new structures and vocabulary are crucial for students' comprehension This indicates that teachers' perceptions of reading text components influence their teaching methods, as they prioritize presenting and explaining new words and grammatical structures during the pre-reading stage.
Teachers’ difficulties in teaching reading
2 Students‟ lack of background knowledge and world knowledge 7
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4 Students‟ limited vocabulary and grammatical structures 8
5 Students‟ lack of appropriate reading strategies 8
Table 6: Problems teachers face with when teaching reading (N= 8)
Teachers at YTHS face significant challenges when teaching reading lessons, primarily due to students' limited vocabulary, grammatical structures, and lack of effective reading strategies While vocabulary and grammar are crucial, appropriate reading strategies are essential for helping students complete reading tasks efficiently Seven out of eight teachers noted that students' poor background and world knowledge hinder their reading comprehension, as those with rich prior knowledge tend to understand texts better Students from ethnic groups in remote areas like Yen The district have limited access to mass media, further restricting their background knowledge Additionally, only three out of eight teachers believe that a lack of motivation contributes to the difficulties in teaching reading.
Many subject teachers reported challenges in effectively teaching reading due to limited time, often lacking opportunities for post-reading activities The primary issue stems from students' inadequate English proficiency, which may result from a lack of attention to English learning during secondary school.
4.1.2 Findings from Questionnaire for students
Students’ assessment of the reading section in the new TIENG ANH 11 textbook
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1 Reading topics are … a.Various b.Close to real situation c.Boring d.Unfamiliar with students
1 Reading topics are … a Various b Close to real situation c Boring d Unfamiliar with students
2 The length of reading texts is… a Suitable to grade 11 th students‟ level b Too long c Too short
3 The language knowledge (vocabulary and structures) in the reading texts is… a Suitable to grade 11 th students‟ level b Too difficult for majority of students in mountainous areas c Easy
4 The reading tasks designed are … a Too difficult for grade 11 th students b Various and suitable to most of the grade 11 th students c Take too much time
5 Various visual aids (pictures, charts, and tables) are provided in reading sections to raise students’ interests in the topic Do you agree? a Yes b No
Table 7: Students’ assessment of the reading section in the new TIENG ANH 11 textbook
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2 The length of reading texts is… a.Suitable to grade 11 th students‟ level b.Too long c.Too short
3 The language knowledge (vocabulary and structures) in the reading texts is… a.Suitable to grade 11 th students‟ level b.Too difficult for majority of students in mountainous areas c.Easy
4 The reading tasks designed are … a.Too difficult for grade 11 th students b.Various and suitable to most of the grade 11 th students c.Take too much time
5 Various visual aids (pictures, charts, and tables) are provided in reading sections to raise students’ interests in the topic Do you agree? a.Yes b.No
Table 7: Students’ assessment of the reading section in the new TIENG ANH 11 textbook (N4)
A recent survey revealed that 85% of respondents found the visual aids in the reading sections of the new textbook engaging, enhancing their interest in the topics Additionally, 34% appreciated the variety of reading topics, while 27% felt they were relevant to real-life situations However, many participants expressed that the reading texts were excessively lengthy.
A significant 74% of respondents indicated that the vocabulary and sentence structures in reading materials are overly complex for most students in mountainous areas, highlighting the challenges these students face due to insufficient language knowledge.
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Many students struggle with lengthy texts filled with unfamiliar vocabulary, leading 65% to report that while-reading tasks consume excessive time Consequently, teachers often find it challenging to finish planned post-reading activities This highlights the necessity for English teachers at YTHS to adopt a flexible approach when using the new textbook, allowing them to eliminate overly difficult tasks and concentrate on more suitable ones.
Students’ attitudes towards the teaching methods utilized by teachers
The data collected from the student questionnaire shows students‟ attitudes towards teaching used by teachers in the three teaching stages of the reading lesson
Students’ attitudes towards pre- reading methods utilized by teachers
Pre-reading Most favorite Next favorite Least favorite
2 Presenting and explaining new words in the reading text
3 Making students predict the con tent of the text
4 Presenting and explaining new grammatical structures in the reading text
5 Asking students to survey the reading text‟s title and heading for the topic
6 Asking lead-in questions to elicit discussion about the reading topic of the text
7 Using group discussion about topic of the text
8 Using visual aids to introduce the topic of the text
9 Making students brainstorm words, structures or ideas related to the topic of the text
10 Making students ask questions about the text
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Table 8: Students’ preference of methods used by teachers at pre-reading stage
Major findings
Results from data analysis presented in the above sections help provide answers to the three research questions raised earlier in this paper as follows:
Research question 1: How do teachers and students respond to the reading section in TIENG ANH 11 textbook?
Analysis from sections 4.1.1 and 4.1.2 reveals a consensus among English teachers and students at YTHS regarding the reading section of the new textbook They agree that the reading passages are excessively long and the language complexity is inappropriate for many students from mountainous regions, leading to an overload of reading tasks within the limited 45-minute class periods Despite this challenge, both teachers and students express positive attitudes towards the variety and relevance of the reading topics and visual aids, which enhance student engagement and support teachers in their instructional efforts.
„new‟ methods in teaching reading lessons
Research question 2: What reading teaching methods are often used by teachers and students’ attitudes towards these methods?
This study aims to explore the methods employed by teachers and the attitudes of students toward these methods Reading lessons typically consist of three stages: pre-reading, while-reading, and post-reading The teaching methods are categorized into two groups: traditional methods and new approaches.
In the pre-reading stage, traditional methods such as brief introductions and explanations of new vocabulary and grammar were commonly used by teachers, with about 40% of students favoring these approaches However, 68% of students preferred innovative methods like using visual aids to introduce topics, while 54% enjoyed surveying the text's title and headings, despite these techniques being infrequently employed by teachers According to Doff (1998), the goals of the pre-reading stage are to engage students' interest, motivate them to read, and prepare them linguistically for the text This indicates that traditional methods often fail to spark students' interest, as many teachers at YTHS continue to rely on outdated techniques, contrasting with students' desire for more interactive and engaging pre-reading strategies Ultimately, the methods currently used by teachers do not align with students' preferences.
According to William (1984:88), the while-reading stage is crucial in a reading lesson, where teachers must facilitate students' comprehension of the text During this phase, students should employ effective reading strategies such as skimming, scanning, and guessing to grasp the text and its underlying messages However, findings from teacher questionnaires and classroom observations indicate that many educators rely on the grammar-translation method during this stage For example, four out of eight teachers required students to read the text aloud and translate it into Vietnamese, while seven out of eight focused on intensive reading and answering questions This traditional approach heavily utilizes students' native language knowledge, providing a straightforward way to clarify English vocabulary and structures (Mowla 2004:45) Nonetheless, this method limits students to theoretical understanding, hindering their ability to use language for practical communication in daily life.
Despite its drawbacks, the grammar-translation method remains popular among many teachers and students A student questionnaire revealed that only 20% of students favor the "new" approach, which encourages reading questions first and scanning texts for answers This method can enhance reading speed, yet only three teachers have implemented it The findings from this study provide valuable insights for educators looking to adapt their teaching methods during the while-reading stage to better meet student expectations.
The post-reading stage is crucial for students to consolidate their understanding and relate texts to their personal knowledge and interests (William, 1984) However, a study revealed that English teachers at YTHS often lack time for this stage, with six out of eight teachers reporting insufficient time Traditional methods, such as summarizing and translating texts into Vietnamese, dominate this phase, but 58% of students consider these methods their least favorite In contrast, innovative approaches like discussions and independent research on topics are favored by 62% and 35% of students, respectively Students expressed that engaging in pair or small group discussions enhances their communicative skills, while exploring topics independently leads to a deeper comprehension of the text.
Research question 3: What difficulties do teachers and students meet when dealing with a reading lesson?
Teachers at YTHS face significant challenges in teaching reading, primarily due to students' low English proficiency Contributing factors include students' reliance on passive learning, large class sizes, and poorly equipped classrooms Students encounter five major obstacles: a lack of vocabulary and grammatical knowledge, insufficient background and world knowledge, inadequate reading strategies, low motivation, and time constraints Additionally, many students resort to word-by-word reading, which hampers their progress These difficulties not only hinder students but also impede teachers from completing lessons as planned, limiting their ability to execute all intended tasks in the reading curriculum.