Rationale
English is the most widely spoken language globally and plays a crucial role in the advancement of science, technology, politics, culture, and international relations in Vietnam Consequently, there is a significant demand for English education across the country to meet various learning objectives.
Mastering English proficiency involves honing four essential skills, with reading being particularly crucial for Vietnamese learners This emphasis on reading stems from the goal of equipping students to comprehend written materials effectively Proficient reading in a second language offers significant advantages, such as reinforcing previously acquired knowledge and expanding vocabulary and grammatical understanding Carrell (1984) highlights that reading is often the most vital skill for students learning English as a second language Consequently, there is an increasing focus on teaching reading; however, challenges persist Learners frequently struggle with maintaining concentration and managing unfamiliar vocabulary, while teachers face difficulties in motivating students during reading lessons As a result, many reading sessions can become tedious for English learners.
Haiphong University excels in English teaching, particularly valuing the reading curriculum However, educators face challenges, including students' tendencies to read word-by-word, an overemphasis on grammatical forms at the expense of comprehension, a focus on details rather than overarching themes, as well as inadequate vocabulary and limited background knowledge.
As an English teacher at Haiphong University, I frequently encounter inquiries from students and colleagues about effective reading strategies and techniques This highlights the need for English educators to innovate and enhance reading skills among students in the Faculty of Languages and Development (FLD) It is essential to provide more opportunities and encouragement for students to engage in reading, fostering a stronger reading culture within the university.
The author is motivated to explore the reading skills of second-year students and propose effective techniques to enhance their reading abilities It is anticipated that this study will benefit both the author and fellow reading educators in their instructional practices.
Aims of the study
This study aims to identify the challenges faced by second-year English major students at Haiphong University and to provide suggestions for overcoming these difficulties to enhance their reading skills.
- to exploit the use of reading techniques employed by the second year English major students and teachers
- to recommend techniques to improve their reading skill.
Scope of the study
This study focused on the reading learning techniques utilized by second-year major students at Haiphong University Through surveys and interviews, the author analyzed the reading strategies employed by both students and teachers The findings aim to enhance the overall teaching and learning of English, with a particular emphasis on reading skills at Haiphong University.
Method of the study
To achieve the study's objectives, a quantitative method inspired by German psychologist Gustav Fechner was employed for data collection This approach was chosen for its ease of implementation and relevance to the study's context, ensuring accurate and reliable data acquisition Following the analysis and discussion of the data, conclusions will be drawn, and recommendations will be presented in the thesis.
In addition to the quantitative method, the author selects teacher interviews as a convenient alternative, allowing for an in-depth evaluation of interviewee attitudes This approach enhances the reliability of the conclusions drawn from the interviews.
Design of the study
The thesis is divided into three parts
Part I includes the Rationale, the aims, the scope, the method and the design of the study
Part II of the article is structured into three chapters, beginning with Chapter I, which explores the historical research on four skills, particularly focusing on reading and reading comprehension techniques to establish a theoretical framework for the subsequent investigation The researcher also reviews relevant theories related to the thesis Chapter II presents the study, offering an overview of Haiphong University, including details about learners, teachers, teaching methods, materials, and assessments, while emphasizing data collection and discussions on various aspects of reading Finally, Chapter III provides recommendations for enhancing reading skills specifically for second-year English major students at Haiphong University.
In the last Part– Part III, some conclusions are withdrawn and limitation of the study as well as suggestions for further research is also presented.
Literature Review
Introduction
This chapter provides an overview of the historical research on reading and related skills in English teaching and learning It introduces essential concepts of reading and reading comprehension, alongside a classification of techniques used in these areas, establishing a theoretical framework for the subsequent investigation Additionally, the researcher aims to preview relevant theories connected to the thesis topic, setting the stage for deeper exploration in later sections.
Reading and other skills in English teaching and learning
To master the English language, it is essential to develop competence in all four skills: listening, speaking, reading, and writing The debate over which skill is the most important in English teaching and learning continues, with some prioritizing speaking for fluency, while others view listening as a crucial tool for achieving their goals Conversely, many argue that writing is vital due to the daily necessity of documenting reports, letters, and memos in a professional setting.
Learning to read effectively is a primary goal for many language learners, as it holds unique significance in foreign language acquisition Carrell (1997) emphasizes that for numerous students, reading is the most crucial of the four macro skills, especially in the context of English as a second or foreign language This assertion highlights the numerous advantages that reading offers to learners, making it an essential skill in their educational journey.
This is one of the main reasons which raises the interest for me to do the research on reading, not other three skills.
Overview of reading
Although research on reading skill is becoming increasingly popular, there is no agreement regarding the definition of reading
Reading, according to Catherine Wallace (1992), “reading is an awareness of the way in which we use language.”
Foertsch (1998) outlines three fundamental definitions of reading that have shaped literacy programs in the United States The first definition emphasizes that learning to read involves the ability to pronounce words The second definition focuses on the identification of words and understanding their meanings Lastly, the third definition highlights the importance of deriving meaning from a text to fully comprehend it.
Robert J Tierney (2005) gives the definition of reading “…is a complex cognitive process of decoding symbols for the intention of deriving meaning and/or constructing meaning
According to Thomas G Devine (1986), “reading is defined as the ability to examine words and absorb the information within or the cognitive process of understanding a written linguistic message”
In conclusion, reading encompasses a variety of definitions, each emphasizing different aspects of the process Despite these differences, a shared understanding emerges: reading is a complex activity that demands significant active engagement from the reader.
1.3.2 The importance of reading in foreign language learning
The teaching and learning of reading have become increasingly important, particularly in the context of acquiring a second or foreign language According to Carrell (1997), reading is often the most crucial of the four macro skills for many students learning English This highlights the significant benefits that reading can provide for language learners, making it an essential focus in language education.
Reading significantly enhances learners' vocabulary and understanding of English language structures Richard (1993:4) notes that reading can increase knowledge of the target language by exposing learners to new vocabulary and grammatical forms Educational research supports a strong link between reading and vocabulary acquisition, as learners often recognize many words in a text and can infer the meanings of unfamiliar terms from context Thus, reading is one of the most effective methods for expanding vocabulary Additionally, it provides opportunities to observe how grammatical structures are utilized in various contexts.
Reading in a new language is crucial for understanding the target culture (Richard, 1993:4) It exposes learners to a wealth of information, enhancing their comprehension of the lifestyles, behaviors, and social aspects of English speakers This immersion not only aids in tackling vocabulary and grammar but also equips learners with the background knowledge necessary to navigate cross-cultural challenges.
Reading is crucial for second language learners, as it enhances their understanding of both language and life In Vietnam, reading is particularly significant for learners, as their primary goal is to comprehend written texts effectively.
1.3.3 Factors in teaching and learning reading 1.3.3.1 Reading texts
Texts are essential in teaching and learning reading as they introduce new lexical, phonetic, and grammatical elements Additionally, they serve as valuable tools for enriching students' background knowledge.
Linguists emphasize that the teacher is the most crucial element in a reading class, with Moore (1992) identifying three key roles: instructional expert, organizer or manager, and counselor However, an important aspect often overlooked is the teacher as a model reader Nuttall (1982) highlights that demonstrating a passion for reading involves carrying books, referencing them during lessons, reading engaging excerpts aloud, and discussing current readings with students Moreover, he asserts that a teacher's responsibilities include providing appropriate texts and creating activities that engage students with the material, enabling them to develop their reading skills under the teacher's guidance.
Nuttall (2000:33) gives several main roles for the students in a reading lesson They are as follows:
- Taking an active part in learning: Students have to be active and take charge of what they do
- Monitoring comprehension: Students need to understand how texts work and what they do when they read
- Learning text talk: Students have to learn how to carries on a dialogue with the text
- Taking risks: Students have to take the risk of making mistakes because a mistake is an opportunity to learn
- Learning not to cheat oneself: Students who do not want to learn to read can easily cheat but they are cheating themselves In fact, they are wasting their opportunities
1.3.4 Stages of a reading lesson 1.3.4.1 Pre-reading stage
In the initial phase of reading instruction, educators play a crucial role in inspiring students to engage with texts by enhancing their background knowledge and introducing essential vocabulary As noted by Williams (1984: 37), the primary objectives of the pre-reading stage are to prepare students for effective comprehension.
- To introduce and arouse interest in the topic
- To motivate learners by giving a reason for reading
- To provide some language preparation for the text
The pre-reading phase typically lasts between two to ten minutes, varying by lesson To enhance this phase, techniques such as utilizing images, making predictions based on titles, and engaging in brainstorming sessions can help assess students' prior knowledge, as recommended by To et al (2006:158).
In the main reading activity of the lesson, students focus on comprehending the specific content and recognizing the rhetorical structure of the text According to Williams (1984:38), the while-reading stage is crucial in a reading lesson, serving specific objectives to enhance students' understanding.
- To help understanding of the writer’s purpose
- To help understanding of the text structure
During the while-reading stage, diverse techniques such as context-based guessing, questioning, and note-taking are employed to enhance comprehension Teachers play a crucial role in guiding students to thoroughly understand the text, while students should utilize effective reading skills like skimming, scanning, and inference to grasp both the content and the author's intent This phase typically occupies about two-thirds of the total lesson time.
To effectively review content and connect it to students' existing knowledge and interests, teachers can engage in various activities during the final stage of reading instruction According to Williams (1984), post-reading activities focus on consolidating understanding and relating the text to learners' perspectives Techniques suggested by To et al (2006) include discussing key points, retelling, and rewriting stories Typically, these activities can be completed in approximately ten minutes.
Classification of reading
Reading can be characterized in various ways, reflecting the diverse methods and purposes behind it The classification of reading types remains a debated topic in language education This thesis primarily examines the different manners and purposes of reading to provide a comprehensive classification of reading skills.
According to Doff (1988), reading is divided into two main types: reading aloud and silent reading
Reading aloud is a crucial activity that involves comprehending and vocalizing text, as noted by Doff (1988) While it serves as an effective method for sharing information, it is often underutilized outside of classroom settings According to Nuttall (1996), reading aloud significantly benefits beginners by enhancing their pronunciation skills This practice not only helps learners connect sounds with spelling but also enables teachers to assess and improve students' pronunciation effectively.
Silent reading is the most efficient method for processing text in our native language, allowing us to comprehend materials quickly (Lewis, 1985:110) This technique enables us to read at our own pace, skipping unnecessary words, and if comprehension falters, we can easily re-read or slow down for a more detailed understanding.
Silent reading is an effective classroom management tool for teachers, as it engages students in focused concentration on the text During this time, students actively work to comprehend the material and extract the necessary information, enhancing their learning experience.
Actually, linguistics have arrived at the conclusion that reading skills or strategies are most related with silent reading, not reading aloud
According to the purpose, Nuttall (2000:38) proposes four main types of reading, namely skimming, scanning, intensive and extensive reading
The objective of intensive reading is to understand not only what the text means but also how the meaning is produced Francoise Grellet (1981:41) defined
Intensive reading focuses on analyzing short texts to gather specific information, emphasizing accuracy and detail-oriented comprehension According to Nuttall, this approach requires students to engage with the text under a teacher's guidance or through targeted tasks, ensuring they pay close attention to the material.
Intensive reading demands a deep and detailed comprehension of the text, requiring readers to grasp every idea and uncover hidden information Attention to the nuances of word placement is crucial, as subtle hints may be conveyed through the text In summary, intensive reading involves a thorough examination of each element to achieve a complete understanding of the material.
Extensive reading involves reading a large volume of material across various genres, a concept significantly shaped by Harold Palmer's contributions to the theory and practice of this approach He introduced the term "extensive reading" to differentiate it from "intensive reading," which focuses on in-depth analysis of shorter, challenging texts for comprehensive understanding Intensive reading is also linked to teaching reading skills, emphasizing detailed comprehension of language components.
Extensive reading involves engaging with substantial amounts of text to gain a comprehensive understanding of the material This approach prioritizes grasping the overall meaning of the content rather than focusing on the definitions of individual words or sentences.
Nuttall defines skimming as the quick scanning of a text to assess its relevance to your research or to stay lightly informed on topics of lesser importance.
Skimming is a reading technique used to quickly gain a general impression of a text, allowing you to determine its relevance without searching for specific keywords This method is particularly effective for reviewing chapter and section headings, summaries, and introductory paragraphs The primary purpose of skimming is to provide an overview of the content, helping readers assess whether the material meets their needs.
to check relevance of text
To set the scene for more concentrated effort that is to follow if the text is useful
In conclusion, skimming is an essential reading skill for students, frequently utilized in the initial stages of reading instruction to provide a comprehensive overview of the material.
According to Williams (1990:100), “Scanning occurs when a reader goes through a text very quickly in order to find a particular point of information”
Scanning is a reading technique focused on locating specific information within texts that may not be of general interest, making it a valuable tool for reading comprehension This method can be applied to various materials, including advertisements, telephone books, dictionaries, and indexes By utilizing scanning, students can effectively grasp the main ideas of texts, enhancing their study skills and overall understanding.
When teaching reading comprehension, it's essential for both teachers and students to recognize the diversity of reading styles An effective reader adapts their approach based on their specific purpose Typically, readers employ a mix of strategies rather than strictly choosing between intensive or extensive reading, allowing them to engage with texts more effectively.
Effective Reading Comprehension
Comprehension is a crucial element of effective reading instruction and is fundamental to developing 21st-century literacy skills It serves as a vital tool for reading in today's world, highlighting its significance in both teaching and learning foreign languages.
Frank Smith (1997) defined reading comprehension in “Reading without Nonsense” as “Reading is asking questions of printed text And reading with comprehension becomes a matter of getting your questions answered”
Reading comprehension is the process of deriving meaning from text, as defined by Cathy Puett Miller The primary objective of reading instruction is to enhance a reader's ability to understand written material This process requires the interaction between the reader and the writer, where the reader decodes the writer's words and utilizes their background knowledge to form a coherent understanding of the intended message.
According to Keith Lenz, Ph.D from the University of Kansas, reading comprehension is a multifaceted cognitive process that requires readers to engage intentionally and interactively with the text This process relies significantly on proficient word recognition, decoding skills, fluent oral reading, a robust vocabulary, and active involvement with the material.
In conclusion, effective reading comprehension relies on three key components: the reading text, the reader's background knowledge, and the ability to decode the writer's message To enhance their reading skills, a good reader must understand and integrate these elements.
1.5.2 Definition of Effective Reading Comprehension
According to Ur (1996: 148): Effective Reading Comprehension is a process with the following elements:
- Appropriate reading comprehension strategies based on the purposes and motivation
- Sufficient background vocabulary and information
- Close attention to the significant bits
Cook (1989:14) emphasizes that effective reading comprehension should be analyzed through the cognitive behaviors exhibited by proficient and struggling readers across various reading stages: Before-reading, During-reading, and After-reading.
Effective readers engage with a diverse array of materials, including biographies, novels for enjoyment and inspiration, instructional guides, and current affairs publications In today's workplace, various forms of literacy are essential Rather than merely practicing reading, effective readers approach it with specific purposes and goals in mind.
Effective readers not only absorb information from their reading but also enhance their understanding of the reading process itself Encountering a new author or exploring an unfamiliar topic allows readers to gradually develop their skills, improving their ability to engage with diverse texts.
As you read, you become familiar with the author's unique style and grasp nuanced meanings, while integrating both general and specific knowledge to enhance your understanding of the text As an adult, you develop a self-extending reading system that continuously evolves, allowing you to keep learning and improving your comprehension skills.
To sum up, an effective reader must have the following characteristics:
- Concentrates on reading and is involved with the author’s logic, word usage and ideas
- Reads with goals in mind
- Visualizes what is being read
- Associates new ideas with old ones through comprehension and retention
- Knows most of the vocabulary
- Can guess many word meanings from the sentences around the unfamiliar words
- Used the dictionary to determine meanings of key and for technical words
- Used critical, logical reasoning to assess and apply new ideas
- Summarizes new knowledge in own words
- Uses review methods with texts
- Integrates new ideas, facts and theories into knowledge already acquired about the subject
- Reads in phrases and thought units, not word- by -word
- Always previews material before reading
- Read often for pleasure and satisfy own curiosity, not just to complete course assignments
- Learns and can apply main ideas and find details as they relate to main ideas
- Make use of both inductive and deductive reasoning
- Locates thesis statement, topic sentences, and generalizations
And an effective reader can:
- Call up relevant background knowledge
- Predict what will be learned and what will happen
- Make mental pictures or “see it in their minds”
- Self- monitor or self correct
- use fix-up strategies such as rereading ,creating picture in the mind, and asking for help when sense can’t be made out of what is read
- determine the most important ideas and events and see how they are related
- Draw conclusions and inferences based on what has been read
- Decide “What do I think_” did I like it? ; Did I agree? ; Was if funny? ; Could it really happen?
- Compare and contrast what is read to what has already been known
- Summarize what has been read
Grellet (1990) provides three groups of techniques:
- Understanding relations within the sentences
Gerald Mosback (Practical Faster Reading – Cambridge University Press 1993) wrote:
To effectively grasp the main ideas of a passage, start by quickly skimming through it Pay attention to titles, paragraph headings, and emphasized words such as underlined or italicized text, as they can provide a helpful outline of the content.
Many individuals overlook titles and introductory headings, often failing to recall them after reading This raises the question: can you remember the title of this article and the heading of the current section without checking back?
A popular method for enhancing reading speed involves having students read specific passages while timing themselves By utilizing a conversion table that considers both the text length and reading time, students can determine their reading speed, motivating them to improve and read faster with each attempt.
Nuttall (1982) outlines essential reading skills categorized into macro-skills, which encompass both Word-attack and Text-attack skills Word-attack skills involve understanding morphological information, utilizing structural clues, inferring meanings from context, managing vocabulary, and effectively using a dictionary In contrast, Text-attack skills are divided into significance and cohesion, focusing on sentence syntax comprehension, recognizing functional value, interpreting rhetorical structures, understanding underlying presuppositions, making inferences, and integrating information for application.
There are various reading techniques, each offering distinct advantages depending on the purpose of reading Here are some recommended approaches that the author believes will enhance readers' comprehension and overall reading experience.
- Activating and building background knowledge
- Previewing the text to build expectations
- Rereading activities for lower levels of language proficiency
- Building and monitoring comprehension of the text
- Adjusting reading strategies when necessary
- Reviewing reading information in the text
Preview the concerned theories
Prominent scholars like Robert J Tierney, Catherine Wallace, and Thomas G Devine have extensively explored this topic, contributing various theories that share common interests Notably, Thomas G Devine has gained recognition for his significant insights in this field.
Teaching reading comprehension encompasses all aspects of reading instruction and learning Catherine Wallace provides essential theories on this topic, while Grellet is renowned for his significant contributions to reading education, particularly through his notable works, "Developing Reading Skills" and "Developing Reading Skills – A Practical Guide to Reading Comprehension Exercises."
Numerous Vietnamese authors and researchers have focused on improving reading skills across various educational contexts M A Nhu Van Luoc from Haiphong Foreign Language Center explored strategies for enhancing reading abilities at his institution Pham The Tu's M.A thesis specifically addresses reading skill improvement for Marine Engine Department students at Vietnam Maritime University Le Thi Thu Huong's study targets ESP reading skills for Information Technology students, while Nguy Thuy Trang examines reading instruction for Economics students at Hanoi National Economics University Do Thi My Dung's research emphasizes motivating third-year English majors at Haiphong University to enhance their reading skills Additionally, Nguyen Thi Hop's thesis discusses the development of reading materials for postgraduate students at the College of Natural Sciences, VNU Pham Thi Thanh investigates reading difficulties faced by first-year English Department students at the College of Foreign Languages, Vietnam National University, and Ngo Thi Thu Huong's work focuses on using supplementary materials to motivate first-year English majors at HPU to read more effectively.
Reading has become a focal point of interest among students and teachers across all educational levels, from primary to higher education Notable studies, such as Nguyen Thi Hong Nga's research on enhancing English reading skills at Yen Hoa Upper Secondary School and Dao Thu Huong's work on improving reading comprehension for 10th-grade students at Le Hong Phong High School, emphasize the importance of developing effective reading skills.
The topic has garnered significant interest from both international and local authors and researchers While foreign language development (FLD) educators are also engaged in this area, there is a noticeable lack of research focused on reading techniques This gap in the literature serves as a key motivation for the author to pursue this research.
Summary
This chapter explores the connection between reading and various skills in English teaching and learning, while also providing a historical overview of research in this area It covers essential concepts such as reading skill, reading comprehension, and the classification of reading Additionally, the chapter introduces techniques for enhancing reading comprehension and concludes with a review of relevant theories related to the topic.
The study
Introduction
This study aims to examine Haiphong University by providing an overview of its learners and their educational needs, as well as the teaching staff and instructional methods employed Additionally, it will cover the materials used in the curriculum and the assessment processes in place.
This section will detail the data collection process, including participants, instruments, and procedures, alongside the findings and discussion regarding the experiences of teachers and students at Haiphong University.
An overview on Haiphong University
Haiphong University (HPU), reestablished in 2004, comprises eleven departments and various staff offices, aiming to be a multi-training institution that educates thousands of students annually Notably, the Foreign Language Department (FLD) at HPU focuses on the teaching and learning of English, contributing significantly to the university's educational offerings.
The Foreign Language Department (FLD), a vital part of the university, was established in alignment with the founding principles of HPU Over the years, FLD has successfully garnered significant contest prizes, enhancing the university's reputation.
From the beginning, Russian was the sole language which was chosen to be taught in here with the restricted numbers of students and teachers (only 6 teachers and
With 45 students enrolled, English has increasingly become the predominant language in daily life The growing demand for English learning and teaching has prompted the FLD to revise its training objectives and methods Department leaders recognize the importance of English as a crucial language for instruction, making it a key subject across all departments.
In recent years, Chinese has emerged as a valuable language for students seeking to enhance their employability after graduation As a result, it has become the second most popular choice among students during the entrance examination process.
In conclusion, Haiphong University’s Foreign Language Department offers three languages, with English majors consistently representing the largest segment of the student body for many years.
FLD currently offers over 30 classes with nearly 1,200 students, where English classes account for two-thirds of the total enrollment Students are eager to achieve proficiency in all four language skills, and English consistently attracts the highest entrance scores among the three subjects, indicating that English students possess superior proficiency compared to their peers This trend highlights the potential for English teachers at FLD to engage with highly competent students, enabling them to enhance their teaching methods effectively.
Learners and Learning requirements
At FLD, English learners predominantly fall within the age range of 18 to 23, with a significant majority being female This youthful demographic indicates that the students have chosen to study English voluntarily, resulting in strong and clear motivation to learn the language.
This research focuses on second-year English majors, a generation uniquely positioned to benefit from recent educational reforms, resulting in generally good English proficiency levels However, there is a notable disparity in their English competence, influenced by their diverse backgrounds, as many students hail from rural areas across Vietnam This diversity leads to variations in learning styles, attitudes, and motivation, which can create challenges during their academic journey.
The second-year English majors are divided into two classes: one consisting of 38 students primarily from Haiphong, who are training to become future teachers, with an average age of around 20 years, and the other class comprising 50 students from various locations, focusing on interpretation as their career path.
Teachers and Teaching methods
An essential aspect highlighted in this section is the dedicated teaching staff within our department With the largest number of educators compared to other departments at the university, our faculty's strength reflects the department's thirty-year legacy This extensive experience contributes significantly to our educational excellence and overall manpower.
Average Age Teaching Experience Qualification
M F