Statement of the problem and rationale of the study
English is the most widely spoken language globally and plays a crucial role in Vietnam's development across various sectors such as science, technology, politics, and culture The increasing demand for English education in the country highlights its importance for diverse purposes In second language classrooms, reading significantly contributes to enhancing both linguistic and background knowledge, which is essential for mastering other language skills Research by Hoang et al (2006) indicates that reading is the most effective means of improving language competence, a view supported by Carrell (1989) and Anderson (1999), who emphasize its critical role for students learning English as a second or foreign language This is particularly relevant for non-major English students at the Foreign Language Center of the Ministry of Agriculture and Rural Development (MARD), who are civil servants needing English for their work Despite receiving enthusiastic support from teachers at the College of Management for Agriculture and Rural Development, many students struggle with effective reading due to five major obstacles identified by Hoang et al.
In 2005, it was identified that common reading challenges include word-by-word reading habits, an overemphasis on form instead of meaning, excessive attention to details rather than main ideas, and limited vocabulary and background knowledge Given the significance of these issues, it is crucial to conduct a study focused on enhancing reading skills for non-major English students at the pre-intermediate level at the Foreign Language Center of the Ministry of Agriculture and Rural Development.
Aims of the study
The thesis aims to identify the reading difficulties faced by teachers and learners at the Foreign Language Center at MARD, with the goal of providing suggestions to enhance their reading skills To achieve this, the study seeks to address specific research questions related to these challenges.
1 What are the teachers and students’s attitudes towards the teaching and learning of reading skill ?
2 What difficulties do the teachers and students encounter in teaching and learning reading?
3 What are suggested techniques to improve the students’ reading skill?
Significance of the study
This study aims to enhance reading skills among non-major English students at the pre-intermediate level at MARD The findings are intended to assist English teachers at the College of Management for Agriculture and Rural Development in effectively developing their students' reading abilities Additionally, the researcher hopes to offer valuable insights for other researchers interested in improving reading skills among learners.
Methods of the study
The study is carried out on the basis of qualitative approach: 2 survey questionnaires involving 115 learners and 11 teachers are used to collect data for the study.
Scope of the study
This study focuses on enhancing reading skills for non-English major students at the pre-intermediate level at MARD Due to time constraints, it primarily involves a survey to identify the challenges faced by both teachers and students, as well as their key concerns regarding reading lessons Based on the findings, several techniques are proposed to improve the teaching and learning of reading skills.
Design of the study
The study is composed of the following parts:
Chapter 1 (Introduction) provides rationale, aims, significance, scope, methods, and design of the study
Chapter 2 of the literature review establishes the theoretical framework for the study, focusing on key concepts such as the definitions of reading and reading comprehension, the various classifications of reading, and effective techniques for enhancing reading comprehension It also explores the reading purposes of second language learners, identifies critical factors influencing the teaching and learning of reading, and outlines the stages involved in a reading lesson.
Chapter 3 (Methodology) includes the participants, teaching material, instrument of data collection, data collection and data analysis
Chapter 4: (Suggestions and conclusions) consists of some suggested techniques, a review of the study, the limitations of the study and recommendation for further research.
LITERATURE REVIEW 2.1 Definitions of reading
Definition of reading comprehension
Reading comprehension is essential in both foreign language education and specifically in reading instruction It serves as a vital communication link between the writer and the reader, facilitating understanding and engagement.
Reading comprehension involves reconstructing, interpreting, and evaluating an author's message, drawing on knowledge gained from life experiences (Roe, Stood, & Burns, 1987) A reader's understanding of a text is significantly influenced by their world knowledge; those with a deeper understanding of the topic tend to grasp the content more effectively.
According to Anderson and Pearson (1984), readers engage in critical evaluation by linking new information in a text to their existing knowledge This process of making connections is essential for understanding and integrating new concepts effectively.
According to Vanpatten (1995:191), comprehension involves connecting new information with existing knowledge stored in memory Readers must integrate incoming information with what they already know, allowing it to enrich their understanding and contribute to their overall knowledge base.
Richard and Thomas (1987) emphasize that reading comprehension relies heavily on the reader's background knowledge, highlighting that it involves a dynamic interaction between the author and the reader They assert that reading transcends mere word pronunciation and understanding the author's intent; it is a process that evokes unique ideas, experiences, and responses from each individual.
Reading comprehension involves effectively extracting necessary information from written text, as highlighted by Grellet (1981) Similarly, Swan (1975) emphasizes that a proficient student can read accurately and efficiently, maximizing the information gained while minimizing the effort required for understanding.
Reading comprehension involves the ability to recognize the visual elements of a text and grasp the underlying ideas they convey Despite varying perspectives, it is clear that this process is essential for effective understanding.
Classification of reading
According to Doff (1988), reading is divided into two main types: reading aloud and silent reading
Reading aloud is defined as the process of “looking at the text, understanding it, and also saying it” (Doff, 1988:70) While it serves as an effective method for conveying information, the practice of reading aloud is rarely utilized in everyday life outside of educational settings.
(1988: 67) said, “reading aloud is not an activity we engage in very often outside the classroom”
Reading aloud offers both benefits and drawbacks According to Nuttal (1966), it serves as a valuable tool for beginners to enhance their pronunciation by linking sounds to the spelling of letters and words This practice also enables teachers to assess students' pronunciation effectively Additionally, reading aloud helps maintain classroom control, as it encourages attentive listening among students who may be called upon to continue the reading.
Greenwood (1985) critiques the excessive focus on teaching pronunciation through reading aloud, arguing that it can hinder students' comprehension of the text's meaning He notes that when students concentrate on pronunciation, they often neglect the content, leading to a lack of engagement Additionally, during turn-taking reading sessions, only one student is actively participating, while others may become distracted This method can also be time-consuming, as students must wait for their turn to read Consequently, Greenwood suggests that reading aloud may offer limited benefits for enhancing reading skills, urging teachers to assess their students' needs before incorporating this technique into their reading instruction.
Silent reading is a prevalent practice in both everyday life and educational settings According to Lewis (1985), it is the most efficient method for engaging with our native language Doff (1988) further emphasizes that silent reading involves comprehending the message of a text without vocalizing the words, allowing readers to grasp meaning effectively This skill enhances reading comprehension by enabling individuals to read at their own pace, revisit unclear sections, and skip content that is not of interest Ultimately, silent reading allows for quick acquisition of main ideas while fostering a deeper understanding of details, making it easier to answer questions related to the text.
Silent reading is an effective classroom management tool for teachers, as it allows students to focus on the text, comprehend its meaning, and quickly extract necessary information This practice enhances students' reading skills, and educators should regularly adapt reading materials and exercises to align with their students' progress Consequently, incorporating silent reading into foreign language instruction is essential for fostering language development.
According to purpose, reading is categorized into 4 types: Skimming, scanning, extensive reading and intensive reading
Skim read and scan read are necessary techniques for general sense or the gist of a reading text
According to Nuttal (1982:36), skimming involves quickly scanning a text to assess its relevance to our research or to stay superficially informed about less significant topics.
According to Grellet (1981:19), skimming involves rapidly reviewing reading material to grasp the main ideas and the author's intent, rather than searching for specific answers.
Skimming is a reading technique used to gain a general understanding of a text's content, as defined by Hedges (2000:195) This method involves rapidly previewing materials, such as magazines or articles, by focusing on headings and the first lines of paragraphs while skipping over larger sections of information It is commonly employed when glancing at newspapers for daily news, quickly assessing magazines for interesting articles, or reviewing business and travel brochures for essential information.
Scanning is a high-speed reading technique used to quickly locate specific information within a text According to Williams (1986), it involves rapidly searching for particular details to determine the text's suitability for a specific purpose Hedges (2000) emphasizes that scanning is about finding exact points of information, such as timetable entries or key academic concepts Grellet (1981) adds that this process often disregards the linear flow of the text Common applications of scanning include searching through telephone directories for phone numbers and looking up terms in dictionaries, indexes, and various publications.
Skimming is an essential reading skill that provides an overview of material, often serving as the initial step before scanning for specific information While both skimming and scanning are valuable techniques for efficient reading, they should not be used in isolation; a combination of both strategies is most effective As noted by Davies (1995), the lines between skimming and scanning are often blurred, as effective scanning typically involves some degree of skimming, and vice versa.
Intensive reading, as defined by Nuttall (2000), involves engaging with a text under the guidance of a teacher or a specific task that encourages student focus Brown (1990) describes it as a classroom-oriented activity where students concentrate on the linguistic and semantic details of a passage Additionally, Grellet (1981) emphasizes that intensive reading entails reading short texts to extract specific information, highlighting its nature as an accuracy-focused activity aimed at detailed comprehension.
Extensive reading involves engaging with a wide range of texts in large quantities to gain a general understanding of a subject, encompassing both pleasure reading and business literature Grellet (1981) defines it as reading longer texts primarily for enjoyment, emphasizing fluency and global comprehension Nuttall (2000) highlights that encouraging students to read extensively is one of the most effective methods for enhancing their reading skills Additionally, Carrell and Carson (1997) note that extensive reading typically entails rapid reading of substantial materials or longer texts focused on overall meaning rather than language specifics.
Both intensive reading and extensive reading are crucial for acquiring knowledge, and it is essential to give equal emphasis to both methods.
Effective reading comprehension
Ur (1996:148) considers effective reading comprehension process with the following elements:
- Appropriate reading comprhension strategies based on the purposes and motivation
- Sufficient background information and vocabulary
- Close attention to the significant bits
Reading comprehension techniques
Grellet (1990) provides 3 groups of techniques:
Effective readers consistently draw inferences while reading, utilizing both the information presented in the text and their own knowledge to deduce meanings that are not directly stated This ability encourages them to move beyond literal interpretations, enhancing their overall comprehension and engagement with the material.
In academic and professional environments, English language learners often encounter extensive reading, which can be challenging due to slow reading speeds that hinder comprehension and reflection To effectively manage large volumes of reading, it is crucial for learners to cultivate efficient reading habits Improving reading speed not only allows learners to complete more books in a shorter time but also enhances their overall enjoyment of reading, encouraging them to engage with texts more frequently.
Encouraging learners to make predictions about a book while reading is an effective way to enhance their reflection and imagination This predictive skill is essential in the reading process, as it allows readers to engage more deeply with the text The quicker and more accurately learners can formulate and verify their predictions, the more fluent their reading becomes.
Previewing is a very useful skill that good readers often make use of and we often preview in daily life, for example we preview:
The newspaper by reading the headlines - to decide which articles to read
A letter by looking at the envelop - to decide whether to open it or throw it away (junk mail)
A book by reading the front and back covers - to decide if it is interesting and whether to read it
The benefits of previewing as a regular habit help the readder:
- Get a general idea of what the text is about;
- Place it in a general context or within a mental frame work;
- Activate background knowledge about the subject;
- Judge the difficulty of a text and calibrate the approach
Previewing enhances learners' confidence in extracting information and ideas from a text without the need to read every word While it resembles skimming, previewing has a more focused purpose Readers engage in previewing to gather specific details such as the title, author, subject area, genre, type of information, difficulty level, and length of the text In contrast, skimming involves searching for the main ideas or gist, which demands deeper processing and comprehension of the material.
Anticipation provides a good way to increase reading comprhension It is a strategy used before reading to activate students’ prior knowledge
As mentioned from the above section, skimming and scanning are also key components to the reading technique.
Reading purpose of second language learners
In real life, second language learners read in another language for the following purposes:
- To obtain information for some purposes or because we are curious about some topic
- To obtain instructions on how to perform some tasks for our work or daily life
- To act in a play, play a game, do a puzzle
- To keep in touch with friends by correspondence or to understand business letters
- To know when or where something will take place or what is available
- To know what is happening or has happened
(Rivers and Temperley, cited in Nunan, 1989:34)
Factors in teaching and learning reading
According to Nuttall (2000), teachers play a crucial role in the reading process by selecting appropriate texts, designing engaging tasks, facilitating comprehension, and monitoring student progress Their responsibilities are guided by six key principles: leveraging students' background knowledge, building a robust vocabulary, teaching for comprehension, imparting effective reading strategies, encouraging the transformation of strategies into skills, and establishing criteria for selecting reading materials (Anderson, 2003; Hedge, 2000, as cited in To et al., 2006).
Nuttall (2000:33) mentions several main roles for the students in a reading lesson, such as:
- Taking an active part in learning
- Learning not to cheat oneself
Reading texts plays a crucial role in teaching and learning a language, as they introduce essential grammar, phonetics, and vocabulary Therefore, it is important for teachers to focus on language content, vocabulary, grammatical structures, and the types of reading activities they use However, selecting appropriate texts is a complex task that requires time, effort, and expertise (Buck, G, 2001).
Motivation, as defined by Kleinginna (1981), is the desire that energizes and directs goal-oriented behavior In the context of reading, motivation refers to the intrinsic desire to read, even without external requirements According to Redneck and Lester (2000), motivation is a crucial element in developing skilled reading It encompasses the pursuit of reading opportunities driven by curiosity, knowledge, and engagement Therefore, teachers must be attuned to their students' reading motivations to implement effective strategies that enhance their reading competencies during lessons.
Stages of a reading lesson
The organization and sequencing of reading activities are influenced by various language teaching approaches Typically, a reading lesson is structured into three distinct stages: pre-reading, while-reading, and post-reading, as noted by William (1984) and Dubin and Bycina (1991) in To et al (2006:158) and Hoang et al (2005) Each of these stages serves specific objectives and follows unique procedures to enhance the reading experience.
In this stage, teachers motivate students to read, activate or build students’background knowledge of the subject According to Williams (1984:37), the purposes of the pre-reading stage are:
- 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 stage typically lasts between 5 to 10 minutes and is essential for preparing learners According to To et al (2006:158), effective techniques during this phase include utilizing pictures, making predictions based on titles, and engaging in guessing and brainstorming activities to assess prior knowledge.
Williams (1984:38) states that while reading stage is the main part of a reading lesson with specific aims:
- To help understanding of the writer’s purpose
- To help understanding of the text structure
In this stage, various techniques are utilized, including guessing new words, asking questions, and taking notes It is essential for teachers to assist students in comprehending the text thoroughly as they engage in skimming, scanning, and making educated guesses to grasp both the content and the author's intent This stage typically occupies nearly two-thirds of the lesson time.
The post-reading stage is essential for consolidating and reflecting on the material, allowing learners to connect the text with their own knowledge and interests (Williams, 1984) Techniques such as discussing key points, retelling, and rewriting stories can enhance comprehension and engagement (Et al., 2006) Typically, this stage lasts around 10 minutes.
METHODOLOGY 3.1 Participants
Material
Choosing the right textbook to enhance learners' reading skills is essential "More Reading Power" is an effective resource for students at the Foreign Language Center at MARD, as it addresses their reading development needs The book is structured into four comprehensive parts, making it a suitable choice for improving reading proficiency.
Part one: Reading for Pleasure
Students are encouraged to choose books that pique their individual interests, ensuring they are of moderate difficulty These selections can include genres such as fiction, nonfiction, literature, or popular culture, all aimed at fostering a love for reading for pleasure.
Part two: Reading comprehension Skills
There are ten Units in this Part:
Unit 3: Vocabulary Knowledge for Effective Reading
Research indicates that reading is a multifaceted process that requires various skills, enabling readers to engage with texts on multiple levels This section includes exercises categorized by key reading comprehension skills, arranged in a progressive sequence from simple to more challenging tasks, aimed at enhancing learners' proficiency in these essential skills.
Improvement in reading also includes thinking in the foreign language The exercises in this part are designed to help learners to follow ideas and think in English
Improving reading speed can enhance efficiency and comprehension for readers The exercises provided encourage learners to take risks and gradually increase their reading pace, fostering continuous improvement.
More Reading Power features engaging texts that capture students' interests while delivering valuable insights on a variety of topics, including Marie Curie, satellites, elephants, basketball in the United States, and the effects of weather and climate Additionally, it covers diverse subjects such as automobiles, their problems and solutions, sources of disease, and oil spills.
Generally speaking, the book More Reading Power aims to:
Get learners to read as much as possible
Help them become more fluent readers
Provide direct instruction in frequently used vocabulary
Teach strategies and a study method for independent vocabulary learning
Teach skills and strategies for both sentence and discourse level comprehension.
Data collection instrument
Two sets of questionnaires were distributed to 11 teachers and 115 students at the Foreign Language Center at MARD to obtain reliable and valid data for the study These questionnaires aimed to gather information regarding various aspects of the educational experience.
1 Students’ aims of learning English
2 Students’ attitude to the reading text in the book More Reading Power
3 Students’ attention to the language aspects taught at MARD
4 Students’ attitude to the role of reading
5 Students’ attitude to the activities in 3 stages of reading
6 Students’ difficulties when learning reading
7 Students’ expectation from the teachers
8.Students’ effort for improving their reading comprehension
1 Teachers’ opinions about teaching reading at MARD
2 Teachers’ opinion about the language aspects taught at MARD
3 Teachers’ attitude to the role of reading
4 Teachers’ difficulties when teaching reading
5 Teachers’ activities to help students to overcome difficulties
Data analysis
3.4.1 Data analysis of the students’ survey questionnaires
3.4.1.1 Students’ aims of learning English
To communicate effectively in English 104 90%
To understand materials in English, such as newspapers, books, contracts…
To live and work abroad 1 1%
Table 1: Students’ aims of learning English
According to Table 1, a significant 90% of students learn English to communicate effectively, while 76% aim to comprehend English materials like newspapers and books Additionally, 65% of students study English to enhance their job prospects, and only 1% express a desire to live and work abroad This data highlights that English provides valuable benefits not only in professional settings but also in everyday life.
3.4.1.2 Students’ attitude to the reading texts in the book More Reading Power
Table 2: Students’ attitude to the reading texts in the book More Reading Power
A survey of students revealed that 34% find the reading texts in "More Reading Power" very interesting, while only 9% consider them boring, and 67% believe they are appropriate for their level Notably, 83% of students express that the texts are engaging These results suggest that "More Reading Power" is an effective resource that encourages continued reading among students However, it is important to investigate the reasons behind the disinterest of some students and for teachers to implement strategies to enhance overall engagement with the book.
3.4.1.3 Students’ attention to the language aspects taught at MARD
Table 3: Students’ attention to the language aspects taught at MARD
Out of 115 students, 44 prioritize reading, while 29 focus on speaking, 23 on writing, and 19 on listening This distribution is logical, as indicated in Table 1, since students aim to communicate effectively and understand English-written materials.
3.4.1.4 Students’ attitude to the importance of reading comprehension
Table 4 : Students’ attitude to the importance of reading comprehension
A recent survey indicates that a significant majority of students recognize the importance of reading comprehension, with 57% acknowledging its significance and 36% deeming it very important Conversely, only a small fraction of students views reading comprehension as not very important or unimportant This highlights the need for initiatives aimed at enhancing students' awareness and understanding of reading comprehension skills.
3.4.1.5 Students’ attitude to the benefit of reading
Expanding knowledge of the world 38 33%
Table 5: Students’ attitude to the benefit of reading
Table 5 highlights the various benefits of reading for students, revealing that 78 out of 115 believe it enhances vocabulary, while 45 feel it improves other language skills Additionally, 38 students acknowledge that reading broadens their knowledge of the world, and 22 agree it aids in grammar improvement Overall, these findings suggest that reading plays a significant role in language learning, ultimately contributing to increased fluency in both speaking and writing.
3.4.1.6 Students’ attitude to the activities in 3 stages of reading
3.4.1.6.1 Students’ attitude to pre-reading activities
3.4.1.6.1.1 The frequency of using Pre-reading activities by the teachers responded by the students
Pre-reading activities always sometimes rarely never using games to introduce the text 7% 75% 14% 4% using visual aids to introduce the text 9 % 25% 55% 11
Incorporating effective reading strategies is essential for enhancing comprehension A brief introduction to the text can set the stage, while pre-teaching new vocabulary (56%) ensures students grasp key terms Utilizing pre-reading questions (52%) engages learners and stimulates critical thinking Encouraging students to brainstorm related words and ideas (27%) fosters creativity and connection to the topic Making predictions about the text content (35%) further enhances engagement Clear instructions (72%) are vital for guiding students through the reading process, and assigning targeted reading tasks (20%) helps reinforce understanding.
Table 6: The frequency of using Pre-reading activities by the teachers responded by the students
3.4.1.6.1.2 Students’ enjoyment of pre-reading activities
Pre-reading activities interesting normal boring using games to introduce the text 74%
16% 10% using visual aids to introduce the text 68%
25% 7% giving a brief introduction to the text 47%
Incorporating effective teaching strategies can significantly enhance student engagement and comprehension A notable 37% of educators encourage students to brainstorm relevant words and ideas related to the topic, while 70% emphasize predicting the text's content Additionally, 56% focus on clearly explaining the text's instructions, and 80% assign targeted reading tasks Storytelling also plays a crucial role, with 50% of teachers utilizing short stories to captivate their students' attention and foster a deeper understanding of the material.
Table 7: Students’ enjoyment of pre-reading activities
Pre-teaching vocabulary is the most commonly used technique by teachers before reading lessons, as students often struggle with vocabulary This approach quickly engages students in reading tasks Following this, providing pre-reading questions is the second most popular method Many students enjoy interactive techniques like games and visual aids to introduce texts and brainstorm related words and ideas; however, these strategies are infrequently utilized by teachers due to their complexity and time demands.
3.4.1.6.2 Students’ attitude to while - reading activities
3.4.1.6.2.1 Students’ activities to look for specific information
Reading and answering the question after reading the text carefully 34% Understanding everything in the text, then read and answer the question
Reading the question first and answer them by scanning the text 55%
Table 8 : Students’ activities to look for specific information
An effective reading strategy is crucial for finding specific information in a text Notably, over half (55%) of the surveyed students reported that they first read the questions and then scan the text for answers.
3.4.1.6.2.2 Students’ activities to look for the main idea of the text
Choosing the best answer by skimming the text 75%
Choosing the best answer after reading the text carefully and 21% understand every word
Moving eyes line by line to look for the main idea of the text 4%
Table 9: Students’ activities to look for the main idea of the text
Many students often resort to skimming the text to quickly identify the main idea, but some still waste time reading line by line, which hinders their reading efficiency Implementing effective reading strategies is essential for helping learners process texts more effectively.
3.4.1.6.2.3 Students’ activities when meeting new words
Looking up in the dictionary 67%
Guessing the meaning from the context 20%
Table 10: Students’ activities when meeting new words
A significant portion of students, 76%, rely on dictionaries to understand new words, while 20% attempt to infer meanings from context and 11% seek help from teachers or peers However, frequently stopping to look up words can disrupt reading flow, hinder comprehension, and diminish enjoyment When faced with an overwhelming number of unfamiliar terms, students may feel discouraged Therefore, it is crucial for students to engage with reading material that aligns with their proficiency level.
3.4.1.6.3 Students’ attitude to post - reading activities
Doing multiple choice or gap filling exercises 29%
Writing topics relevant to the text 5%
Discussing the topics in pairs or groups 5%
Table 11: Students’ post – reading activities
Many students struggle with engaging in post-reading activities, such as summarizing texts or discussing topics collaboratively, with only a small percentage actively utilizing these techniques In fact, 55% of students do not engage in any meaningful activities after reading The predominant exercise they perform is multiple-choice or gap-filling tasks, as shown in Table 11, which suggests that these post-reading activities do not significantly benefit their learning Therefore, it is essential for teachers to emphasize the importance of post-reading activities and guide students in their effective application during lessons.
3.4.1.7 Students’ difficulties when learning reading
Lack of appropriate reading strategies 33%
Poor vocabulary and grammatical structures 35%
Table 12: Difficulties students face in reading
Table 12 reveals that the primary challenge students face in reading lessons is a lack of vocabulary and grammatical structures, with 35% of those surveyed acknowledging that encountering new words diminishes their motivation to read Additionally, 33% of students report insufficient reading strategies, highlighting the need for teachers to recommend effective approaches tailored to specific reading tasks Furthermore, 20% of respondents indicate a lack of background knowledge, which impedes their reading ability, while 8% cite time constraints and 4% express a lack of motivation To enhance students' reading experience, it is crucial to address these issues, particularly by improving background knowledge, as this can alleviate time pressures and boost motivation.
3.4.1.8 Students’ expectation towards teachers’ teaching of reading techniques to overcome difficulties when learning reading
Activating students’ previous knowledge into the text 88%
Explaining the purpose of each type of exercise before asking students to complete
Searching different kinds of reading materials to suit students’ need and interest
Table 13: Students’ expectation towards teachers’ teaching of reading techniques to overcome difficulties when learning reading
A recent survey indicates that a significant majority of students seek support to enhance their reading skills Specifically, 88% of students want teachers to activate prior knowledge related to the text, while 87% prefer to receive key vocabulary Additionally, 91% would appreciate teachers explaining the purpose of each exercise prior to completion, and 94% desire appropriate reading strategies Furthermore, 90% of students wish for a diverse range of reading materials tailored to their interests and needs To effectively assist students in overcoming reading challenges, teachers should adopt flexible teaching techniques.
3.4.1.9 Students’ effort for improving their reading comprehension
Discuss reading in pairs or small groups 40%
To be actively engaged in the lesson 78%
Table 14: Students’ activities to improve their reading comprehension
Enhancing reading comprehension necessitates significant effort from students, with 86% recognizing the importance of cultivating an extensive reading habit Additionally, 100% agree on the need to enrich their vocabulary, while 40% support the implementation of pair or small group discussions Furthermore, 78% emphasize the value of active engagement during lessons to improve understanding.
3.4.2 Data analysis of the teachers’ survey questionnaires
3.4.2.1 Teachers’ aims of teaching reading
Help students to communicate effectively in English 5 45%
Help students to understand materials in English, such as newspapers, books, contracts…
Help students to support their jobs 2 18%
Help students to live and work abroad 0 0%
Table 1: Teachers’ aims of teaching English
SUGGESTIONS AND CONCLUSIONs 4.1 Suggested techniques
Techniques for reading motivation and interest
Student motivation and interest in reading are crucial for effective learning, as a lack of enthusiasm can make reading lessons dull Enhancing students' motivation has always been a priority due to its essential role in facilitating reading comprehension The key to maintaining student engagement lies in fostering their interest and involvement in the reading process.
4.1.1.1 The students are free to choose books of their own interest
In any group of students, diverse personalities and interests emerge, especially when they have the freedom to select their own books Allowing students to choose reading materials that resonate with them fosters a genuine love for reading, which in turn enhances their motivation to engage with literature.
4.1.1.2 The reading should be easy for them
To keep students motivated and encourage extensive reading, it is essential that the material is accessible and easy to understand Many students mistakenly believe that reading books filled with unfamiliar words will enhance their learning; however, this often leads to frustration and disengagement When texts are overloaded with new vocabulary, students tend to make little progress, find the experience tedious, and ultimately abandon the book In reality, excessive unfamiliar words hinder vocabulary acquisition and diminish the overall enjoyment of reading.
4.1.1.3 Gradually escalating the level of difficulty of the texts
Students will find reading boring if they are continuously provided with easy texts So, it’s important to increase the scale of difficulty of the texts
Role-play allows students to envision themselves in various roles, such as a farmer, doctor, teacher, or scientist This interactive approach provides opportunities for students to use language in new contexts, express their natural emotions and gestures, and ultimately boosts their motivation to learn.
Teachers should take students’ preference of pre-reading techniques to gain their interest, such as:
Using visual aids is essential for engaging students in foreign language learning, as it effectively introduces new vocabulary and concepts through real objects, images, gestures, facial expressions, and drawings This approach not only makes the learning process more interesting but also enhances comprehension and retention of the language.
Brainstorming is a widely used pre-reading activity that encourages students to create clusters of words or phrases associated with a chosen keyword from the text or provided by the teacher This technique is beneficial as it activates students' prior knowledge on a specific topic, preparing their minds to absorb new information effectively.
Pre-reading questions serve as a valuable tool to engage students by prompting them to predict the content of a text before they begin reading, as noted by Carrell (1988) This approach not only motivates students to read with a clear purpose—seeking information to answer specific questions—but also enhances their awareness of what they wish to learn about the topic, according to Grellet (1981) By fostering anticipation and curiosity about the text, students are more likely to grasp the main points effectively.
Techniques for dealing with vocabulary
Wilkin (1972) emphasizes that vocabulary is essential for effective communication, stating that without vocabulary, nothing can be conveyed This highlights the critical role vocabulary plays in language proficiency Non-major English students at MARD often find reading texts challenging and unengaging due to their limited vocabulary To address this issue, various solutions can be implemented to enhance vocabulary acquisition and improve overall language skills.
4.1.2.1 Techniques to deal with unknown words
Students should avoid looking up every unfamiliar word, as this can disrupt their reading flow and diminish their enjoyment of the text Instead, they should only seek definitions for words that hinder their understanding of the material.
- Students should be encouraged to skip over words that are not essential to the text, for example in a detailed description
Teachers can motivate students to infer the general meaning of unfamiliar words Even if they don't grasp the exact definition, this strategy can help them gain enough understanding to continue reading effectively.
A word game is an engaging activity focused on creating, guessing, or selecting words, with the primary goal of forming as many words as possible These games are not only entertaining but also serve as an effective tool for enhancing vocabulary skills.
A word list is a collection or list of words and phrases alphebetically arranged and explained acccording to topics It is useful for individuals or reading classes
4.1.2.2.3 Encouraging students to have extensive reading habit
Extensive reading significantly enhances language learning by deepening vocabulary knowledge As Nuttall (1982) suggests, immersing oneself in a language by living among its speakers is the most effective method for improvement, while extensive reading serves as a close second.
4.1.2.2 4 Students need to read a lot
Extensive reading provides abundant language input, offering students numerous opportunities to observe the structure of words, phrases, and sentences in English As students grow more comfortable with the language, their confidence increases, empowering them to use and produce more natural-sounding English This process ultimately enhances their fluency in both speaking and writing To fully reap these benefits, it is essential for students to engage in significant amounts of reading.
4.1.2.2.5 The reading material is at an appropriate level
Many students mistakenly believe that selecting challenging books filled with unfamiliar words will enhance their vocabulary However, this often leads to discouragement and a halt in their reading progress Therefore, it is crucial for teachers to ensure that each student begins with reading materials that are accessible and do not require constant dictionary use Reading material should be tailored to an appropriate level to foster a positive learning experience.
4.1.2.2.6 There is a variety of reading materials on a wide range of topics
4.1.2.2.7 Students are allowed to choose books that interest them
Silent reading is promoted in the classroom, allowing students to engage with self-selected books However, due to time constraints during lessons, it is essential to assign the majority of extensive reading as homework to ensure students can complete their reading goals.
4.1.2.2.9 Teachers advise students to find a regular time and place in the day for reading so that it can become part of their daily routine
4.1.2.2.10 Reading speed is usually faster rather than slower
Improving reading speed offers students three key benefits: enhanced efficiency, better English knowledge, and improved comprehension Slow readers often struggle to reflect on and assimilate information, making it essential for students at all levels to cultivate reading habits that accommodate larger volumes of text Reading faster does not equate to speed reading; rather, it involves reading at a pace that exceeds their current speed To achieve this, students should work on breaking the habit of reading word-by-word or line-by-line.
Conclusions
Reading is a crucial receptive skill that enhances students' understanding of the target language Developing effective reading techniques is essential for students to achieve fluency in their language learning journey.
The research focuses on non-major pre-intermediate English students at the Foreign Language Center of the Ministry of Agriculture and Rural Development (MARD), highlighting key factors that hinder their reading success, such as inadequate vocabulary, limited background knowledge, low motivation, and ineffective reading strategies The study analyzes the attitudes of both teachers and students towards reading instruction and identifies the challenges faced in reading lessons It reveals a significant disconnect between the motivational strategies employed by teachers and the preferences of students, particularly regarding the underutilization of engaging tools like games and visual aids To address these issues, the study proposes various techniques aimed at enhancing students' reading skills and overall engagement in the learning process.
4.3 Limitations and recommendation for further study
Limitations are unavoidable for researches and this study is of no exception Due to time limitation, only the method of questionaire is used
Hence, the findings are somehow limited and can’t be generalized Further studies can use some other methods to cross check
APPENDIX QUESTIONAIRE FOR STUDENTS AT MARD
Please tick one or more answers to the following questions
1 Why do you read English?
A To communicate effectively in English
B To understand materials in English, such as newspapers, books, contracts…
D To live and work abroad
2 How do you find the reading texts in the book More Reading Power ?
3 Which language skill do you pay attention to?
4 What do you think are the benefit of reading?
B Expanding knowledge of the world
5 How do your teachers often apply the following Pre-reading activities ?
A using games to introduce the text
B using visual aids to introduce the text
C giving a brief introduction to the text
F asking students to brainstorm words, structures or ideas related to the topic
G making students predict the content of the text
H explaining the instructions of the text
I giving reading task to students
6 What do you do to look for specific information ?
A Read and answer the question after reading the text carefully
B Understand everything in the text, then read and answer the question
C Read the question first and answer them by scanning the text
7 What do you do to look for the main idea of the text?
A Choose the best answer by skimming the text
B Choose the best answer after reading the text carefully and understand every word
C Move eyes line by line to look for the main idea of the text
8 What do you do when meeting new words ?
A Look up in the dictionary
B Guess the meaning from the context
9 What do you do in post reading activities?
A Do multiple choice or gap filling exercises
B Write topics relevant to the text
D Discuss the topics in pairs or groups
10 What do you think your difficulties when learning reading are?
B Lack of appropriate reading strategies
E Poor vocabulary and grammatical structures
11 Which of the teachers’ reading techniques do you expect to overcome difficulties when learning reading ?
A Activate your previous knowledge into the text
C Explain the purpose of each type of exercise before asking students to complete
E Search different kinds of reading materials to suit students’ need and interest
12 What do you do to improve reading comprehension?
C Discuss reading in pairs or small groups
D.To be actively engaged in the lesson
Thank you for your cooperation!
APPENDIX QUESTIONAIRE FOR TEACHERS AT MARD
1 What is your purpose of teaching English to the students at MARD ?
A Help students to communicate effectively in English
B Help students to understand materials in English, such as newspapers, books, contracts…
C Help students to support their jobs
D Help students to live and work abroad
2 How do you think about the reading texts in the book More Reading Power
3 Which language aspects do you pay attention at MARD?
4 How important do you think reading comprehension is ?
5 What do you think are the benefit of reading ?
B Expanding students’ knowledge of the world
D Improving students’ other language skill
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