Rationale for the Study
The International English Language Testing System (IELTS) is a globally recognized standard for English proficiency, widely utilized by educational institutions, employers, and immigration agencies for recruitment and admission processes With over 1.5 million candidates annually, including a significant number from Vietnam, the demand for IELTS preparation has surged, prompting the rapid growth of private language schools in major cities like Hanoi and Ho Chi Minh City The IELTS consists of two modules: Academic and General Training, with this study focusing specifically on the Academic reading module, aimed at those pursuing undergraduate and postgraduate courses.
Many Vietnamese learners of English, particularly pre-intermediate students at the American English School (AMES) in Hanoi, struggle with reading comprehension despite years of study They often approach texts as word-by-word readers, focusing on decoding individual words and sentences rather than grasping overall meaning This becomes especially problematic with the lengthy and complex reading passages found in the IELTS Academic module, leading to confusion and difficulty in extracting information Students tend to read slowly, attempting to understand each word, and often resort to translating passages into Vietnamese, which hinders their ability to complete the test within the allotted time.
Students often lose marks on reading tasks due to not adhering to the required word count This issue may stem from their lack of effective reading strategies, despite having developed a substantial vocabulary and grammar knowledge over years of English study.
Effective reading instruction under test conditions is a key focus in IELTS preparation courses in Vietnam, yet there is a lack of research on the progress of EFL learners post-course This study aims to assess the effectiveness of intensive reading preparation courses in enhancing learners' awareness, strategy use, and IELTS band scores in the Academic Reading module The findings may provide valuable insights into the benefits of explicit strategy instruction, expanding the range of reading strategies available to learners and aiding educators in refining their IELTS teaching methodologies and general EFL practices.
Aims and Objectives of the Study
This research aims to evaluate the improvements in academic reading performance of learners who have completed an intensive IELTS preparation course at American English School (AMES) By analyzing individual learner progress and comparing outcomes among participants, the study will assess the effectiveness of AMES's IELTS reading course, which focuses on explicit reading comprehension and test-taking strategies The goal is to determine whether this course provides efficient preparation and enhances learners' chances of achieving high scores on the actual IELTS test.
Conjugant with the above-mentioned aim, there are a number of research objectives required to work on They are presented as follows:
- Define reading comprehension, reading strategies, reading strategy instruction, describe their characteristics, and present several models of classification
- Indicate the purpose, format and components of the IELTS test with their highlights
- Investigate factors related to the Academic Reading Module involved in the IELTS test with the necessary reading strategies to achieve higher band score in this module
- Apply and analyze the process of teaching IELTS reading strategies to improve learners‘ reading performance
- Explore the learners‘ attitudes towards IELTS reading strategy instruction
- Give recommendations to other teachers of English on how to teach students to employ IELTS reading strategies efficiently to improve their scores in the IELTS Academic Reading Module.
Research Questions
In accordance with the aforementioned objectives, the study seeks to answer these following research questions:
1 To what extent does the explicit reading comprehension strategy instruction help to improve learners’ use of strategies under the test condition?
Learners at AMES English Language Center experience significant improvements in their IELTS band scores for the Academic Reading module after completing a test preparation course that includes explicit reading strategy instruction This targeted approach equips students with essential skills and techniques, leading to enhanced comprehension and performance on the exam The course's effectiveness is reflected in the measurable advancements in students' scores, highlighting the value of strategic reading instruction in preparing for the IELTS.
3 What are students’ attitudes towards the explicit strategy instruction in IELTS Reading preparation course?
Methodology of the Study
The study will utilize both quantitative and qualitative data to assess the improvements students achieve after completing the reading course with explicit strategy instruction at AMES Quantitative data will be gathered through two questionnaires, providing researchers with valuable insights into learners' thoughts and approaches Additionally, pre-test and post-test reading scores will be analyzed, offering a straightforward method for evaluating student progress.
This study highlights four key improvements observed in IELTS learners, with qualitative data gathered through post-test interviews A detailed discussion of the methodology used in this research can be found in Chapter 2 of Part B.
Scope of the study
American English School (AMES) boasts extensive experience in delivering high-quality English language training that adheres to international standards Catering to a diverse audience, AMES offers English programs for school and university students, professionals, and large organizations across Vietnam Their comprehensive training includes courses for preschoolers, young learners, and juniors, as well as preparation for IELTS, TOEFL iBT, and TOEIC, alongside a TESOL teacher training course.
AMES offers specialized IELTS preparation courses for two age groups: teens aged 12-15 and adults over 16 This study examines the intensive 160-hour IELTS preparation course aimed at helping adult students achieve a score of 6.0 or higher While the IELTS test evaluates candidates in listening, speaking, reading, and writing, this research specifically focuses on the progress of students in the Reading module.
Significance of the study
In Vietnam, thousands of IELTS tests are conducted annually, yet there is a notable lack of studies in this area This research aims to enhance the understanding of IELTS trainers regarding their trainees' performance in the Academic Reading module, ultimately improving preparation strategies The paper offers practical recommendations for test-takers to utilize effective reading strategies, ensuring a more efficient approach to the IELTS test.
Organization of the study
To ensure the audience can effectively follow the information and discussions, it is essential to present an overview of the research This study, aligned with the previously outlined aims and objectives, will be divided into three parts addressing key issues.
Part A: Introduction presents a brief introduction of the rationale, the aims and objectives, scope, significance, methods and organization of the study
Part B: Development, the main part of the study and is composed of three chapters as follows:
Chapter 1 : Literature Review provides the theoretical knowledge and results from the recent studies for the issues relevant to the field under investigated
Chapter 2 : Methodology describes the processes of sampling, designing research instruments, collecting and analyzing data employed in the study
Chapter 3 : Results and Discussion presents the discussion of the findings of the study
Part C: Conclusion summarizes the main findings, presents the limitations of the study, and suggestions for further studies
The study features a References section that lists all cited sources, along with Appendices that include the survey questionnaires and both pre- and post-test papers.
LITERATURE REVIEW
Reading and reading comprehension
Reading plays a crucial role in our daily lives, serving both informational and leisure purposes Scholars view reading as a complex mental process that involves the interaction between the reader and the text, which leads to the creation of meaningful discourse The extent to which meaning is reconstructed relies heavily on the reader's cognitive abilities as a language user.
Reading plays a vital role in the learning process, particularly in language acquisition, as it is essential for developing other skills For learners of English as a second language (ESL) or foreign language (EFL), reading is considered the most important skill It not only facilitates knowledge acquisition but also enhances overall language proficiency.
Reading can be approached in different ways, and the three most commonly used reading models are bottom-up model, top-down model and interactive model
The bottom-up reading model emphasizes the text itself, positioning the reader in a passive role where meaning is constructed by recognizing and decoding words (Barnett, 1989) This approach follows a bottom-up pattern, focusing on morpho-phonemic and morpho-syntactic processing for interpretation (Eskey, 2005) However, it overlooks the influence of sentence context and the reader's prior knowledge of the topic, which are significant drawbacks of this model (Samuel and Kamil, 1988).
Top-down reading model refers to a more reader-driven approach of reading
In contrast to the bottom-up model, the top-down model emphasizes that readers reconstruct meaning through letter and word recognition, while also utilizing syntactic and semantic cues (Goodman, 1967) This approach allows readers to apply their prior knowledge and engage with the text at a higher level, employing strategies such as predicting, sampling, confirming, and correcting to enhance reading comprehension (Barnett, 1989) Consequently, the interaction between the reader and the text in the top-down model is more complex and nuanced than in the bottom-up approach.
Bottom-up and top-down reading processes play crucial yet opposing roles in EFL/ESL reading According to Koda (2005), the effectiveness of these processes depends on various factors, including the nature of the text, the reader's objectives, their background knowledge of the topic, language proficiency, and their attitudes and interest towards the material.
The rise of two contrasting reading models has led to increased criticism, paving the way for the development of the interactive reading model, which highlights the importance of both the reader and the text This model integrates higher-level and lower-level processing to enhance knowledge acquisition during reading Meaning is reconstructed through three cueing systems: graphophonic, syntactic, and semantic (Rumelhart, 1977).
Reading comprehension is the ability to understand and interpret a text effectively According to Grellet (1981), it involves efficiently extracting necessary information from written material The RAND Reading Study Group further defines reading comprehension as the simultaneous process of extracting and constructing meaning through active engagement with written language.
Reading comprehension is influenced by various language components, including spelling, phonological and orthographic awareness, phonics knowledge, listening comprehension, vocabulary, and verbal intelligence However, two critical elements that go beyond decoding and listening are fluency and reading strategies Fluency, as defined by Wolf and Bowers (1999), relates to the speed of word recognition, enabling readers to connect meanings across sentences Meanwhile, reading strategies assist readers in navigating lengthy or complex texts and overcoming challenges encountered during the reading process.
Reading Strategies
Language learners can utilize various strategies when engaging in reading tasks, reflecting the broader characteristics of language learning strategies Reading strategies play a crucial role in enhancing language acquisition, as they enable learners to effectively tackle comprehension challenges and improve their overall language proficiency.
Since the late 1970s, educators have emphasized the importance of teaching second and foreign language learners various reading strategies to enhance their reading comprehension skills These strategies encompass the mental processes that readers engage in when they intentionally approach a text to understand its meaning.
1988) These processes may include skimming, scanning, guessing the meaning of
Reading strategies are essential cognitive processes that help learners acquire, store, and retrieve new information, as highlighted by Anderson (1991) These strategies involve deliberate actions that readers take to understand texts, including making inferences and attending to textual cues While the terms 'reading skills' and 'reading strategies' are often used interchangeably, this study specifically focuses on the conscious mental processes that readers employ to tackle reading tasks, as noted by Cohen (1986) Understanding these strategies is crucial for improving reading comprehension and overcoming difficulties when faced with unknown words or complex texts.
Scholars categorize reading strategies based on various criteria, often identifying two main types: strategies for creating meaning from a text and those for monitoring comprehension However, other researchers, such as Sheorey & Mokhtari (2001), have proposed different classifications, organizing reading strategies into three sub-categories: Global Reading Strategies, Problem-Solving Reading Strategies, and Support Reading Strategies This classification framework has gained popularity among subsequent researchers in the field.
(i) Global Reading Strategies: generalized, intentional reading strategies aimed at setting the stage for the reading act Examples of this type of strategies are
―having a purpose in mind, evaluating what to read or ignore, noting text characteristics, guessing what the material is about, etc.‖
Problem-solving strategies are targeted techniques employed to enhance understanding of textual information when challenges arise These strategies equip readers with actionable plans to navigate texts more effectively Examples include re-reading for improved comprehension, returning to previous sections when concentration wanes, adjusting reading speed based on text difficulty, and pausing to reflect on the material In the context of second-language learning, readers are often required to utilize more problem-solving strategies to derive meaning from texts due to their limited linguistic proficiency.
To enhance reading comprehension, it is essential to implement effective support strategies that encourage thoughtful engagement with the text Utilizing external reference materials like dictionaries, taking detailed notes, and highlighting key information are all valuable techniques that can significantly improve understanding and retention of the material.
2 Strategy use and reading results
Research indicates a significant relationship between reading strategies and comprehension test performance Carrell (1989) found that high-scoring students effectively employed global strategies, a finding echoed by Block (1992) and Al-Melhi (1999) Conversely, Anderson (1991) noted that both efficient and less efficient students utilized similar strategies, with the difference lying in the frequency and timing of their application Skilled readers adeptly switch between various strategies to extract meaning from texts (Cohen, 1998), while less successful learners tend to apply strategies inconsistently and randomly (Chamot et al., 1996).
Teaching reading strategies effectively requires a combined instructional approach rather than isolating strategies for independent teaching (Hudson, 2007) Research shows that the selection of efficient and appropriate reading strategies is influenced by the reader's characteristics, such as gender, age, background knowledge, and proficiency level Additionally, factors related to the text, including topic familiarity, language, layout, structure, and length, as well as the nature of the questions posed, play a crucial role in the reading process.
Strategy Instruction
1 Strategy instruction in previous literature
Reading strategies can be effectively learned and developed When learners are trained in specific test-taking techniques, they tend to achieve significantly higher scores compared to their peers with similar proficiency levels.
Research by Bachman & Palmer (1996), Cohen (1998), Phakiti (2003), and Rogers & Harley (1999) indicates that explicit instruction in strategies significantly enhances test-takers' performance, especially in reading comprehension, across various proficiency levels.
Learning strategy instruction has garnered significant interest among scholars, leading to numerous studies that propose or recommend effective procedures Winograd and Hare (1988) identified five essential components for successful strategy instruction.
This article outlines a comprehensive strategy for effective reading instruction, emphasizing its significance and benefits in enhancing student comprehension It includes a demonstration of the strategy in action, clarifying the contexts in which it can be applied Additionally, it provides guidelines for evaluating the success of the strategy's implementation Beckman (2002) proposed essential steps for reading teachers to follow to ensure effective reading strategy instruction.
Students gain a clear understanding of the strategy, including its significance, appropriate usage, and practical application The teacher demonstrates the strategy, guiding students through the steps necessary to effectively implement it.
During the sample assisted practice time, the teacher actively monitors student performance, offering cues and feedback to enhance learning This guided practice helps students achieve automaticity, allowing them to apply the strategy effortlessly without conscious thought.
Encouraging students to self-monitor and evaluate their use of personal strategies is essential for effective learning When students recognize the benefits of a strategy and see its positive impact on their performance, they are more likely to incorporate it into their learning process, ultimately making it a fundamental part of their educational framework.
(v) Encourage continued use and generalization of the strategy Students are encouraged to try the strategy in other learning situations
In general, there has been a consensus that three primary steps involved in strategy instruction are Orientation, Modelling, and Application (Winograd and
In the initial step of Orientation, students learn about the strategy's purpose and importance During the Modelling phase, the teacher demonstrates the strategy by thinking aloud, allowing students to observe each step in action Finally, in the Application stage, students practice the strategy individually or in groups, discovering its effectiveness and enhancing their confidence in using it This hands-on experience not only reinforces their understanding but also motivates them to implement the strategy further.
In his 2001 book "Learner Strategies in Second and Foreign Language Classroom," Macaro developed a cycle for strategy instruction, which is illustrated in Figure 2 (adapted from Macaro, 2001, p 176).
Figure 1 Learner strategies training cycle
Incorporating awareness-raising into learning strategy instruction is essential for effective teaching Researchers emphasize that this step should coincide with introducing the strategy, enabling students to understand and acquire it cognitively Additionally, self-monitoring and evaluation are crucial components that deserve attention in the instructional process, as responsibility for learning should ultimately shift to the learners Teachers play a vital role in this context by focusing on modeling and scaffolding to support student development.
1 Raise the awareness of the students 2
Exploration of possible Stratgies available
3 Modelling by teacher and/or other students
Combining strategies for a specific purpose or task
Application of strategies with scaffolded support
Monitoring strateggy use and rewarding effort
3 The roles of modelling and scaffolding in strategy instruction
Modelling is a crucial aspect of strategy instruction, as it allows teachers to demonstrate new concepts or approaches for students to observe and learn (Winograd & Hare, 1988; Duffy et al., 1988; Grant, 1994) This process involves teachers showcasing their thought processes, enabling students to acquire new knowledge and skills through observation rather than direct experience (Holland & Kobasigawa, 1980) Research indicates that modelling is one of the most effective learning methods, as it not only presents new ideas but also illustrates how to tackle problems (Bandura, 1986) By observing their teachers, students gain insights into the cognitive processes involved in learning (Eggen & Kauchak, 2001; Haston, 2007; Salisu & Ransom).
2014) And this is one of the key points in learning reading
Scaffolding is a crucial element of the strategy instruction cycle, where teachers provide varying levels of support to facilitate student learning Initially, educators model the use of strategies and offer clear explanations and examples As students become more proficient, teachers gradually reduce their involvement, providing only prompts or hints This approach empowers students to take greater control and responsibility for their learning process (Rubin, 2014).
4 Contextualization and explicitness in strategy instruction
Learning strategy instruction, as highlighted by Macaro (2001), is defined by key features such as contextualization and explicitness Contextualization emphasizes that strategies must be taught within the framework of a language course to be effective; without this context, training efforts may not yield significant results.
Explicitness is a crucial element in learning strategy training, as it involves intentional teaching methods that help students understand the dynamic nature of reading and the significance of comprehension, as noted by Van Keer (2004).
Effective language learning strategy instruction relies on explicit training, as emphasized by researchers such as Macaro, Cohen, and Chamot (1996, 2004) and highlighted by Jurkovic (2010) Additionally, Coyne et al (2009) found a significant connection between learner outcomes and the explicitness of teachers' reading strategy instruction, especially for less proficient readers.
The IELTS Reading Test
The IELTS (International English Language Testing System) is a prominent proficiency test designed to assess language ability without regard to prior training (Hughes, 2003) It serves as a valuable tool for determining a student's readiness for specialized study (Harrison, 1983) and is widely recognized by educational institutions, employers, professional registration bodies, and government immigration agencies as proof of English language proficiency (Hallows, Lisboa, and Unwin, 2006) Jointly managed by the University of Cambridge ESOL Examinations, the British Council, and IDP: IELTS Australia, the IELTS test saw over 2.9 million candidates in the past year alone Its high-stakes nature and rapid growth have led to an expanding international market for test preparation courses and materials.
The IELTS test has no age restrictions, attracting a diverse range of candidates, from schoolchildren aspiring to study abroad to university students and working professionals seeking career advancement Test-takers can choose between two versions: Academic and General Training Both versions include the same Listening and Speaking modules, but differ in the Reading and Writing modules This article focuses specifically on IELTS Academic reading, with all subsequent references to IELTS pertaining to this version The IELTS procedure and its components can be illustrated through a detailed chart.
Candidate listen to a number of recorded texts These include a mixture of monologues and conversations and feature a variety of English accents
The recording is heard only once, and candidates are given time to read the questions and write down their answers
The reading section consists of three passages, each accompanied by tasks, and is designed for a general audience These texts are sourced from various materials, including books, magazines, journals, and newspapers Notably, one of the passages presents a detailed argument, enhancing the depth of the reading experience.
Candidates are tasked with writing a descriptive summary of at least 150 words based on information presented in a chart, table, graph, or diagram This exercise assesses their ability to identify and summarize the key features of the provided data effectively.
For the second task, candidates write a short essay of at least
250 words in response to a statement or question They are expected to demonstrate an ability to present a position, construct an argument and discuss issues
The speaking test lasts between 11 to 14 minutes and consists of a face-to-face interview During this assessment, candidates are evaluated on their spoken English skills, which include answering short questions, discussing a familiar topic in detail, and engaging in interaction with the examiner.
(Information for Candidates, Introducing IELTS to test takers)
Figure 2 The IELTS Academic Procedures and Components
IELTS scores span from band 0 to band 9, with each band reflecting a specific level of English language proficiency Instead of a traditional pass or fail system, each skill is evaluated separately, and these individual scores are combined to determine the overall band score.
The Academic Reading module is crucial for individuals aiming to pursue undergraduate or postgraduate studies or seeking professional registration It comprises three reading passages, totaling around 2,500 words, each accompanied by 13 to 14 questions, culminating in 40 questions overall (Cullen, French & Jakeman, n.d.) The passages are sourced from diverse authentic materials, such as journals, books, magazines, and newspapers, covering a wide range of topics.
The article discusses a selection of 40 diverse question types designed for academic assessment, including short-answer questions, structured completions (such as notes, summaries, sentences, flowcharts, or tables), diagram labeling, matching headings to paragraphs, multiple-choice questions, classification tasks, and identification of the writer's views and claims through YES/NO/NOT GIVEN responses Additionally, it covers the identification of information in the text using TRUE/FALSE/NOT GIVEN formats, as well as matching lists and phrases (Black & Capel, n.d.).
Candidates must complete the module within 60 minutes, with each correct answer earning one point out of a total of 40 This score is then converted into a band score ranging from 0 to 9, including half scores, which reflects the test taker's English reading proficiency The band scores range from 'Did not attempt the test' (band 0) to 'expert user' (band 9), as outlined by Cambridge A table is provided to show the number of correct answers required for each desired band score.
Table 1 How IELTS Academic Reading module is scored
The IELTS Reading test is designed to evaluate language proficiency rather than specialized academic or professional knowledge Candidates do not need to have a background in a specific field to perform well on the test (Garbutt & O'Sullivan, 1991).
Ying (2011) suggested that the IELTS reading test requires the candidate to acquire both reading strategies and test-taking strategies
The IELTS proficiency test evaluates candidates' reading comprehension skills, emphasizing the importance of effective reading strategies Two primary strategies are expeditious reading, which involves quickly skimming for general ideas and scanning for specific details, and careful reading, which focuses on slow, thorough examination of the text to extract detailed information Research indicates that both strategies are crucial for success on the IELTS Reading test For example, studies show that candidates who effectively use expeditious reading to quickly locate relevant text sections tend to perform better However, some research suggests that careful reading is more heavily emphasized in the test's assessment criteria Ultimately, a balanced approach that incorporates both reading strategies is recommended, where candidates initially use expeditious reading to identify key information, followed by careful reading to answer questions accurately.
Test-takers utilize different strategies based on the specific task and question type, as noted by Anderson (1991) This aligns with Nosrati's (2015) study on IELTS reading strategies, which found that for multiple-choice tasks, strategies like elimination and educated guessing were most commonly used In contrast, activating background knowledge was the primary strategy for matching tasks, while rereading and making inferences were more frequently employed for YES/NO/NOT GIVEN tasks.
Researchers such as Bailey (2009) and Bax (2013) emphasize the critical need for test takers to enhance their vocabulary, particularly academic vocabulary, and to improve their lexical matching skills Additionally, attention to grammar is essential, as candidates must navigate grammatical ambiguities during the test (Bax, 2013) Familiarity with the test format, prior knowledge, and a strong reading pace are also important strategies to succeed in the testing process (Ying, 2011).
Test preparation
Test preparation, as defined by Messick (1982), encompasses any intervention designed to enhance test scores, which may involve improving the skills assessed by the test, enhancing test-taking strategies, or both.
Test preparation, often referred to as Test Prep, is defined by Wikipedia (2017) as an educational course or resource aimed at enhancing students' performance on standardized tests Briggs (2009) identifies three key components of effective test preparation: content review, practice with test items, and strategies for test-taking and test-wiseness Furthermore, Robb and Ercanbrack (1999) note the proliferation of preparation programs for academic and language proficiency tests, highlighting the significant role these programs play in the private education sector.
A strong desire for successful test performance drives students, especially when the stakes are high, leading to an increased demand for guided preparation and practice Ultimately, the primary objective of test preparation is to enhance students' test scores.
Language test preparation can be categorized into three main types according to Anastasi (1981) The first type, test-taking orientation, aims to familiarize examinees with testing procedures and reduce anxiety related to unfamiliar tests The second type, coaching, involves intensive, short-term practice on similar item formats, often provided by commercial companies or school programs Lastly, the third category focuses on training in broadly applicable cognitive skills, which enhances overall cognitive ability and improves test performance.
Powers (2012) categorizes test preparation into two types: test familiarization and coaching Test familiarization, akin to the test orientation described by Anastasi (1989), equips prospective test-takers with essential skills and familiarizes them with the test-taking process This preparation exposes participants to various item formats, guidelines for guessing, and time management techniques Powers (2012, p.2) asserts that such preparation is beneficial, enabling individuals to master test mechanics and effectively demonstrate their skills and abilities In contrast, coaching focuses on short-term strategies designed to help test-takers exploit weaknesses in the test or testing system, often teaching them specific "tricks" to improve their performance.
Montgomery & Lilly (2012) use the delivery mode to understand and study
Test preparation can be categorized into four main types: school-based, commercial-based, computer-based, and book-based School-based test preparation is integrated into the curriculum and delivered by teachers, while commercial-based options are short-term, fee-based programs offered by agencies that promise to enhance test scores Computer-based test preparation allows students to control their pace and engagement level through online platforms Lastly, book-based test preparation relies on practice books from commercial publishers and official guides from test publishers.
3 Previous studies on improvements of learners at test preparation language courses
The proliferation of test preparation courses for IELTS candidates has sparked interest in evaluating their effectiveness; however, existing studies indicate minimal impact on reading scores Notably, improvements are often observed in the Listening module, likely due to increased practice during these courses Some research has also linked preparation courses to enhancements in writing scores across both Academic and General Training modules Consequently, there remains a significant gap in research focusing on the effects of test preparation courses specifically on IELTS Academic Reading for non-native candidates.
Review of previous studies on reading comprehension strategies among
In the Vietnamese educational system, reading is a vital part of the English curriculum, introduced early to aid in the development of other language skills However, there is a lack of focus on reading comprehension strategies and the instruction of these strategies, which remains an area needing greater attention.
Research indicates that students across various educational levels struggle with reading comprehension strategies A study by Pham (2016) revealed that 7th graders in Hanoi face challenges in understanding reading texts, leading to difficulties in answering related questions This issue persists among university students, as noted by Le (2004), who found that both English majors and non-majors often resort to memorization and re-reading to tackle comprehension tasks Additionally, Nguyen (2013) observed that Vietnamese tertiary students employ reading strategies at a moderate level, a trend that extends to Vietnamese students studying abroad (Hoang, 2016).
A study by Ho (2013) revealed that Vietnamese students struggle with reading comprehension strategies due to a significant emphasis on vocabulary acquisition Teachers allocate most of their class time to explaining new words, leading students to rely heavily on dictionaries for text understanding and completing related exercises.
This study aims to explore the impact of reading comprehension and test-taking strategies on overall reading performance, with a specific focus on the IELTS Reading test results.
METHODOLOGY
Context of the study
The study was conducted at AMES English Language Center, which offers English courses tailored to various learner needs, including intensive IELTS preparation for the Listening, Speaking, Reading, and Writing modules The primary objective of AMES's IELTS preparation courses is to equip test-takers with essential examination techniques that align with the official IELTS checklist Specifically, the Reading preparation course explored in this study focuses on teaching learners a variety of reading strategies and test-taking techniques required for the IELTS Reading Test, ultimately meeting candidates' expectations.
2 The IELTS Intensive Reading Course
The IELTS Intensive Reading Course at AMES English Language Center is tailored for students with a minimum IELTS Reading band score of 4.0 (B1 level CEFR) or those who have completed the 30-hour Basic Reading Course This foundational course equips students with essential reading strategies, including identifying key words, previewing and predicting, skimming for main ideas, scanning for specific information, guessing unknown vocabulary, and understanding text organization.
Identifying facts and opinions The lectures last for 12 hours and students‘ practice is expected to take up another 18 hours
The Reading Preparation Course is a four-week block of 42 hours in total Every week students study three and a half hours, including two hours of instruction
24 in-class and an hour and a half of self-practice in the Independent Learning Center with the assistance of tutors if needed
The Cambridge IELTS collection, including Cambridge IELTS 10, 11, and 12, serves as essential teaching resources, published by the reputable Cambridge University Press This collection features genuine IELTS examination papers from Cambridge ESOL, offering valuable sample practice for test-takers.
Teachers create tailored lesson plans for classroom activities, focusing on familiarizing candidates with the IELTS test over a four-week course The initial day includes an overview of the IELTS reading test, followed by the gradual introduction of various question types Students receive strategies and tactics for effective test-taking, with ample practice opportunities Given that most students are non-English majors in upper secondary school and college with an Intermediate Level of English proficiency according to the Common European Framework of Reference (CEFR), instruction is delivered in both English and Vietnamese.
The typical lesson procedure at AMES follows Beckman’s (2002) five-stage framework for effective reading strategy instruction It begins with a warm-up activity that helps students understand the reading task and its specific features Next, the teacher investigates the combined strategies necessary for the task, explaining their importance, appropriate usage, and application Modeling is essential, as teachers clearly demonstrate the step-by-step execution of these strategies Subsequently, students engage in sample practice questions, working in groups or individually, while the teacher monitors their progress, provides scaffolding, cues, and feedback During this practice time, students articulate how they are applying the strategies to enhance their understanding.
Frequent and efficient use of strategies helps students find the correct answers to target questions, leading to automaticity where they no longer need to consciously think about applying the strategy To reinforce this practice beyond the classroom, teachers encourage students to consistently utilize and generalize these strategies in various learning environments, including at home and in the Independent Learning Center.
Lesson Lecture Topics Teaching points Duration
Introduction to the IELTS test
Introduction to IELTS Reading – Academic Module
2 hours of lecture 1.5 hours of practice
Notes – Table – Flow chart Completion
Organizing words or each type
The amount of information needed
2 hours of lecture 1.5 hours of practice
Organizing words or each type
The amount of information needed
2 hours of lecture 1.5 hours of practice
Two types of key words
The amount of information needed
2 hours of lecture 1.5 hours of practice
Distinguishing main ideas from supporting ideas
2 hours of lecture 1.5 hours of practice
Organizing words or each type
2 hours of lecture 1.5 hours of
Understand types of information needed to match
2 hours of lecture 1.5 hours of practice
The amount of information needed
2 hours of lecture 1.5 hours of practice
2 hours of lecture 1.5 hours of practice
Organizing words or each type
The amount of information needed
2 hours of lecture 1.5 hours of practice
Duration of training: 42 hours over 4 weeks (10.5 hours/week)
Table 2 IELTS Reading Course with explicit strategy instruction
Research Questions
This study explores the impact of explicit reading and test-taking strategy instruction on students' performance in IELTS Reading at AMES English Language Center The literature review suggests that such instructional strategies can effectively address existing challenges in reading comprehension The research aims to answer three key questions related to these instructional methods and their effects on student outcomes.
1 To what extent does the explicit reading comprehension strategy instruction help to improve learners’ use of strategies under test condition?
2 To what extent do learners improve their IELTS band scores of Academic Reading module after completing the test preparation course with explicit reading strategy instruction at AMES English Language Center?
3 What are students’ attitudes towards the explicit strategy instruction in IELTS Reading preparation course?
Methodology
The study will utilize both quantitative and qualitative data to assess the improvements students achieve after participating in a reading course that includes explicit strategy instruction Quantitative data will be gathered through pre-test and post-test questionnaires, while qualitative insights will be collected via interviews conducted after the post-test.
The research sample consists of 30 students from two classes of the intensive IELTS preparation course at AMES English Language Center, specifically at the Ba Dinh Branch The classes are led by the researcher, who has six years of experience teaching IELTS Reading Among the students, 19 are females.
The study involves 11 male learners aged between 16 and 23 years, all from non-English major upper secondary schools and colleges in Hanoi These participants are required to have a minimum English proficiency of Level B1-Intermediate (CEFR), which corresponds to an IELTS band score of 4.0 to 5.0, as determined by a placement test prior to enrolling in preparation courses at AMES The course aims to help learners achieve an IELTS band score ranging from 5.0 to 6.0, equivalent to CEFR Level B2.
The initial section of the questionnaire, following the pre-test, gathered essential background information about participants, including their occupations, English exposure, and motivations for taking the IELTS test According to Table 3, approximately 50% of the participants are students, and nearly 66% have consistent exposure to English reading, which may benefit them in developing effective reading strategies.
Using English reading for study 6 20.0
Not using English reading for study 3 10.0
Using English reading for work 11 36.7
Not using English reading for work 10 33.3
Table 3 Occupation and exposure to English of learners
Based on the information presented in Table 4, it can be seen that the most common reason for the participants to take the IELTS Test is to study abroad, with
Out of 30 students, 10, or 33.3%, demonstrated readiness for academic purposes, aligning with the test's objective (Harrison, 1983) The IELTS is recognized as a valid measure of English language proficiency for recruitment and admission, accounting for 43% of its usage (Hallows, Lisboa, and Unwin, 2006) Additionally, 23% of learners aim to take the IELTS Test to improve their overall language skills.
Reasons for taking the IELTS Test
Improving English language proficiency level 7 23.3 23.3 56.7
Finding a job in Vietnam or abroad 6 20.0 20.0 76.7
Table 4 Reasons for taking IELTS Test of the learners
2 Instruments a Pre-test and post-test
The pre-test is designed to assess learners' initial English proficiency, particularly in reading, before they begin the course Conversely, the post-test evaluates the improvement in learners' IELTS reading strategies and band scores immediately after completing the preparation course These reading tests are developed by the AMES academic team using globally recognized IELTS materials from reputable sources like Cambridge University Press and the British Council, and are further refined by former IELTS examiners The reading passages are selected from less common IELTS preparation materials to ensure test objectivity, with participants confirming they had not encountered these texts previously Consequently, the difficulty level and quality of these tests closely align with those of official IELTS assessments.
Participants will complete two questionnaires: one after pre-tests and another after post-tests Both questionnaires are designed in English, suitable for students with a B1 level of CEFR or an IELTS Reading band score of 4.0 and above Throughout the questionnaire process, the researcher encourages participants to ask questions for clarification as needed.
The post-pretest questionnaire is structured into two sections The first section gathers personal information from students, such as age, gender, home and school locations, and educational background, featuring simple and direct questions to encourage progression to the second section The second section, titled Reading Strategies, is further divided into two smaller subsections.
The study provides detailed insights into the frequency with which students employ various reading strategies, adapted from the checklists created by Farr, Pritchard, and Smitten (1990), Rupp, Ferne, and Choi (2006), and Cohen & Upton (2007) These strategies are systematically categorized into three distinct groups for better analysis and understanding.
The article outlines General Strategies, Text-related Strategies, and Question-related Strategies designed to enhance the data analysis process The reading strategies are assessed through close-ended questions utilizing Likert scales, where 0 indicates 'never' (0%) and 5 signifies 'always' (100%) Additionally, the questionnaire includes two open-ended questions at the conclusion to capture any challenges students face while completing the pre-test reading tasks Following the post-test, a second questionnaire (Questionnaire B) is administered to gather further insights.
Questionnaire B, administered after the post-test, consists of 18 Likert-scale items similar to those in Questionnaire A, designed to assess changes in students' reading strategies before and after the course This questionnaire includes more open-ended questions than its predecessor, allowing the research to emphasize the differences observed The five open-ended questions provide valuable insights into students' progress in reading strategy use and their attitudes towards the explicit strategy training received during the course.
In a study involving 30 students, two were randomly selected to assess their familiarity with reading strategies prior to instruction They were questioned about the effectiveness of researchers' modeling in facilitating their understanding of these strategies, the strategies they found most beneficial, and their perceptions of the strategy instruction program's impact on their IELTS Reading performance This qualitative feedback aims to provide insights into students' attitudes toward explicit instruction in reading strategies, contributing to the exploration of Research Question 3.
The researcher will design and distribute a survey to ensure participants fully understand each questionnaire item After receiving approval from the supervisor, 30 copies of the questionnaire will be prepared for learners in three IELTS test preparation classes at AMES English Center Participants will receive detailed instructions to ensure the questionnaires are completed accurately and objectively The completed surveys will then be collected for analysis.
Procedures of data analysis
The detailed process of data analysis is as follows:
Stage 1: Collect and analyze the general information of the learners
Stage 2: Collect and analyze learners' feedback on questions related to IELTS reading test-taking strategies
Stage 3: Collecting and analyzing the results of the entry and exit test after completing the course
The data collected will be investigated in the chapter of Results and Discussion
RESULTS AND DISCUSSIONS
Results addressing research question 1: Improvements on IELTS reading
In the second part of Questionnaire A, question 1 investigates learners' familiarity and application of IELTS reading strategies prior to the course, addressing Research Question 1 This question comprises 18 close-ended items, prompting students to indicate their commonly used strategies during IELTS reading tests on a Likert scale ranging from 0 to 5, where 0 signifies "never" and 5 denotes "always."
Before the course After the course
Mean SD Mean SD Gain
1 Read the instructions carefully Be attentive to word limits 2.5 1.137 3.1 1.269 0.6
2 Manage my time on each section of the reading test 2 0.91 2.5 1.106 0.5
3 Set a purpose of reading to answer the questions only rather than trying to comprehend the entire reading passage
4 Don‘t expect to read and understand every word 2.43 1.357 2.87 1.332 0.44
5 Make predictions about what I am going to read by looking at the title, any visual aids, and headings that go with the passage
6 Relate information from the passage to what I already know about the subject area 1.9 0.995 2.37 1.129 0.47
7 Look for how the passage is organized by underlining or highlighting any key topic, signal words/phrases
8 Pay special attention to the first one or 1.9 0.923 2.23 1.135 0.33
33 two sentences of each paragraph for main idea
9 Try to predict where the author/ writer‘s points are leading 1.93 0.907 2.37 1.402 0.44
10 Look for context clues to guess the meaning of unfamiliar or difficult vocabulary
11 Try to summarize after I read by writing brief summarizing words in the margin 1.83 0.834 2.23 0.971 0.4
12 Read the questions carefully to understand what the questions as a whole mean Underline or highlight key words in the questions
13 Look for words and phrases in the passage with similar/ related meanings to the key words in the questions, identify a paraphrase of each statement
14 Scan the passage quickly for numbers, names, dates and words around the relevant parts of the passage to get the answer
15 Answer the questions I know first 2.63 1.402 2 1.702 -0.63
16 Make sure I can find evidence in the passage to answer the question, try not to rely on my general/ prior knowledge
17 Always look for answers that are grammatically correct and sound consistent with the idea in the passage
18 Return to a difficult question later and guess if I cannot find the answer Don‘t leave any questions unanswered
Table 5 Comparison of reading strategies used by learners before and after the Reading Intensive Course
Table 5 displays data from a closed-response ranked scale regarding the reading strategies employed by thirty participants during the IELTS reading process Overall, there is a significant increase in the ratings of these strategies, suggesting that the frequency of strategy use among course attendees improved following the instruction.
Reading strategies with highest and lowest ratings before and after the course
Before enrolling in the Reading Intensive Course, learners predominantly employed two reading strategies, with strategy 14—quickly scanning the passage for numbers, names, and dates—being one of the most frequently used.
34 and words around the relevant parts of the passage to get the answer‖ and strategy
16 ―make sure I can find evidence in the passage to answer the question, try not to rely on my general/prior knowledge‖ (mean = 2.37) These are followed by item 13
Before taking the course, learners frequently utilized strategies for finding words and phrases with similar meanings to key terms in questions, which had a mean rating of 2.67 After completing the course, this strategy received the highest rating of 3.33 The second most favored strategy was to revisit challenging questions later and make educated guesses if the answers were not immediately clear, with a mean score of 3.17 Additionally, learners valued the importance of reading questions carefully and paying attention to word limits, achieving a mean rating of 3.1.
Before the instruction, the least utilized strategy among participants was item 11, which involved summarizing by writing brief notes in the margins, with a mean score of 1.83 Additionally, strategies such as setting a reading purpose solely to answer questions (strategy 3), relating information to prior knowledge (strategy 6), and focusing on the first sentences of paragraphs for main ideas (strategy 8) were also infrequently employed, each with a mean score of 1.9 Post-course results from Questionnaire B indicated that the strategy with the lowest frequency of use was number 15.
The analysis reveals that the strategies of focusing on the initial sentences of each paragraph and summarizing key points in the margins are crucial for understanding the main ideas, as indicated by their low mean rankings of 2 and 2.23 respectively.
Reading strategies with highest ratings before and after the course Before the course After the course
―Scan the passage quickly for numbers, names, dates and words around the relevant parts of the passage to get the answer‖ (mean = 2.7)
―Look for words and phrases in the passage with similar/ related meanings to the key words in the questions, identify a paraphrase of each statement‖ (mean = 3.33)
―Make sure I can find evidence in the passage to answer the question, try not to rely on my general/prior knowledge‖
―Return to a difficult question later and guess if I cannot find the answer Don‘t leave any questions unanswered‖ (mean = 3.17)
When analyzing the passage, it is essential to identify words and phrases that share similar meanings with the keywords in the questions This technique, commonly utilized by learners prior to commencing the course, has an average rating of 2.67.
―Read the instructions carefully Be attentive to word limits‖ (mean = 3.1)
Table 6 The highest rated reading strategies before and after the course
Reading strategies with lowest ratings before and after the course
Before the course After the course
―Try to summarize after I read by writing brief summarizing words in the margin‖ (mean = 1.83)
―Answer the questions I know first‖ (mean = 2)
―Set a purpose of reading to answer the questions only rather than trying to comprehend the entire reading passage‖
―Pay special attention to the first one or two sentences of each paragraph for main idea‖ (mean = 2.23)
―Relate information from the passage to ―Try to summarize after I read by
36 what I already know about the subject area‖ (mean = 1.9) writing brief summarizing words in the margin‖ (mean = 2.23)
―Pay attention to the first one or two sentences of each paragraph for main idea‖ (mean = 1.9)
Table 7 The lowest rated reading strategies before and after the course
Reading strategies with highest and lowest gains and gains in groups of strategies36 I Results from the open-ended questions
Table 8 presents the data on the highest and lowest gains achieved by learners in utilizing strategies essential for reading in the IELTS exam, highlighting the improvements made after completing the Intensive Reading course.
Reading strategies with highest and lowest gains Strategies with highest gains Strategies with lowest gains
―Look for words and phrases in the passage with similar/ related meanings to the key words in the questions, identify a paraphrase of each statement‖ (gain = 0.66)
―Answer the questions I know first‖ (gain = -0.63)
―Read the instructions carefully Be attentive to word limits‖ (gain = 0.6)
―Make sure I can find evidence in the passage to answer the question, try not to rely on my general/ prior knowledge‖ (gain = -0.27)
―Set a purpose of reading to answer the questions only rather than trying to comprehend the entire reading passage‖
―Make predictions about what I am going to read by looking at the title, any visual aids, and headings that go with the passage‖ (gain = -0.2)
Table 8 Reading strategies with highest and lowest gains after the course
The findings show that the learners have made the greatest improvement in a
A study identified 37 strategies related to scanning skills, emphasizing the importance of finding words and phrases in the text that have similar meanings to keywords in the questions, with a notable gain of 0.66 Additionally, two other high-gain strategies were categorized as general strategies, highlighting the significance of learners becoming more aware of their reading purpose and setting goals prior to reading Previous research has demonstrated that having a clear reading purpose is essential for enhancing reading comprehension and success Linderholm, Cong, and Zhao (2008) suggest that understanding the purpose of a reading task encourages students to employ various skills and strategies to achieve their objectives.
Average of mean (post-instruction)
Table 9 Average of mean and gain of reading strategies in groups
The course participants demonstrated a strong proficiency in question-related strategies, achieving a mean average score of 2.64 In contrast, text-related strategies were less frequently utilized, with a mean score of only 2.09 This aligns with previous research by Le (2004) and Nguyen (2013), indicating that Vietnamese students tend to infrequently employ reading strategies Notably, general strategies showed the most significant improvement post-instruction, with an average gain of 0.54.
III Results from the open-ended questions
3.1 The reading strategy/strategies used most often before and after the course
Part Three of Questionnaire A and Part Two of Questionnaire B provide insights into the reading strategies most frequently employed by participants during the pre-test and post-test The predominant strategy identified in Questionnaire A was "underlining key words in questions," with 57% of respondents selecting this option, followed by "scanning for names, numbers, or dates in the passage to answer the questions," which was chosen by 40% of participants These findings align with the students' responses to the closed questions in the previous section.
3.2 The biggest problems before the course and the biggest improvements after the course
In a survey regarding challenges faced in the pre-instruction IELTS Reading Test, 50% of students identified unfamiliar vocabulary as their primary concern Numerous studies, including those by Baumann et al (2003) and Becker (1977), highlight the critical link between vocabulary knowledge and reading comprehension This vocabulary issue contributes to another prevalent challenge: the time constraints of the test Additionally, students reported difficulties in grasping the author's ideas and implications, further complicating their test experience.
Figure 3 Students' biggest problem with IELTS Reading Test before the course
In Part Two of Questionnaire B, learners were asked to identify areas of improvement following the instruction, with the most notable advancements being in reading speed, familiarity with questions, and text organization, as illustrated in Figure 5.
Figure 4 Students' biggest improvements in reading after the course
Biggest improvement of Reading after the course
Reading speed Question familarity Text organization Others
Biggest problem with IELTS Reading
Dealing with unknown vocabulary Time limit
Understand the author's pointsOthers
Results addressing research question 2: Improvements on IELTS band scores
At the beginning and end of the course, learners completed a sample IELTS Reading test, which was graded by teachers The scores were then communicated to the learners, who subsequently reported their results in their questionnaires.
As such, the raw score data for each learner in the study is displayed in the following table
Learner Pre-test Post-test Gain
Table 10 IELTS reading pre- and post-test scores
Table 11 presents the IELTS reading scores of participants, revealing that nearly all learners improved from pre-test to post-test However, the degree of improvement varied among individuals Specifically, 33.33% of candidates (10 participants) enhanced their scores by 1.5 points, while over 26% (8 participants) increased their scores by 1.0 point Additionally, 13.33% (4 participants) achieved a 2.0 point increase in their IELTS reading scores after the course, as illustrated in Figure 7.
The observed variations in score improvement among learners can be attributed to differing frequencies and amounts of practice outside the classroom, along with behaviors exhibited on test day Notably, one subject showed no improvement post-instruction, which qualitative data reveals was linked to the student's poor attendance and limited practice time outside of class due to time constraints.
The individual faced difficulties with both verbal and modeled instructions These additional insights will assist the researcher in providing recommendations in the subsequent section.
Figure 5 Number of students with different gains in the IELTS Reading Test
Gain on IELTS Reading Band Score
Section 3, Chapter 3 analyzes the pre- and post-test results of learners to assess any improvements in their scores The findings indicate that IELTS learners have achieved an average improvement of 1.0 to 2.0 points in their reading scores.
Results addressing research question 3: Learners‘ attitudes towards the explicit
towards the explicit reading strategy instruction
1 Results from open-ended questions in questionnaires
1.1 Students’ expectations and level of satisfaction
Most students expressed a desire to improve their IELTS Reading band score, with 12 students particularly interested in familiarizing themselves with challenging question types such as Summary Completion, True/False/Not Given, Matching Headings, and Matching Information The instructional course focuses on differentiating these exercise types and developing specific skills for each question format, while also enhancing vocabulary relevant to the Reading Test Additionally, the course emphasizes effective time management strategies during the test Overall, the course objectives align closely with the students' goals, and these aims were clearly communicated to them prior to the start of their learning journey.
Following the completion of the course and the administration of the post-test, Questionnaire B evaluated student satisfaction with the overall course and the specific instruction of reading strategies The results showed that 25 out of 30 participants affirmed that the course met their expectations However, among the 5 students who responded negatively, 2 cited issues with the instructional language as their primary concern.
To enhance student comprehension, it is essential that the 43 instructions provided in the handouts be written in Vietnamese rather than English Additionally, feedback suggests that the IELTS Reading course should be extended to 6 or 8 weeks instead of being overly intensive, allowing students more time for practice at home and reducing learning-related stress.
Figure 6 Students' satisfaction with the course and reasons for dissatisfaction
1.2 Students’ attitudes towards explicit instruction of reading strategies
Most students expressed positive attitudes towards the course, highlighting its unique depth and illustrative teaching methods A significant majority appreciated this innovative approach to instruction Additionally, two participants found the class activities enjoyable and stimulating However, one student suggested that the balance between group work and individual assignments should be adjusted, arguing that since homework includes practice tests, most in-class exercises should be completed in groups due to the lengthy and demanding nature of each lesson.
Are the students satisfied with the IELTS Reading Course?
YesNoLanguage of instructionToo intensive
2 Results from qualitative data – Interview with high-score and low- score achieving students
An interview was conducted post-test to evaluate course takers' experiences with the new method Test results indicated that both S3 and S21 initially had a Reading band score of 5.0, but S3 improved to 7.0 after the course, while S21 showed no progress Qualitative data revealed that S3 attended all classes, followed instructions, participated actively, and practiced at home, whereas S21 struggled with attendance and practice due to time constraints S21 also found the English instruction challenging and suggested using Vietnamese instead In contrast, S3 recommended organizing more courses like this in the future.
Summary
In conclusion, the intensive preparation program has enabled learners to master IELTS reading strategies, leading to significant improvements in their reading scores Students expressed appreciation for the explicit instruction provided, noting that their progress in the reading process and their new band scores were largely due to the teacher's careful modeling and guidance for each type of question in the IELTS Reading Test.
This part will present the summary, the implications, the limitations of the study, and the suggestions for further studies
This study examined the progress of IELTS learners following an intensive preparation program at AMES English Center, focusing on three key research questions It evaluated improvements in reading outcomes, specifically in IELTS Reading band scores, and explored learners' attitudes towards explicit instruction of reading strategies for the IELTS Reading Test Data collected from pre- and post-tests, learner surveys, and interviews with two selected participants provided insights into these research questions.
The survey results indicate that IELTS learners possess a strong understanding of effective reading and test-taking strategies for the IELTS reading task Furthermore, they actively applied these strategies during the post-test, demonstrating their practical implementation.
Research findings indicate that IELTS learners scoring between 4.0 and 5.5 in the pre-test demonstrated an improvement of 0 to 2.0 points following the reading preparation course.
The intensive Reading course has significantly improved students' awareness and application of reading strategies, leading to enhanced performance and higher band scores in the IELTS Reading test.
In response to research question 3, participants expressed that the explicit instruction of reading strategies was highly beneficial and practical They were particularly intrigued by this innovative teaching approach, which contrasts with traditional methods The students advocated for the inclusion of more courses that employ this modern instructional style.
A study conducted at AMES English Center revealed that some participants recommended a less intensive course structure, suggesting that it should be extended over more weeks to allow for additional home practice, thereby reducing stress for both teachers and students Additionally, it was suggested that incorporating Vietnamese, the students' first language, during instruction could enhance understanding and retention of the material.
The study's findings highlight the significant relationship between reading test-taking strategies and improved test scores, indicating that enhanced strategies lead to better performance Consequently, it is recommended that educators focus on explicitly teaching these strategies during test preparation lessons Additionally, the research underscores the importance of thorough test preparation, suggesting that candidates invest time in revision and practice tests, particularly for standardized assessments like the IELTS.
The study presents valuable insights; however, it has notable limitations The small sample size of only 30 learners at the AMES English center restricts the ability to generalize the findings to all IELTS learners across different preparation courses Additionally, the absence of observational methods or self-diaries hinders a comprehensive comparison of improvements in reading test-taking strategies before and after the course.
Based on some limitations of the study, there are some suggestions for further researchers Firstly, this study has researched only IELTS learners at AMES
The English Center project demonstrates that similar initiatives can be implemented in other language schools across Hanoi and Vietnam Participants in this project had pre-test scores ranging from 4.0 to 5.5, suggesting that future research could explore learners with varying starting scores Additionally, subsequent studies could investigate the same topic using different methodologies, such as case studies or classroom observations, to gain deeper insights.
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