Rationale of the Study
In the era of the Fourth Industrial Revolution, English has emerged as a crucial language for global science, technology, and commerce Consequently, learning English is essential for individuals seeking well-paying jobs in international companies, opportunities for studying abroad, and chances for career advancement.
Recognizing the significance of English proficiency, Vietnamese leaders have prioritized investments to enhance students' English skills A prime example is the National Foreign Languages Project, implemented from 2008 to 2020, which introduced innovative strategies aimed at significantly improving the quality of English language education across all levels of schooling in Vietnam.
The administration board of the People's Police University of Technology and Logistics (PPUTL) emphasizes the importance of English as a crucial skill for IT students, urging them to enhance their language proficiency during their training at the university.
Reading skills, particularly reading comprehension, are essential for learners studying English, as emphasized by Al-M’tassim (2014), who states that mastering these skills is vital for success in various content courses This is especially true for Information Technology students at PPUTL, where a wealth of relevant materials is available in English.
In the context of teaching and learning ESP at PPUTL, very little classroom time, even not at all, is spent on instructing students reading strategies meanwhile
In ESP reading lessons, comprehension questions are the primary focus, yet students in the IT program at this university struggle with reading comprehension Many of these students attribute their difficulties to a limited vocabulary, which they identify as a significant barrier Furthermore, misconceptions about reading and a lack of understanding of effective reading strategies contribute to their challenges This aligns with Alderson’s perspective that the issue is both a language and a reading problem, highlighting the complexity of ESP reading comprehension difficulties.
The author was inspired to conduct a study titled “An Investigation into IT Students' Application of Vocabulary-Guessing Strategies in ESP Reading Comprehension at a University in Bac Ninh Province.” This research aims to enhance the quality of teaching and learning reading comprehension skills for ESP texts among IT students at the university.
Aims of the Study
This study aims to address the following issues:
(1) Identifying the students’ attitudes towards application of word-inferring strategies when reading ESP texts;
(2) Finding out the vocabulary-guessing strategies which the IT students at PPUTL use most frequently to make sense of unfamiliar words;
(3) Proposing solutions to help students overcome their difficulties when applying these word-guessing strategies.
Research Questions
In correspondence with the aforementioned aims, the researcher attempted to answer the following questions:
Question One: What are the IT students’ attitudes towards ESP reading comprehension?
Question Two: Which vocabulary-guessing strategies do the IT students at PPUTL use most frequently to work out the meaning of unknown words in ESP reading comprehension?
Question Three: What might be good solutions to help students overcome their difficulties when applying these word-guessing strategies?
Scope of the Study
This research investigates the word-inferencing strategies used by IT students to deduce the meanings of unfamiliar words and the challenges they face in applying these strategies Conducted during the second term of the 2017-2018 academic year, the study involved 100 third-year IT students enrolled in an English for Specific Purposes (ESP) course at PPUTL.
Significance of the Study
Reading comprehension in ESP texts often presents challenges, particularly with vocabulary, factual information, references, summaries, negative facts, and inferences Memorizing every word is impractical, so making educated guesses using context clues emerges as an effective strategy to tackle vocabulary difficulties.
This study aims to enhance the teaching and learning of reading comprehension skills in English for Specific Purposes (ESP) by promoting word-guessing strategies among students By raising awareness of these strategies, students can improve their reading comprehension and transform reading lessons into more engaging and effective experiences Additionally, this research serves as a valuable reference for those interested in the topic and complements existing studies on the application of word-guessing strategies to develop reading comprehension skills in ESP texts.
Method of the Study
This study utilized a mixed-methods approach, combining quantitative and qualitative research techniques Quantitative data was gathered through a survey questionnaire, while qualitative insights were derived from semi-structured interviews and think-aloud protocols The think-aloud protocol aimed to uncover the vocabulary-guessing strategies employed by students and identify the challenges they faced in applying these strategies, as noted by Mami (2008).
Reading is typically an internal and silent process, making it challenging for researchers to understand it through mere observation or product-based assessments To gain insights into this cognitive process, employing think-aloud techniques allows participants to articulate their thoughts while engaging with a survey, enabling researchers to observe behaviors and ask clarifying questions Ultimately, utilizing think-aloud protocols enhances the validity of instruments designed for quantitative research This multifaceted approach not only facilitates a deeper examination of vocabulary-guessing strategies among IT students but also helps achieve the study's objectives effectively.
Design of the Study
An Overview of Reading Comprehension
1.1.1 The Nature of Reading Comprehension
In teaching and learning a foreign language in general and teaching reading skill in particular, it is necessary to understand the nature of reading comprehension Grabe
A study conducted in 1991 highlighted that reading is a crucial skill in second language acquisition, particularly in academic contexts Reading comprehension is defined as the ability to efficiently extract essential information from a text Various methodologists have offered differing definitions of reading comprehension, emphasizing its significance in language learning.
Reading comprehension involves efficiently extracting necessary information from a written text, as noted by Grelet (1981) A reader demonstrates their understanding by rephrasing the content through methods like summarizing or answering questions.
Studying the nature of reading comprehension, Richards (1978) indicated,
Reading comprehension extends beyond merely grasping the text; it also involves connecting the material to students' prior experiences This perspective emphasizes that a reader's understanding is shaped by their unique background knowledge Supporting this notion, Smith (1985) echoed the importance of personal experience in the reading process.
Comprehension requires readers to engage their prior knowledge while interacting with the text, allowing them to draw inferences from the author's words and expressions This interaction is essential for understanding information, ideas, and perspectives presented in the writing.
Reading comprehension is a dynamic process where readers interpret information based on their motivation, knowledge, cognitive skills, and personal experiences It is not necessary to grasp every word; rather, readers should engage with the text to efficiently extract essential information As Durkin (1993) states, "reading is the construction of meaning of a written text through the interactions between text and reader."
1.1.2 The Relationship between Vocabulary and Reading Comprehension
It is undeniable that vocabulary knowledge seems to have an obvious and distinct role in L2 reading comprehension According to Nation and Coady (1988),
While vocabulary knowledge is not the sole determinant of reading comprehension, it serves as a reliable indicator of text difficulty Students who lack proficiency in L2 vocabulary often struggle to grasp the meaning of the text, making comprehension challenging.
Zheng (2002) emphasizes the critical role of vocabulary knowledge in reading comprehension, suggesting that a strong vocabulary foundation is essential for advanced reading skills, such as activating background knowledge and effectively guessing meanings from context Supporting this, Perfetti (1995) argues that while developing problem-solving skills for text interpretation is valuable, mastering word identification is crucial for successfully employing comprehension strategies Therefore, it is vital to teach students vocabulary-based strategies to improve their reading comprehension abilities.
The density of unfamiliar words in a text significantly impacts the success of lexical guessing According to Nation (2001), a higher concentration of unknown words makes guessing more challenging While various strategies exist for addressing unknown vocabulary, informed lexical guessing, or inferring, is widely regarded as an effective method for processing texts in second language (L2) reading (Qian, 1999).
Research highlights a significant connection between vocabulary and reading comprehension While a direct link remains unclear (Hiebert & Kamil, 2005), a solid understanding of vocabulary is a key predictor of reading comprehension and a crucial factor for reading success (Lovelace & Stewart, 2009) Therefore, implementing vocabulary-focused strategies is an effective method for enhancing students' reading comprehension skills.
Reading Comprehension Strategies
1.2.1 Definition of Reading Comprehension Strategies
To achieve success in learning a foreign language, it is essential for students to utilize various strategies to navigate the challenges they face While numerous authors have sought to define reading comprehension strategies, a consistent agreement on their effectiveness remains elusive.
Strategy, as defined by the Oxford Advanced Learner’s Dictionary, is a plan aimed at achieving a specific goal According to Garner (1987), reading strategies are intentional and engaging activities performed by proactive learners, often designed to address perceived cognitive challenges.
According to Barnett (1988: 150-162), reading strategies encompass the mental processes that enable readers to effectively engage with and comprehend a text Key techniques involved in this approach include skimming, scanning, reading for meaning, predicting, activating prior knowledge, and making connections.
Inferences and contextual guessing are crucial for understanding texts, as highlighted by Carrell (1998: 97) These reading strategies not only illuminate how readers engage with written material but also demonstrate their connection to effective comprehension.
Reading strategies, as defined by Block (1986), encompass the ways in which readers approach a task, the textual cues they focus on, their comprehension processes, and their actions when faced with difficulties in understanding a text.
According to Brown (2007), strategies are defined as specific methods for addressing problems or tasks, operational modes for reaching particular goals, and planned designs for managing information His research highlights that these strategies can vary significantly among individuals, adapting to different problems and contexts as they arise.
Reading strategies, defined as cognitive or behavioral actions aimed at enhancing comprehension, play a crucial role in successful reading According to Graesser (2007), these strategies are employed under specific contextual conditions to improve understanding Effectively implementing comprehension skills is essential for readers to engage with texts, acquire general knowledge, identify specific details, and discern the main idea or theme of the material.
1.2.2 Classification of Reading Comprehension Strategies
Up to the present reading comprehension strategies have been classified in various ways by different authors
Goodman (1970) categorized second language (L2) reading strategies into two main types: bottom-up and top-down processing Bottom-up strategies focus on the recognition of various linguistic signals, including letters, morphemes, syllables, words, phrases, grammatical cues, and discourse markers.
Linguistic data-processing mechanisms play a crucial role in organizing signals, while top-down strategies leverage personal intelligence and experience to interpret texts This approach resembles a puzzle-solving process, where individuals infer meaning to determine what information to keep or discard.
Eleven years later, Rubin (1981) proposed six general reading strategies, namely clarification, guessing, deductive reasoning, practice, memorization, and monitoring These strategies might contribute directly to language learning
Oxford's (1990) taxonomy of learning strategies is widely utilized in language learning research, categorizing strategies into six distinct types: memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies, and social strategies.
O’Malley & Chamot (1990) highlighted the importance of cognitive strategies in helping learners connect new information with their existing knowledge Key cognitive strategies include translation, grouping, note-taking, deduction, imagery, keyword usage, contextualization, elaboration, and inference.
Metacognitive strategies are advanced critical thinking skills that enable readers to assess their understanding of a text (Wenden & Rubin, 1987) These strategies assist learners in identifying and prioritizing relevant resources for specific tasks while setting comprehension goals The effectiveness of these strategies depends on various factors, including the individual employing them, the level of conscious application, the type of text, the timing of use, and the purpose behind their use (Carrell, 1998; Farrell, 2001) According to Bishop et al (2005), metacognitive strategies encompass a range of reading techniques such as visualization, engaging multiple senses, making connections, analyzing text structure, recognizing words, understanding sentences, and drawing inferences.
11 asking questions, determining important ideas and themes, evaluating, summarizing and synthesizing
In summary, reading comprehension involves understanding the text by actively connecting prior knowledge with the written material to grasp the author's message For L2 learners to become proficient readers, it is essential to actively engage and selectively employ strategies that enhance their understanding of reading texts.
Vocabulary-guessing Strategies
1.3.1 Definition of Vocabulary-guessing Strategies
Numerous studies have highlighted the importance of word-guessing strategies in enhancing reading comprehension skills Effective readers leverage various elements such as pictures, titles, headings, and text, along with their personal experiences, to make informed predictions before reading This predictive strategy enables readers to utilize information from the text and their own background knowledge to anticipate upcoming content.
Word-inferring is a cognitive process that helps readers recognize unfamiliar terms by leveraging familiar attributes and contexts (Paribarht & Wesches, 1999) Additionally, lexical inference involves making educated guesses about a word's meaning based on linguistic cues, general world knowledge, context awareness, and relevant linguistic understanding (Haastrup, 1991) Consequently, guessing becomes essential for learners when they face unknown words in reading materials.
According to Oxford (1990), intelligent guessing in reading, often referred to as "inferring," requires learners to utilize various linguistic and nonlinguistic clues to deduce meaning, especially when they encounter unfamiliar words.
In conclusion, the vocabulary-predicting strategy is essential for enhancing reading comprehension This approach not only aids students in becoming proficient readers but also makes reading tasks more enjoyable By integrating this strategy with other techniques, learners can significantly improve their understanding and engagement with texts.
12 techniques as skimming and previewing a text, students are motivated to read and encouraged to study the text carefully to confirm their prior predictions
1.3.2 Classification of Vocabulary-guessing Strategies
Various researchers have explored classifications of word-predicting strategies Drawing on these studies, the researcher identifies a range of vocabulary-guessing strategies that IT students at PPUTL can employ during ESP reading comprehension tasks, as outlined in the following table.
Table 1.1: Summary of vocabulary- guessing strategies that might be used by the
IT students at PPUTL when doing ESP reading comprehension tasks
Vocabulary- guessing strategies that might be used by the IT students at PPUTL when doing ESP reading comprehension tasks
1 Looking for relationships between words to determine the meaning of unknown word
2 Deconstructing word parts and examining the meaning of each part
3 Analyzing the compound words into their constituents
4 Guessing based on sentence level semantic clues
5 Looking beyond the word, or even the sentence, level for clues to determine the meaning
6 Looking for homonym/ phonetic similarity
7 Making guess based on collocation knowledge
8 Paraphrasing Devices, which consisted of definition, exemplification, and restatement Gao (2012)
9 Logical Clues, which included comparison and contrast, causal clues, parallel, or parataxis, and collocation
10 Background Clues, which were composed of scene, common knowledge, and experience
13 Guess using extra textual (thematic or word) knowledge
Guess using discourse context i.e outside the sentence in which the word occurred (using forward or backward context)
16 Guess using visual forms (similarity or morphological understanding)
18 Guess using local (sentence level) context
19 Guess using association or collocation knowledge (i.e a clue word)
Source: Summary of the author
In their 2008 study, Kaivanpanah and Alavi identified seven distinct word-guessing strategies that highlight the importance of linguistic knowledge The first strategy involves finding relationships between words to infer the meaning of unknown terms, rooted in grammatical knowledge at the sentence level The second strategy focuses on deconstructing word parts to understand their meanings, which pertains to word morphology and class membership Similarly, the third strategy analyzes compound words by breaking them down into their constituents The fourth strategy utilizes sentence-level semantic clues, indicating a more advanced understanding of vocabulary The fifth strategy examines discourse or text context, encouraging learners to seek clues beyond individual words or sentences Lastly, the final two strategies involve homonym and phonetic similarity, where learners compare similar-sounding words, and collocation, which relies on knowledge of common word pairings to deduce meanings.
Gao (2012) systematically classified strategies for understanding unknown words into five types, drawing on Palmberg’s (1987) insights regarding context clues One of these types is Paraphrasing Devices, which includes techniques such as definition, exemplification, and restatement to clarify meanings.
Logical clues, such as comparison and contrast, causal clues, and collocation, play a crucial role in text comprehension Additionally, background clues derived from context, common knowledge, and personal experience enhance understanding Morphological clues and monitoring devices further support readers in their comprehension efforts Importantly, these strategies are not mutually exclusive; readers often utilize multiple approaches simultaneously to facilitate their understanding of the text.
Later, according to Wang (2011:303), the taxonomy of word-guessing strategies including seven different guessing strategies as follows:
+ Guess using extra textual (thematic or word) knowledge
+ Guess using discourse context i.e outside the sentence in which the word occurred (using forward or backward context)
+ Guess using visual forms (similarity or morphological understanding)
+ Guess using local (sentence level) context
+ Guess using association or collocation knowledge (i.e a clue word)
The strategies discussed are specifically designed for students, making them straightforward and memorable They serve as valuable resources for both the author of this study and educators aiming to enhance students' reading comprehension skills.
1.3.3 Importance of Vocabulary-guessing Strategies
Laufer (1997) emphasizes that understanding vocabulary is essential for text comprehension in both native and foreign languages However, learners often struggle to understand every word, particularly in technical texts To enhance text comprehension, students need to consistently and effectively apply vocabulary strategies across all subjects in their classes.
Making predictions about unfamiliar words enhances student engagement and interest in reading According to Snow (2002), early-grade reading curricula should incorporate explicit instruction on comprehension strategies, whether texts are read aloud or independently Key strategies include summarizing main ideas, predicting forthcoming events or information, drawing inferences, and monitoring for misunderstandings This underscores the significance of vocabulary-inferring strategies in improving students' reading comprehension skills.
Normally, when doing reading comprehension tasks, good readers frequently make predictions about what is to come or make educated guess of unfamiliar words
A more effective strategy for learners is to utilize the context, including the surrounding words and sentences, to infer the meanings of unfamiliar terms This approach allows readers to make educated guesses that are sufficiently accurate for grasping the author's concepts.
In summary, word-predicting strategies significantly motivate students to read and comprehend texts Implementing vocabulary-guessing techniques in reading comprehension effectively enhances students' reading skills and overall language proficiency.
An Overview of ESP
English for Specific Purposes (ESP) is a crucial component of the English as a Foreign Language (EFL) and English as a Second Language (ESL) systems While various linguists have offered different definitions of ESP, they all share a common focus on addressing the specific needs of targeted learner groups.
English for Specific Purposes (ESP) is an approach to language teaching that prioritizes the learner's motivations and needs, as highlighted by Hutchinson and Waters (1987) They emphasize that the core of ESP revolves around understanding why a learner seeks to acquire a foreign language Consequently, ESP is tailored to address specific and clear reasons for learning, making it a focused and relevant method of language instruction.
Hutchinson and Waters (1987) categorize English for Specific Purposes (ESP) into three main types: English for Science and Technology (EST), English for Business and Economics (EBE), and English for Social Studies (ESS) Each type is further divided into English for Academic Purposes (EAP) and English for Occupational Purposes (EOP) However, they highlight that the boundaries between these categories are not strictly defined.
Academic Purposes and English for Occupational Purposes are interconnected, as individuals often balance work and study The language skills acquired in an academic setting are frequently applied in professional environments, enabling students to effectively transition into the workforce or return to their jobs with relevant language proficiency.
According to Dudley-Evans and John (1998), English for Specific Purposes (ESP) is categorized into two main branches: English for Academic Purposes (EAP) and English for Occupational Purposes (EOP) EAP encompasses various fields, including English for Academic Science and Technology, Medical, Legal, and Management, Finance, and Economics Similarly, EOP is divided into English for Professional Purposes, which includes Medical and Business English, and English for Vocational Purposes.
According to the classification by Dubley-Evans and John, English for Information Technology at PPUTL is categorized under English for Science and Technology, which is part of the English for Professional Purposes branch Additionally, Hutchinson and Water suggest that it fits into both English for Academic Purposes and English for Occupational Purposes.
1.4.3.1 Characteristics of ESP in general
Dudley-Evans and St John (1998) identify key characteristics of English for Specific Purposes (ESP) The absolute characteristics include the design of ESP to meet the specific needs of learners, its content being closely related to particular disciplines and occupations, a focus on language appropriate to those activities, and its distinction from General English Additionally, they outline variable characteristics, which encompass the design for specific disciplines, use in particular teaching situations, and targeting adult learners, whether in tertiary education or professional environments.
ESP courses are typically tailored for secondary school learners and are intended for intermediate to advanced students who possess a foundational understanding of the language prior to their studies.
The classification of English for Specific Purposes (ESP) into absolute and variable characteristics effectively differentiates it from general language courses Absolute characteristics focus on teaching methodologies and language factors According to Munby (1978), a key feature that sets ESP apart is its emphasis on distinctive content related to specific disciplines, including specialized lexis, genres, and registers.
1.4.3.2 Characteristics of English for Information Technology
English for Information Technology (EIT) at PPUTL is a subset of English for Science and Technology (EST), which falls under the broader category of English for Professional Purposes The defining traits of EIT are also applicable to EST, highlighting its significance in the modern linguistic landscape With an increasing number of scientific and technological works published in English, EST has emerged as a vital variety of the language, characterized by its unique features A recent study by Xiuhua & Li (2015) identified three key linguistic characteristics of EST, underscoring its importance in professional communication.
The lexical characteristics of English for Specific Purposes (EST) are marked by a frequent use of technical vocabulary, a prevalence of abstract nouns, and descriptive adjectives, as well as the substitution of verb phrases with single verbs This complexity is often considered one of the most challenging aspects of EST texts.
The syntactic characteristics of English for Specific Purposes (ESP) include a prominent use of postpositive attributives, non-predicative verbs, and passive voice, along with a tendency for long and complex sentence structures.
The rhetorical characteristics of English for Specific Purposes (ESP) include a limited use of tenses, straightforward rhetorical choices, frequent use of unconventional sentence structures, and intentional employment of the subjunctive mood and imperative forms.
In summary, mastering the characteristics of EST helps learners a lot in reading comprehension of ESP texts.
Summary of Chapter 1
This chapter outlines the essential literature that establishes the theoretical and conceptual framework for the study, focusing on key concepts such as reading comprehension, reading comprehension strategies, vocabulary-guessing strategies, and English for Specific Purposes (ESP) It provides a solid theoretical foundation for the author's research endeavors.
This chapter deals with information of the research context, participants, data collection instruments, data collection procedures, and data analysis procedures.
Research Setting
2.1.1 An Overview of PPUTL and ESP Course in this University
The People's Police University of Technology and Logistics (PPUTL), located in Bac Ninh province, has been operational for thirty-five years, initially serving as a technical school for training skilled police officers nationwide In 2010, it was upgraded to a university, expanding its curriculum to include new branches such as Information Technology, Electronics and Telecommunications, and Finance and Accounting to meet societal demands English has become a major and compulsory subject, with the curriculum divided into two phases Students complete three terms of General English, totaling 210 periods, followed by an English for Specific Purposes (ESP) term consisting of 60 periods, ensuring they are well-prepared for their professional fields.
The People's Police University of Technology and Logistics comprises ten offices, four centers, six faculties, and five departments Among these, the Department of Foreign Languages was established concurrently with the university's founding, with the primary mission of teaching English to non-English major students across all faculties.
Students at the People's Police University of Technology and Logistics hail from diverse regions across Vietnam, including major cities, provinces, and mountainous areas Predominantly aged between 18 and 22, these students exhibit varying levels of English proficiency Prior to their enrollment, the majority received English education, contributing to the differences in their language skills.
A total of 21 secondary and high schools demonstrate varying levels of English proficiency, with some students performing just above the "starter" threshold However, after completing three General English terms, the disparity in English proficiency among students decreases significantly, enabling them to achieve a B1 level on the CEFR scale.
Despite varying levels of English proficiency, students commonly share familiarity with the traditional grammar-translation method, which primarily aims to enhance reading skills for understanding literature in the target language As a result, reading comprehension has garnered more attention than listening, speaking, and writing skills This imbalance arises from students' limited time allocation for English, as they often prioritize subjects like mathematics and physics over language studies.
During the study, third-year students (D5) have either completed or partially completed the English for Specific Purposes (ESP) course, while freshmen (D7) and sophomores (D6) have yet to undertake the ESP curriculum At this university, all students are required to enroll in ESP courses during the second term of their third year, after having studied their major subjects for a minimum of three terms.
2.1.3 The Teachers and Teaching Methods of ESP at PPUTL
The Foreign Languages Department at PPUTL consists of 14 teachers, with five specifically dedicated to teaching English for Specific Purposes (ESP) to Information Technology students These ESP instructors bring between five to twenty-five years of teaching experience and have completed full-time courses in English language and teaching methodology at various universities across the country The majority of the faculty members are highly qualified, contributing significantly to enhancing English teaching methods and supporting students in overcoming challenges in their learning journey.
Not all teachers employ the same techniques for teaching reading comprehension skills, with some favoring traditional methods like introducing new vocabulary and grammar, while others prefer providing background information Based on the author's experience in teaching English for Specific Purposes (ESP) and discussions with colleagues, it is evident that implementing diverse and updated teaching methods in ESP lessons can be challenging due to the presence of specialized knowledge and technical terminology Many educators recognize the importance of teaching students effective reading strategies, particularly for understanding ESP texts, as most students struggle with these skills Consequently, teachers are actively seeking activities that align with their students' needs.
2.1.4 Course Books for Teaching ESP at PPUTL
Materials selection and adaptation are crucial in English for Specific Purposes (ESP) teaching, as they enhance course development and provide students with essential knowledge for their future careers The textbook "Infotech: English for Computer Users" (fourth edition) by Santiago Remacha Esteras is utilized for third-year Information Technology students This course book features eight modules, each containing three to five units; however, only two units per module are taught in class, with the remainder designated for self-study Each unit begins with a reading text accompanied by comprehension questions, followed by a language focus section that explains grammatical points from the text Additionally, exercises related to the content are included for practice The unit concludes with vocabulary exercises, such as gap-filling and matching, to reinforce new terminology, along with useful language extracted from the reading text.
While the course book was carefully selected, there are several considerations to note It adopts a topic-based approach, focusing on language acquisition through computer-related content, which may confuse learners and give the impression that they are not truly learning the language The teaching method primarily relies on grammar-translation techniques, emphasizing grammar rules and vocabulary memorization, with minimal interaction among learners This self-study approach appears better suited for researchers than for ESL students As a result, students often resort to rote memorization of vocabulary rather than employing strategies to infer meanings of unfamiliar words in English IT texts, leading to a lack of awareness about their own learning strategies.
Research Methods
The study involves 100 third-year students from classes B1D5 and B2D5 at the Information Technology Faculty of PPUTL during the second term of the 2017-2018 academic year Most participants are 21 years old and predominantly male, with only eight females Their English proficiency varies, as they come from diverse high schools across the country, primarily focusing on natural science subjects like Mathematics, Physics, and Chemistry Upon admission to the university, these students must take an entry test, which is aligned with the A2 level of the Common European Framework of Reference (CEFR), before proceeding with their studies.
GE courses After studying these GE terms, students can reach B1 (CEFR) level of proficiency Therefore, the students are considered at pre-intermediate level when participate in this research
This study aims to enhance students' reading comprehension of English for Specific Purposes (ESP) texts through vocabulary-guessing strategies To accomplish this, a mixed-methods approach was employed, incorporating both quantitative and qualitative data Quantitative data were gathered from a pre-test, post-test, questionnaire, and think-aloud protocol, ensuring a comprehensive assessment The integration of these instruments enhances the accuracy and reliability of the findings, as insights from one method inform and refine the others.
2.2.2.1 Pre-test and Post-test
In March 2018, a pre-test was administered to students, followed by a post-test conducted during think-aloud procedures in the second semester of the 2017-2018 school year.
The pre-test and post-test include reading passages and vocabulary tasks sourced from the "Infotech: English for Computer Users" teacher’s book (fourth edition) by Santiago Remacha Esteras Each test features 10 questions, with passages comprising 412 and 440 words, respectively, aligned with the topics covered in the students' textbook Vocabulary tasks require students to select the best definition for underlined words from three options, focusing on 10 target words that are likely unfamiliar to the students Each test lasts 20 minutes and is graded on a 10-point scale, ensuring both tests maintain the same difficulty level in terms of question count, types, passage length, and structure.
The selected passages were evaluated using two innovative online assessment tools: the English Vocabulary Profile Online and the English Grammar Profile Online, as detailed in Appendices 3 and 4 These tools assist the researcher in determining the appropriate CEFR level for each passage, making them a valuable resource for this study.
In this study, vocabulary is categorized by levels, recognizing that some meanings of words are acquired at higher proficiency stages The pre-test and post-test administered to participants are slightly above their current pre-intermediate reading levels, as they are assessed at an intermediate level (B1 to B2) When students encounter words that exceed their proficiency, they must decipher new meanings to understand the texts Yayh (2010) notes that "trouble-free reading does not promote comprehension strategy use," emphasizing that students will need to navigate unfamiliar vocabulary, given that their vocabulary range is lower than the text's complexity.
The investigator selected questionnaires as a research tool due to their effectiveness and efficiency One key advantage of questionnaires is the confidentiality they offer, allowing respondents to remain anonymous Additionally, they are easy to administer, enabling the researcher to reach a large audience This format also provides all participants with the opportunity to express their opinions and attitudes comfortably In this study, two survey questionnaires were utilized by the researcher.
The initial questionnaire, detailed in Appendix 6, seeks to identify the key vocabulary-inferring strategies employed by IT students at PPUTL It was distributed to a total of 20 participants, comprising 10 third-year students.
The research conducted with 10 English lecturers from the Department of Foreign Languages at PPUTL will serve as the foundation for the variables in this thesis The findings reveal the vocabulary-guessing strategies utilized by IT students at PPUTL, which are detailed in the accompanying table.
Table 2.1: Vocabulary-guessing strategies used by the IT students at PPUTL
No Vocabulary-guessing strategies used by the IT students at PPUTL
1 Guess using background knowledge (extra textual knowledge)
2 Guess using context clues (punctuations, definitions, examples, surrounding words)
4 Guess using syntactic knowledge (sentence structures and word order)
5 Guess using visual forms (word derivations such as prefixes and suffixes)
Source: Summary from previous researchers
The researcher conducted a second survey to explore students' attitudes toward English for Specific Purposes (ESP) reading comprehension and the vocabulary-guessing strategies they employ for unfamiliar words in ESP texts To mitigate language barriers that could impact research objectivity, the survey was translated into Vietnamese Both English and Vietnamese versions of the questionnaire are included in Appendices 7 and 8 The questionnaire featured a mix of closed and open-ended questions, enabling the researcher to maintain control over the analysis while allowing participants to provide detailed insights.
2.2.2.3 Interview and think-aloud protocol
To investigate the cognitive reading strategies employed by third-year students at PPUTL, the researcher utilized the think-aloud protocol, a method recognized for its effectiveness in gathering data on cognitive and metacognitive strategies (Afflerbach, 2000) This approach offers valuable insights into students' comprehension processes, revealing how they tackle vocabulary challenges and the problem-solving techniques they apply Additionally, the think-aloud protocol generates qualitative data that elucidates the reasoning behind students' actions during reading tasks.
27 the vocabulary task This information may aid the researcher in identifying the actual word-guessing strategies the students used to deal with unfamiliar words in the reading tasks
To evaluate the quality of verbal protocols, the researcher conducted cognitive interviews with probing questions aimed at encouraging students to elaborate on their thought processes Initially, participants completed a vocabulary task during a think-aloud session Subsequently, in a retrospective session, they discussed their approaches to handling unfamiliar words, the word-guessing strategies they employed, and the challenges they encountered To ensure comfort and confidence, the questions were posed in Vietnamese, and the collected data was later translated into English for analysis.
The entire procedure of the study is illustrated by the following diagram:
Figure 2.1: Research procedure Giving Conclusions
Using Statistical Tools to Analyze the Data Conducting Survey and Collecting data
Developing Instruments Deciding Methods of Data Collection
Specifying PopulationStating Research QuestionsDetermining the Aims of the Study
The study was conducted during the second term of the 2017-2018 academic year, specifically for third-year students enrolled in the ESP course, with the timeframe finalized in late February 2018, following the Tet Holiday.
To gain insights into third-year IT students' attitudes towards ESP reading comprehension and vocabulary-guessing strategies, a pre-reading test was administered, followed by a questionnaire Participants were informed about the questionnaire's purpose and asked to evaluate their attitudes using a 5-point Likert scale, focusing specifically on strategies employed while reading school-related materials like ESP textbooks They were encouraged to ask questions for clarification and to provide their ratings After 30 minutes, the completed questionnaires were collected, and the data was summarized and analyzed through statistical information, including tables and charts, to draw implications and recommendations for enhancing ESP reading comprehension through effective vocabulary-guessing strategies at PPUTL.
During the second semester, a think-aloud protocol was implemented one week after administering questionnaires to identify the reading strategies of IT students at PPUTL Eight randomly selected students participated in a post-test, where they were individually introduced to the think-aloud procedures Each student verbalized their thoughts while reading the post-test, paraphrasing the texts in either English or Vietnamese This task aimed to uncover the students' processes of meaning inference and problem-solving, with the reading materials presented via PowerPoint slides.
Summary of Chapter 2
This chapter offers a comprehensive overview of the study's context, including participant demographics, data collection tools, and the methodologies employed for both data collection and analysis It also presents findings that reflect the actual application of vocabulary in the research setting.
In the upcoming chapter, we will explore 30 guessing strategies utilized in ESP reading comprehension by third-year IT students at PPUTL, along with the challenges they face in implementing these strategies Additionally, Chapter Three will offer suggestions aimed at helping students effectively overcome these difficulties.
CHAPTER THREE: FINDINGS AND DISCUSSION
In this part, the results from the survey questionnaire, the pre-test, the post-test and the verbal reports will be presented by means of tables and charts.
Analysis of Questionnaires
3.1.1 The Students’ Attitudes towards the Role of ESP Reading Comprehension
Basing on the answers of Question 1, 2 and 3, the researcher can know the IT students’ perception of the significance of ESP reading comprehension
According to Chart 3.1, a significant majority of students acknowledge the importance of reading skills in their English learning, with over half (55%) identifying ESP reading comprehension as crucial Furthermore, 35% of students view reading comprehension as rather important, while only 10% consider it very important Notably, no student undervalues the significance of this skill.
Chart 3.1: Students’ evaluation of the importance of ESP reading comprehension
Students' perception of ESP reading comprehension
The analysis of student evaluations regarding the difficulty levels of ESP reading comprehension texts reveals that none of the participants found these texts to be completely easy Only 6% considered the tasks easy, while 10% rated them as very difficult The majority of students perceived the texts as challenging, with 34% labeling them as rather difficult and 50% categorizing them as difficult.
Chart 3.2: Students' evaluation of difficult levels of ESP reading comprehension texts
Question 3 aimed to assess students' perceptions of the importance of various factors influencing English for Specific Purposes (ESP) reading comprehension The findings revealed that none of the students underestimated these factors; instead, a significant majority regarded them as important or very important Specifically, 60% of students emphasized that a strong vocabulary and 55% highlighted the application of effective reading strategies are crucial for understanding ESP texts and achieving high scores in reading comprehension.
Very easyEasyRather difficultDifficultVery difficult
A significant majority of students, with 50% emphasizing the importance of grammar and 39% valuing the text's content, recognize their crucial roles in reading comprehension Additionally, 31% of students believe that having a solid understanding of the text's content is essential when engaging with English for Specific Purposes (ESP) texts.
Chart 3.3: Students’ evaluation of some factors influencing performance of ESP reading comprehension 3.1.2 The Students’ Attitudes towards Application of Vocabulary-guessing
Strategies in ESP Reading Comprehension
According to the data collected from Question 4, Chart 3.4 illustrates the general strategies employed by IT third-year students to address unknown words, revealing that no non-lexical inferring strategies were utilized The most common methods identified include guessing the meaning of words from context and using tables, figures, and pictures in the text, with these strategies accounting for 60% and 55% of responses, respectively.
Having a wide range of vocabulary
Having a good knowledge of the text’s content
Applying suitable strategies for reading tests
Very importantImportantRather importantNot important
Chart 3.4: Students’ frequency use of strategies for unknown words
Chart 3.4 reveals that a significant strategy among students for understanding unknown words is to "look for clues to meaning in the word itself," with 45% of respondents frequently using morphological clues and 35% doing so occasionally Other common strategies include underlining new words and consulting dictionaries, with approximately 40% of students often employing these methods Additionally, skipping unfamiliar vocabulary while reading is also prevalent, as one third of respondents often ignore unknown words, while 40% sometimes choose to skip them.
“Asking teachers for assistance” is also a popular strategy 31% of respondents report that they often ask teachers and another 39% admit that they sometimes do this
The findings highlight the underutilized strategy of "asking a friend," with only 19% of respondents frequently seeking advice from friends and 31% occasionally doing so.
In conclusion, the analysis of the questionnaire data indicates that participants demonstrated a generally strategic approach to reading, with their awareness and perceived use of reading comprehension strategies for handling unfamiliar words exceeding the average level.
Chart 3.5 below helps to clarify the students’ frequency use of vocabulary- guessing strategies while reading ESP texts The frequency is illustrated in the chart by four scales, namely often, sometimes, rarely and never
Chart 3.5: Students’ frequency use of vocabulary-guessing strategies
Chart 3.5 reveals that 70% of participants frequently utilize context clues as a guessing strategy, highlighting its popularity, while none of the participants reported never using this approach.
A study revealed that 36% of participants employed a specific strategy, while 20% occasionally utilized context clues to deduce the meanings of unfamiliar words In contrast, only 10% reported rarely using this approach for guessing word meanings.
Collocation knowledge is the second most popular strategy among IT students for guessing the meanings of unknown words, with 60% of students frequently utilizing this method Additionally, around one third of participants indicated that they sometimes rely on collocation to understand unfamiliar terms, while only 7% reported rarely or never using this strategy.
A widely used strategy for guessing unfamiliar words is leveraging syntactic knowledge, which encompasses understanding sentence structures and word order Data from a questionnaire revealed that 55% of students frequently use this approach for word inference, while 35% do so occasionally Notably, only 10% of participants reported rarely employing this strategy, and none indicated that they never use it.
Participants frequently utilize visual forms, such as prefixes and suffixes, to understand unknown words According to Chart 3.5, approximately one third of students often rely on these visual cues, while 30% and 26% sometimes and rarely use this strategy, respectively Only 10% of students reported never using visual forms in their attempts to decipher meanings.
The final strategy highlighted in Chart 3.5 is the use of background knowledge for guessing meanings Background knowledge encompasses the reader's familiarity with the topic and content, aiding in the inference of unfamiliar words Notably, one-third of students reported frequently using this strategy, while a quarter indicated that they occasionally or rarely relied on their background knowledge for comprehension.
37 guess, respectively And the rest 17% of them stated that they never used this strategy in making their inference.
Analysis of Verbal Reports
3.2.1 Word-guessing Strategies Employed by Students Collected through Think- aloud Protocol
The pre-test and post-test scores varied among students, primarily due to unfamiliar vocabulary, which both groups identified as a significant barrier to comprehension, echoing findings from Jimenez et al (1996) The study utilized tape-recorded protocols and written transcriptions to analyze participants' guesses on target words Data from verbal reports indicated that participants favored using context clues for word-guessing strategies, as illustrated by examples drawn from their think-aloud reports.
A struggling reader recounted, "Whenever I come across an unfamiliar word while reading, I quickly examine the surrounding text to infer its meaning."
A reader expressed challenges in understanding ESP texts due to unfamiliar terminology, which often hindered comprehension However, they have learned to utilize contextual clues within the text to enhance their understanding For instance, when encountering the term "distribution," they analyze surrounding sentences to infer its meaning as "the process of giving things out to several people," particularly in relation to information being delivered through various digital formats like e-books and emails.
An average-to-high reader explained how he deciphered the meaning of an unfamiliar word by using punctuation cues within the text.
“format”, I recognize a punctuation clue in the sentence that is the colon (:)
38 introducing a list of e-book types Therefore, I guess the word “format” means
“the arrangement of information in a computer file”
The study found that IT students predominantly relied on context clues as their primary strategy While think-aloud protocols offer valuable insights into cognitive processes, they only capture fragments of actual cognition Consequently, researchers must make educated interpretations rather than definitive claims about cognitive behavior, relying on the data from the protocol records to form a coherent understanding of participants' task performance.
In the current study's protocol analysis, it was found that IT students utilized cohesive ties—specifically reference, conjunction, and lexical cohesion—to establish logical relationships between propositions, enhancing their reading comprehension The participants primarily employed these cohesive ties during their guessing processes, which helped them infer meanings of unfamiliar vocabulary and connect with the text Excerpts from the participants' think-aloud reports illustrate their use of these cohesive ties.
One participant explained how he referred the meaning of the word in the text,
“In the text, the pronoun “they” used in the sentences “They are easy and cheap to set up online” must refer to “email newsletters” in the previous sentence.”
And another example of guessing words using visual forms is described as follows:
I think “promote” must have the meaning as “advertise something in order to sell it” because I think of the noun “promotion” which means advertisement
In retrospective sessions, students with lower scores often focused on grammar elements like conjunctions and reference words, rather than the overall context, and frequently expressed complaints while neglecting vocabulary.
Low proficiency students tend to focus on surface structures when struggling with deeper semantic comprehension, highlighting the significance of grammar in their understanding This indicates that when faced with unfamiliar words or phrases, these students prioritize grammatical elements to aid their interpretation.
3.2.2 Comparison of Word-guessing Strategies Used by the Students in the
Questionnaire and Think-aloud Protocol
The findings from the survey questionnaire and think-aloud protocol reveal both consistencies and inconsistencies in students' strategies for guessing the meanings of unknown words Participants predominantly employed context clues—such as punctuation, definitions, examples, and surrounding words—as their primary strategy Following this, the use of collocation knowledge ranked second in frequency Conversely, the strategy of utilizing extra textual knowledge was the least frequently used among participants.
The study reveals a surprising inconsistency in the strategies employed by students when guessing meanings, with a questionnaire indicating a preference for using syntactic knowledge over visual forms like word derivations However, analysis of think-aloud protocols shows that students actually rely more on visual guessing strategies than syntactic ones This discrepancy between survey responses and real-time thinking highlights that students may not be fully conscious of the guessing strategies they utilize during comprehension tasks.
Table 3.1: Ranks of strategies use according to results from questionnaire and think-aloud protocol
Methods Questionnaire Think-aloud protocol
1 Guess using context clues (punctuations, definitions, examples, surrounding words)
3 Guess using syntactic knowledge (sentence structures and word order)
4 Guess using visual forms (word derivations such as prefixes and suffixes)
5 Guess using background knowledge (extra textual knowledge)
1 Guess using context clues (punctuations, definitions, examples, surrounding words)
3 Guess using visual forms (word derivations such as prefixes and suffixes)
4 Guess using syntactic knowledge (sentence structures and word order)
5 Guess using background knowledge (extra textual knowledge)
3.2.3 Difficulties the Students’ Encountered When Using Word-guessing
3.2.3.1 Students’ Lack of Knowledge of Vocabulary-guessing Strategies
Many students struggle with reading due to a lack of effective vocabulary-inferring strategies, particularly when faced with technical texts in a foreign language This reluctance to engage with such materials is compounded by the fact that four out of ten participants were unaware of the specific strategies needed for comprehension, leaving them uncertain about how, when, and why to apply these techniques.
Many participants expressed their unfamiliarity with vocabulary-guessing strategies, stating, "We did not know what vocabulary-guessing strategies are." They shared that their English teacher often encourages them to infer the meanings of new words from context, but they struggle with this task, saying, "Sometimes our English teacher asks us to guess the meaning of new words from context, but we cannot do that; we do not know how to guess meaning from context."
The study revealed that less successful participants had a limited understanding of cognitive strategies This lack of awareness hindered their ability to select and apply effective reading strategies, ultimately impacting their comprehension of the reading material.
Research indicates that less successful students struggle more with vocabulary-guessing strategies compared to their successful peers While successful students are adept at selecting and applying the right strategies during reading, those who are less successful often find it challenging to identify and utilize appropriate techniques.
Less successful students and poor readers often exhibit cognitive deficiencies, leading to a lack of awareness and an inability to effectively monitor their mental processes during reading.
3.2.3.2 Students’ Lack of Linguistic Knowledge
Solutions to Help Students Overcome Their Difficulties When Applying These Word-guessing Strategies
Raise students’ awareness of employing vocabulary-guessing strategies
To enhance students' comprehension and engagement with reading tasks, clear and direct instructions should precede each assignment Additionally, it is crucial for educators to develop exercises that allow students to practice each reading strategy effectively.
Teachers can enhance students' comprehension and application of vocabulary-guessing strategies when reading English for Specific Purposes (ESP) texts By actively demonstrating techniques such as analyzing word parts and focusing on illustrations, educators can raise students' awareness and help them effectively deduce word meanings.
Encourage the students’ participation in reading activities
Engagement is essential for enhancing students' reading comprehension in English for Specific Purposes (ESP) Effective engagement methods, such as games, reading aloud, and interactive activities, provide students with opportunities to develop their reading skills and vocabulary-guessing strategies English teachers should leverage diverse resources, including demonstrations, videos, guest speakers, and think-aloud strategies, to capture students' attention and interest in reading lessons Encouraging student participation through various activities allows them to explore learning strategies for deciphering word meanings and constructing comprehension of texts Utilizing open-ended questions like “what” and “why” can further stimulate critical thinking Overall, engaging classroom activities not only help students build their skills and confidence but also enhance their overall English proficiency.
Embed grammar teaching together with vocabulary teaching
Acquiring a wealth of knowledge enhances students' ability to decode and comprehend reading texts Teachers should integrate relevant grammar instruction alongside vocabulary lessons to reinforce learning Daily exposure to key academic vocabulary and structures is essential for English learners, enabling them to better understand language in various contexts Encouraging extensive reading beyond classroom assignments allows students to expand their vocabulary and background knowledge across multiple subjects, ultimately improving reading comprehension For example, a participant in a recent study successfully used limited grammar knowledge to infer word meanings, demonstrating the practical benefits of this approach.
Many companies utilize various strategies to promote their products or services The preposition "to" is often followed by a verb in its infinitive form to express purpose This highlights the importance of grammar instruction in enhancing vocabulary acquisition for learners.
Expand Students’ Background Knowledge to Increase Comprehension
To enhance learning, it is essential for educators to draw upon students' foundational knowledge, as this serves as the building blocks for new information Just like stacking blocks, the more foundational knowledge students possess, the higher they can reach in their understanding However, language barriers and a lack of connection to past experiences can obscure the foundational knowledge that learners have Therefore, a teacher's ability to effectively tap into this prior learning is crucial for facilitating meaningful lessons.
Discussion of Research Questions
Research question one was “What are the IT students’ attitudes towards ESP reading comprehension?”
A recent study investigated students' attitudes towards English for Specific Purposes (ESP) reading comprehension and vocabulary-guessing strategies through a survey questionnaire The findings revealed that most students recognize the significance of ESP reading comprehension for their university studies and future careers However, about half of the participants found ESP texts challenging to understand, highlighting the need for strong vocabulary and grammar knowledge, effective reading strategies, and relevant background knowledge to enhance comprehension and achieve high scores Additionally, the study confirmed that when faced with unfamiliar words, students often employ various strategies, including contextual guessing, morphological analysis, dictionary consultation, ignoring the word, and seeking help from teachers.
46 they take notes; rarely do they use the strategy of asking a friend or ignore the new words Hence, it can be concluded that the students are quite strategic readers
Research question two was “Which vocabulary-guessing strategies do the IT students at PPUTL use most frequently to work out the meaning of unknown words in ESP reading comprehension?”
The study analyzed student responses from a questionnaire and think-aloud protocol to determine the frequency of strategy use in obtaining correct answers It also investigated potential inconsistencies between students' reported use of vocabulary-guessing strategies and their verbal accounts during the assessment.
A recent survey revealed that 70% of IT students frequently use context clues to make educated guesses about unfamiliar words The second most popular strategy, utilized by 60% of participants, involves leveraging collocation knowledge to infer meanings Additionally, 55% of students reported using syntactic knowledge, which includes understanding sentence structures and word order, to aid in word inference Visual forms, such as prefixes and suffixes, are also employed, with about one-third of students indicating they often rely on this strategy Lastly, one-third of participants utilize background knowledge, which encompasses familiarity with the reading material, to help them infer the meanings of unknown words.
Participants in the study preferred using word-guessing strategies based on context clues to enhance their reading comprehension IT students utilized cohesive ties, including references, conjunctions, and lexical cohesion, to establish logical connections between propositions These cohesive ties were particularly helpful during their guessing processes, allowing them to infer meanings of unfamiliar vocabulary and relate it to the text However, during retrospective sessions, lower-scoring students often relied on grammatical words like conjunctions and references instead of context, or they dismissed challenging vocabulary as too advanced for their level.
Research question three was “What might be good solutions to help students overcome their difficulties when applying these word-guessing strategies?”
This study presents three effective solutions to assist students in overcoming challenges with vocabulary-guessing strategies: implementing clear instructions, fostering student engagement, and equipping students with fundamental English skills such as vocabulary, grammar, and sentence structure Additionally, expanding students' background knowledge enhances their comprehension By teaching these strategies, educators can facilitate equitable learning environments, leading to improved effectiveness in teaching across all content areas.
Summary of Chapter 3
This chapter analyzes data collected from various study instruments, including pre-and post-tests, survey questionnaires, and verbal reports from think-aloud protocols, to address the research questions The findings indicate that the majority of students exhibited positive attitudes towards English for Specific Purposes (ESP) reading comprehension and the use of word-guessing strategies.
The study identified 48 effective strategies for enhancing reading comprehension in English for Specific Purposes (ESP) It highlighted the significance of context clues in aiding students to decipher the meanings of unfamiliar words, leading to substantial improvements in their overall reading comprehension skills.