INTRODUCTION 1.1 Rationale
The aims of study
This thesis investigates the impact of the KWL strategy on enhancing reading skills among 10th-grade high school students The research specifically examines how the KWL approach influences the reading comprehension abilities of EFL (English as a Foreign Language) learners in this grade level.
3 speed The study also deals with EFL student‟s attitudes toward the use of KWL strategy in reading lessons, which helps the rearcher investigate students‟awareness.
Research questions
The thesis seeks to answer the following research questions:
1 How does the K-W-L strategy affect EFL 10th graders' reading comprehension and reading speed?
2 What are EFL 10th graders' attitudes toward the use of K-W-L strategy in reading lessons?
Scope of study
This study explores the impact of the K-W-L strategy on enhancing reading comprehension and speed among 10th grade EFL students The participants were drawn from a rural high school, focusing on their reading skills development.
The thesis is consisted of five chapters
Chapter 1 provides an overview of the study, outlining its rationale, aims, research questions, scope, and design Chapter 2 presents a literature review that examines prior research on the reading process, reading comprehension, reading strategies, reading skills, reading speed, and the relationship between reading comprehension and reading speed, along with a discussion of the KWL strategy.
Chapter 3 deals with the research methodology In this chapter, the background information of the subject of the study, participants, and instruments used to collect data, research procedures and the procedure of data collection is presented
Chapter 4 presents a description of the data analysis and discussions
Chapter 5 concludes the study by summarizing key findings and offering pedagogical recommendations for teachers aimed at enhancing EFL students' reading skills Additionally, this chapter addresses the study's limitations and suggests avenues for future research.
LITERATURE REVIEW
The reading process
In today's world, individuals seek to enrich their minds and fully experience life, making reading essential for understanding global events and connecting with human civilization Books encapsulate the essence of humanity's historical development, and as information continues to proliferate, the importance of reading has only grown.
Reading is often perceived as a natural activity, leading many readers to struggle with providing a precise definition Some argue that it involves two key elements: the reader and the text, while others emphasize the influence of the writer alongside the text Ultimately, effective reading is characterized by a dynamic interaction among the reader, the writer, and the text, highlighting that a comprehensive understanding of reading encompasses this triangular relationship.
Reading, as defined by Aebersold and Field (1997:15), occurs when individuals engage with a text and derive meaning from its written symbols This process requires both the text and the reader, emphasizing the crucial interaction that generates actual meaning The relationship between the reader and the text highlights the significance of reading purpose and strategies Readers approach texts with specific goals in mind, influencing their reading style and comprehension.
Reading strategies, such as skimming for the main idea and scanning for specific information, are essential for effective comprehension These mental activities help readers construct meaning from texts Additionally, readers utilize their prior knowledge, known as schema, to enhance understanding Research indicates that schema significantly aids in text comprehension, highlighting its importance in the reading process.
Reading is primarily an activity that engages both the eyes and the brain, as noted by Harmer (1989:153), who states that "the eyes receive messages and the brain then has to work out the significance of those messages." This perspective is echoed by William, emphasizing the cognitive processes involved in interpreting written text.
Reading is not just the act of looking at words; it requires understanding and interaction between the reader and the text (1984:2) As Chall (1983) emphasized, reading is an active process that involves processing information mentally This is especially crucial for students as they advance to upper elementary grades, where they shift from "learning to read" to "reading to learn," constantly encountering new information that demands comprehension and engagement.
Reading is a subjective experience, with each individual defining it in their own way, making it impossible to determine a universally superior approach Despite these varied perspectives, a strong connection exists between reading and comprehension Consequently, it is essential for language teachers to deeply understand the intricacies of reading to effectively support their students' reading skills.
2.1.2 The role of reading in language learning
Many language learners today believe that reading is essential for language acquisition, viewing it as a vital skill to enhance Whether in school, at work, or in daily life, reading serves as a fundamental gateway to language knowledge According to Mikulecky (1986), reading not only aids in thinking in a new language but also contributes to building a richer vocabulary and increasing comfort with the language.
Reading in English is essential for those living in non-English-speaking countries, as it enhances writing skills and provides valuable practice For individuals planning to study in an English-speaking country, engaging with English texts can significantly aid their preparation Additionally, reading allows individuals to reflect on the world's mysteries, delve into accumulated knowledge, and contemplate the unknown.
According to William (1984), language learners benefit from reading in three significant ways First, reading allows learners to extract valuable information, enhancing their comprehension and overall intelligence Second, it provides opportunities for practicing the target language, leading to a deeper understanding Lastly, reading knowledge is essential for developing other skills, such as speaking and writing; without reading, comprehension of the language is compromised.
Reading is essential for learning success at every stage, as it goes beyond mere comprehension or answering questions; it involves grasping the meaning of the text Without understanding, reading becomes ineffective The goal is to interpret the connections between words, sentences, and paragraphs within a passage When students struggle to comprehend a text, they face challenges in identifying its main ideas and purpose As David Nunan (2003) notes, reading is a fluid process where readers integrate information from the text with their background knowledge to derive meaning This activity not only helps students extract information but also enriches their knowledge continuously, facilitating a more effective language learning process.
7 successfully When learners‟ reading skill is developed, their listening, speaking, and writing are also enhanced
Encouraging learners to engage in reading offers several practical benefits The consistent repetition of words and patterns in texts helps them effectively learn and retain vocabulary and grammar structures As they grasp the meanings of sentences, learners gain a deeper understanding of language usage Furthermore, reading is an independent activity, allowing learners to dedicate as much time as they desire to enhance their skills This flexibility enables language learners to improve their reading abilities at their own pace.
Recent research indicates that reading is a dynamic process that involves negotiating meaning between the text and the reader This process includes recognizing words and developing comprehension Reading unfolds in three stages: pre-reading, during reading, and post-reading.
In the pre-reading stage, the teacher activates students' background knowledge, sets reading purposes, introduces key vocabulary, and previews the text This process includes providing context about the book, especially for historical texts, by explaining the events and their significance The teacher also clarifies the purpose for reading, whether it’s for personal interest in literature circles or meeting teacher expectations in basal or literature-focused units, and facilitates an initial exploration of the book through its cover, illustrations, and chapter titles.
The second stage of reading involves engaging with the material through various reading techniques such as skimming, scanning, and guided reading This phase encompasses essential reading strategies, including thorough reading from start to finish, analyzing illustrations, and taking notes As readers progress, they make predictions about the content, which they later confirm or adjust based on their understanding Tools like double-entry journals can facilitate this reflective process.
8 the reader to write the text from the reading on one side and their personal reaction on the other side
Reading comprehension
Reading comprehension is the fundamental aspect of the reading process, encompassing both mechanical eye movements and cognitive mental activities For effective reading instruction, it is crucial for teachers and students to thoroughly understand the concepts of comprehension and reading comprehension.
Comprehension is a deliberate and interactive process that takes place before, during, and after reading As noted by Durkin (1993, p.5), reading comprehension involves intentional thinking, where meaning is created through the interaction between the reader and the text.
Reading is a multifaceted activity that combines perception and thought, encompassing two key processes: word recognition and comprehension Word recognition involves identifying how written symbols relate to spoken language, while comprehension is about understanding the meaning of words, sentences, and connected text This understanding arises from the interaction between the written words and the reader's prior knowledge Smith (1985) demonstrated that comprehension is essential for effective reading.
Achieving comprehension in reading involves the reader actively making predictions and asking questions based on their understanding of the world, with the goal of having these inquiries addressed during or after the reading process The primary objective of reading instruction is to enhance students' comprehension skills, as reading without comprehension is ineffective Many students may demonstrate fluency in reading but struggle to recall or discuss the content, leading to the label of "word callers" who merely read aloud without true understanding (Bolain, 2008, p 2) Therefore, fostering comprehension is crucial for skills such as visual discrimination, association, and interpretation, as it is the foundation for reading enjoyment and acquiring knowledge.
Reading comprehension is defined as the process of constructing meaning from a text, as noted by Kirby (2006) The primary goal of reading instruction is to enhance a reader's ability to understand written material This process involves the interaction between two key participants: the reader and the writer Effective comprehension requires the reader to decode the writer's words and utilize their background knowledge to grasp the intended message.
Unlike Kirby's perspective, Tracey and Morrow (2002) and Pearson and Duke (2002) argue that comprehension enhances various language arts components, including decoding, vocabulary development, and spelling acquisition Reading comprehension involves understanding the relationship between the author and the reader, drawing on the reader's knowledge shaped by the author's unique background Effective reading goes beyond merely pronouncing words; it requires grasping the author's intentions Printed materials play a crucial role in the reading process, fostering unique ideas, experiences, and individual responses.
According to Alfassi (2004), enhancing reading comprehension in English requires students to grasp the text's meaning, critically evaluate its message, retain the content, and flexibly apply the knowledge gained This highlights that reading comprehension involves two key processes: understanding and perceiving Understanding entails actively engaging with the text to extract necessary information, while perceiving involves mastering grammatical elements, pronunciation, and vocabulary within the text.
In summary, reading comprehension involves understanding both the written content and the author's intent, which includes their opinions and viewpoints This skill is essential in the context of teaching and learning a foreign language Different reading purposes lead to varying approaches and levels of comprehension, indicating that the goals of reading significantly influence the methods and styles employed by readers.
Reading comprehension is a complex cognitive process that relies on a combination of skills and strategies Key factors influencing this process include background knowledge, vocabulary, fluency, attention, motivation, and the quality of reading materials For effective comprehension, these elements must work in harmony.
Research by the National Reading Panel (2000) identifies two key factors influencing reading comprehension: reader factors and text factors Reader factors encompass the background knowledge, vocabulary, fluency, comprehension strategies, skills, and motivation that readers bring to the reading experience A reader's background knowledge is crucial as it enables them to connect their existing world and literary knowledge to the text Pressley (2000) notes that even young children develop schematic representations for recurring events in their lives, such as dining at home or celebrating birthdays, which further enhances their comprehension abilities.
Children's ability to draw inferences from bedtime stories is enhanced by their accumulated knowledge, which expands their schematic understanding The more diverse experiences and information they acquire from various sources, such as stories and newspapers, the better they process texts while reading Research indicates that a richer vocabulary significantly boosts comprehension skills, as it allows readers to recognize familiar words and utilize strategies for word learning Fluent readers can allocate cognitive resources effectively, focusing on the overall meaning rather than struggling with individual words Furthermore, reading comprehension is influenced by comprehension skills and strategies that help readers monitor their understanding and address challenges Additionally, a reader's motivation plays a crucial role in fostering engagement, confidence, and successful comprehension.
Text factors that influence reading comprehension include genres, text structures, and text features Research indicates that understanding different genres helps students build a framework for comprehension, as each genre has its own unique characteristics Familiarity with text structures enables readers to identify key ideas more easily by recognizing the organizational patterns authors use Additionally, knowledge of text features allows readers to utilize conventions and literary devices, enhancing their overall understanding of the text.
Aebersold and Field (1997, p 23) believe that there are five main factors involved in reading comprehension The first factor is cognitive development and
The process of beginning to study a second or foreign language is influenced by several key factors Firstly, cognitive style orientation plays a crucial role, alongside language proficiency in the learner's first language (L1) Additionally, metacognitive knowledge of L1 structure, grammar, and syntax significantly impacts language acquisition Another important factor is the degree of difference between the first language and the second language (L2) or foreign language (FL), which encompasses variations in writing systems, rhetorical structures, and effective reading strategies Cultural orientation also affects reading comprehension, as it involves attitudes toward texts, reading purposes, and the types of reading skills and strategies deemed appropriate for L2/FL Furthermore, beliefs about the reading process, including the use of inference and memorization, as well as knowledge of text types in L1 and relevant background knowledge, contribute to the overall comprehension experience.
Research indicates that language proficiency in a second language (L2) and background knowledge significantly influence reading comprehension Readers who effectively apply their background knowledge are better equipped to understand texts Proficient language skills enhance the ability to grasp L2 concepts, making it essential for teachers to assess students' language proficiency and comprehension levels By selecting appropriate texts, educators can facilitate better reading experiences Additionally, teachers should consider other factors that impact reading skills and motivate students by providing a variety of reading strategies Focusing on suitable texts during practice can help bridge the gap between the target and native languages, ultimately improving reading proficiency.
Reading skills and reading strategies
According to Katherine Maria (1990) defined that “reading comprehension as:
…holistic process of constructing meaning from written text through the interaction of (1) the knowledge the reader brings to the text, i.e word recognition ability,
Reading comprehension relies on three key factors: the reader's vocabulary and understanding of linguistic conventions, their interpretation of the writer's language, and the context in which the text is read To fully grasp a text, readers must effectively utilize and combine various sub-skills, as these elements work together harmoniously, much like a symphony These sub-skills play a crucial role in distinguishing skilled readers from those who struggle with comprehension.
Active readers engage deeply with texts, going beyond mere reading to interact with the content According to Sanders (2001), these skilled readers utilize textual clues to anticipate future events in a story, formulate questions regarding the main idea, message, or plot, and actively assess their comprehension of the sequence, context, and characters.
Researchers have identified several essential reading skills, including skimming, scanning, contextual word understanding, prediction, questioning, and summarizing Skimming is a primary skill that allows readers to quickly identify the main idea or important information in a text without needing to understand every word In contrast, scanning is employed to locate specific details necessary for completing tasks, where readers focus on answering questions rather than reading the entire passage Additionally, understanding the meanings of words in context is crucial, as words can have multiple meanings and functions, enabling readers to adapt their understanding based on context Furthermore, prediction and guessing enhance comprehension, allowing readers to anticipate content and better grasp the material being presented.
Effective reading comprehension involves predicting content, which allows readers to confirm their expectations as they progress through the text Teachers can enhance this skill through various methods, such as modeling predictions, collaborative discussions, and using graphic organizers or post-it notes According to Keene & Zimmerman (1997), it's crucial for educators to teach students how to formulate questions before, during, and after reading, rather than merely answering questions at the end This approach helps students clarify meanings, speculate on the text, identify the author's intent, and find specific answers Additionally, summarizing is an essential skill that enables students to distill key ideas and main points from the text into concise forms, capturing the essence of the material.
Strategies are defined as specific methods for approaching problems or tasks, and they can vary among individuals based on the context and challenges they face (Brown, 2001) According to Paris et al (1983, 1991), a strategy is a deliberate plan chosen by readers to achieve specific goals or complete tasks When readers can automatically select and apply these strategies, they demonstrate independence in their reading skills Expert readers not only employ various strategies but also utilize comprehension and study skills, highlighting the importance of strategy development in reading proficiency.
15 skills by reading and writing and being given the support they need to grow in these processes (Wells, 1990)
Pani defines reading strategies as the cognitive processes that enable readers to engage with a text effectively and comprehend its meaning According to Pani, proficient readers utilize a wider array of strategies more frequently and efficiently compared to less skilled readers.
The impact of reading strategies on comprehension is crucial for effective reading According to Brown (2001), developing suitable and efficient comprehension strategies is essential for enhancing reading comprehension.
306) He goes on to enumerate ten such strategies:
1 Identify the purpose in reading
2 Use graph emic rules and patterns to aid in bottom-up reading
3 Use different silent reading techniques for relatively rapid reading
4 Skim the text for main ideas
5 Scan the text for specific information
6 Use semantic mapping or clustering
7 Guess when you aren't certain
9 Distinguish between literal and implied meanings
10 Capitalize on discourse markers to process relationships
Reading comprehension strategies are essential for helping students actively decode information and engage with texts purposefully These strategies not only highlight areas needing improvement but also address challenges such as limited reading experience, physical difficulties, and gaps in phonemic awareness, phonics, vocabulary, comprehension, and fluency Ultimately, by implementing effective reading strategies, learners can achieve successful outcomes tailored to their individual needs.
16 reading strategy, their concentration level increases and learning becomes effective leading to their success.
Reading speed
Reading speed refers to the rate at which text is read, typically measured in words per minute, and is influenced by the purpose of reading It plays a crucial role in reading comprehension, as a higher reading speed can lead to improved fluency and understanding To enhance reading speed, it is essential to explore the factors that affect it and methods for measuring it effectively.
Numerous studies indicate that various factors influence readers' reading speed, with the most significant being the readers themselves According to Nunan (1989), key learner-related factors include motivation, linguistic competence, background knowledge, confidence, and cultural knowledge Among these, motivation is crucial, as it fosters a positive attitude toward reading skills Nuttall (1982) emphasizes that motivated and engaged students are more likely to value and improve their reading abilities Conversely, a lack of motivation can lead to disinterest in reading, ultimately hindering reading speed.
One significant factor that negatively impacts reading speed is the habit of reading word-by-word Learners often use a finger, pencil, or ruler to track words, which slows down their reading pace According to Badrawi (1992, p 19), while using a finger can aid in faster reading across a page, this practice is prevalent among learners of a foreign language, especially when the writing system of the second language differs from their first Encouraging students to keep their hands folded can help them break free from this habit and improve their reading speed.
Vocalization, or silently pronouncing words while reading, can significantly slow down students' reading speed and comprehension This practice, often leading to reading aloud, consumes more time and can hinder efficient reading.
Reading silently is generally more efficient than reading aloud, as the eyes can move faster than the tongue, and vocalization can slow down the reading process When readers vocalize, they often read one word at a time rather than in chunks, which can hinder comprehension This habit can be overcome with conscious effort, and one suggested method is for students to hold a pencil in their mouths while reading, as this can inhibit lip movement and encourage smoother reading (Cramer, 1998).
One of the most criticized habits that negatively impacts reading speed is regressive eye movement This occurs when readers frequently glance back at previous words instead of maintaining a steady forward motion, ultimately slowing down their overall reading pace.
Many readers today seek to enhance their reading comprehension but are often unsure of how to do so, as it requires a lengthy process To effectively evaluate and compare their progress, it's essential for them to learn how to measure their reading speed Additionally, the type of material being read significantly influences reading speed, making it crucial to consider various popular texts when attempting to measure reading speed accurately.
According to the previous research, to measure reading speed, people often use three main ones All of them required to evaluate how readers‟ speed reading is progressing
To improve reading skills, start by measuring your average reading speed in words per minute Select a page from a book, time how long it takes to read it, and then divide the total number of words by the minutes taken Next, assess your processing speed, which is linked to reading comprehension After reading the text, answer questions to evaluate your understanding This two-step process will help you gauge both your reading speed and comprehension skills effectively.
Memorizing speed is a key indicator of a reader's reading proficiency, reflecting the number of words they can read and comprehend per minute This metric is calculated by multiplying the reader's average reading speed by their processing speed, expressed as a percentage.
The relationship between reading comprehension and reading speed
Research shows a direct relationship between reading comprehension and reading speed, suggesting that reading efficiency is determined by both comprehension and the rate of reading, typically measured in words per minute Many reading specialists, including the author, have observed that students who read too slowly tend to struggle with comprehension This often happens because these readers concentrate on each word, either by subvocalizing or reading aloud.
The relationship between reading speed and comprehension varies based on individual reading methods Different approaches, such as reading the entire text before answering questions or skimming for specific phrases, lead to varying comprehension scores Some readers prioritize understanding by rereading, while others focus on finding answers directly These diverse strategies influence how students engage with questions, highlighting that comprehension is not solely dependent on reading speed.
Reading comprehension accuracy is determined by the ratio of understood thoughts to the total thoughts present, while reading speed refers to the number of thoughts comprehended over a specific time frame Numerous studies have established a connection between comprehension and speed, viewing them as essential components of reading fluency Although some researchers, such as Allington (2006), Nation (2000), and Rasinski (2003b), exclude comprehension from their definitions of reading fluency, they acknowledge that fluency—encompassing speed—can bridge comprehension and decoding, making comprehension a crucial aspect of effective reading.
19 goal of the reading process, thus it should be given equal attention in fluency development
Research on the relationship between reading speed and comprehension in second language (L2) or foreign language (FL) contexts has been limited Previous studies suggest that speed and comprehension do not compete against each other; rather, they support one another Increased reading speed can enhance comprehension accuracy, which is a key indicator of fluency development (Alessi & Dwyer, 2008).
In conclusion, establishing a consensus on the relationship between reading speed and comprehension in both first language (L1) and second language/foreign language (L2/FL) contexts is crucial This understanding will encourage further investigation into how speed affects comprehension in L2/FL reading.
Teaching reading in a foreign language
Teaching reading is a crucial aspect of a foreign language teacher's role, as it significantly aids language acquisition The more students engage with reading, the more knowledge they gain, enhancing their vocabulary, spelling, and writing skills Reading materials serve as excellent models for writing, allowing teachers to highlight vocabulary, grammar, and punctuation at various times By analyzing these texts, students gain valuable insights into constructing sentences, paragraphs, and entire compositions Additionally, well-chosen reading materials can introduce engaging topics, spark discussions, inspire creative responses, and serve as a foundation for dynamic and enriching lessons.
Effective teaching techniques are applied at each stage of the reading process, which consists of three main phases: pre-reading, while-reading, and post-reading Each stage has its own specific aims and procedures that contribute to a comprehensive learning experience.
In this early stage, teachers are expected to motivate students to read, specifically by activating or building students‟ background knowledge of the subject and
The pre-reading stage, lasting between two to ten minutes, is crucial for familiarizing students with essential language skills for text comprehension Teachers can enhance reading understanding by employing various techniques, including graphic organizers like flow charts and word webs, as well as engaging students through question and answer sessions, story structure analysis, summarization, and vocabulary focus Additionally, some foreign language educators utilize role-playing and acting to create context, while incorporating prediction tasks such as true/false questions or guiding inquiries to lead into the lesson effectively.
In the second stage of the reading lesson, known as the while-reading phase, students engage in activities designed to enhance their comprehension of the text's specific content and its rhetorical structure According to Williams (1984:38), this phase serves as the core of the reading lesson, focusing on essential objectives that foster deeper understanding.
- To help understanding of the writer‟s purpose
- To help understanding of the text structure
In this stage, a variety of techniques are utilized, including context-based word guessing, questioning, and effective note-taking Teachers play a crucial role in ensuring that students fully comprehend the text, while students must employ their reading skills, such as skimming, scanning, and inferring, to grasp both the content and the author's intended message.
In the final stage of the reading process, teachers can enhance students' understanding by conducting activities that connect the text to their knowledge, interests, and opinions According to Williams (1984:39), this post-reading phase is designed to consolidate and reflect on the material read Typically, these activities can be completed in approximately ten minutes.
To effectively teach reading, it's essential to incorporate small techniques across three teaching stages, while also exploring various strategies such as graphic organizers and the KWL method.
2.6.2 Methods to improve reading fluency
Reading fluency refers to the ability to read text quickly, accurately, and with appropriate expression, enabling readers to fully comprehend the material To enhance reading fluency, students can employ various effective strategies that promote improved reading skills and understanding.
Modeling fluent reading involves teachers reading aloud to children or using audiobooks for students to follow along with the corresponding text This practice demonstrates the natural flow of fluent reading, emphasizing appropriate emotions and tones that align with the words.
Teachers can enhance students' reading fluency through guided practice by selecting a short text for read-aloud sessions, where students listen and follow along After reading the first line, teachers encourage students to read it back, continuing this process line by line until the entire piece is covered Repeating this exercise multiple times reinforces fluency Additionally, pairing students or forming groups for reading activities further supports the development of their reading skills.
Teachers should create reading activities that encourage collaborative reading among students For instance, implementing pair reading allows students to read to one another, pairing more fluent readers with less fluent ones while ensuring the ability gap is manageable Students can alternate reading by sentence, paragraph, or page, and in a one-on-one setting, both the teacher and student can take turns reading.
Teachers employ repeated reading methods to enhance students' reading fluency by selecting short texts appropriate for their reading level Initially, students read the passage aloud, and if they mispronounce a word or hesitate for more than five seconds, the teacher provides the correct pronunciation for them to repeat After the teacher completes the reading, students are encouraged to read the same text three to four more times to reinforce their fluency skills.
To enhance reading fluency, engaging in performance readings of various texts such as poetry, scripts, speeches, and jokes is highly effective These types of readings encourage students to practice aloud, allowing them to develop their skills After lessons, students can dedicate the week to refining their performance and ultimately showcase their progress by performing for family members.
Teachers can enhance reading practice by implementing a timed reading method They select a short text suitable for their students' reading levels and provide a copy for themselves Students read the passage aloud for one minute, while teachers count the number of correct words read Afterward, students record their results on a bar graph By repeating this process three to four times with the same passage, students can visually track their improvements in reading speed and accuracy.
The KWL strategy
To enhance students' reading skills, teachers can implement various effective teaching and learning strategies in the classroom One such strategy is the KWL (Know, Want, Learned) approach, primarily designed for informational texts (Ogle, 1986) This strategy serves multiple purposes: it aids readers in activating their prior knowledge, establishing a clear purpose for reading, monitoring their comprehension, assessing their understanding of the text, and encouraging the expansion of ideas beyond the text itself.
2.7.2 The definition of the KWL strategy
K.W.L is strategy which was develop by Donna Ogle in 1986 with the aim to give students a help to brainstorm their knowledge and collect everything they know about the topic to be read during reading lesson The K.W.L strategy is divide into three columns (K- W – L column), requires students to firstly make a list for what they already know about reading topic to recall their attention to previous knowledge Then, to create students‟ interest and provide students reading purpose,
The K.W.L (Know, Want to Learn, Learned) strategy, as outlined by Stahl (2008), involves a structured approach where students first articulate what they already know about a topic, what they wish to learn, and finally, what they have learned after engaging with the material This method not only encourages discussion but also utilizes a chart or worksheet to document students' insights El-Kahlout (2010) emphasizes that K.W.L serves as a bridge between new information and existing knowledge, activating students' prior understanding and enabling them to set focused learning goals After reading, students engage in discussions to reflect on their learning experiences.
The K.W.L strategy, as described by Carr & Ogle (1987), is an effective teaching method designed to enhance students' reading comprehension by engaging their prior knowledge, formulating questions, and recalling key information This approach involves students initially listing what they already know about a topic and the questions they have before reading the text Following the reading, they document what they have learned, which encourages them to connect their existing knowledge with new insights and identify essential information gained from the material.
The K.W.L strategy is an effective reading comprehension tool used by teachers to engage students' prior knowledge related to a specific topic This strategy utilizes a K-W-L chart, which features three columns: the first column captures what students already KNOW about the subject, the second column outlines what they WANT to learn from the text, and the final column summarizes what they have LEARNED after reading By implementing this approach, educators can enhance students' understanding and motivation in their reading activities.
2.7.3 The benefit of the KWL strategy
The K-W-L strategy is highly beneficial in foreign language teaching and learning, as it helps activate students' prior knowledge on a topic, encourages research, active reading, and inquiry By tapping into what students already know (the "K" in K-W-L), they can integrate new information with existing knowledge, fostering active learning This approach enables teachers to better assess students' learning levels throughout the course and evaluate the effectiveness of the material taught.
K.W.L is an interactive teaching strategy that encourages discussion about a text topic According to (1986, p 32), this method involves using a chart or worksheet to document students' knowledge (K), their learning objectives (W), and what they have learned after reading (L) By implementing K.W.L, teachers can enhance student engagement and facilitate a more dynamic learning environment.
The K-W-L strategy significantly enhances student motivation and comprehension of texts by utilizing charts that encourage curiosity and expand knowledge on reading topics This method stimulates students to engage with the material by activating their background knowledge, setting clear reading purposes, and enabling them to assess and monitor their understanding As noted by Anderson & Pearson (1984), K-W-L promotes active thinking, thereby improving overall comprehension skills Additionally, it allows students to express their interests in further information (the "W" in K-W-L) and provides a reflective opportunity at the lesson's conclusion to evaluate what they have learned.
2.7.4 KWL as a reading comprehension strategy
The K.W.L strategy, developed to enhance readers' ability to recall prior knowledge visually, involves students creating a "K - W - L" chart alongside the teacher's presentation of a similar chart to the class This strategy consists of three cognitive steps: "K" for what I know, "W" for what I want to learn, and "L" for what I learned, with the first two steps occurring before reading and the last step following it According to Ogle (1986), the "K" step activates prior knowledge through brainstorming, where teachers elicit students' existing knowledge, uncertainties, and misconceptions about a key concept, documenting their responses under the K column While proficient readers may brainstorm intuitively, struggling readers often require explicit instruction (Beers, 2003; Tierney & Cunningham, 1984) Additionally, teachers encourage students to categorize brainstormed ideas, assessing their ability to complete the K portion to identify any need for further background knowledge before reading.
In the second step of the reading lesson, students and the teacher collaboratively generate questions related to the anticipated learning topic, which are recorded in the W column of a chart This approach aids students in identifying their reading objectives, sparking curiosity, and enhancing motivation Each student formulates unique questions, guiding their reading to seek answers Ogle (1986) emphasizes that teachers should highlight any disagreements among students and identify information gaps to encourage the generation of additional questions, ultimately reinforcing students' understanding.
26 motivation to read for the information questioned Once a sufficient number of questions have been developed as a group, each student is encouraged to finish the
W on their own by generating some final questions before reading which serves to help the students personally relate to their topics
The final step of the K.W.L framework involves summarizing what students have learned, focusing on the developed questions and categories When the text does not address their questions, it motivates students to seek additional knowledge sources Ogle (1986) states that K.W.L fosters active reading by activating prior knowledge and providing a structured approach to recalling what learners know, identifying what they want to learn, and summarizing what they have acquired Students start by brainstorming their existing knowledge about the topic, which is then documented for reference.
In the K-W-L scheme, learners start by filling out the K column to assess what they already know about a topic Next, they create a list of questions in the W column, outlining what they want to learn After reading, learners address these questions and document their newfound knowledge in the L column.
2.7.5 The advantages of using K – W - L strategy
The K-W-L strategy, developed by Jared in 1997, aims to improve reading comprehension in various subjects by breaking down the learning process into manageable steps This method helps students feel more at ease with their understanding of a topic, making comprehension more accessible Szabo (2006) also emphasizes the effectiveness of the K-W-L strategy in enhancing learning outcomes.
The W-L chart serves as an effective before-during-after strategy for enhancing students' comprehension skills By encouraging students to brainstorm their prior knowledge on a topic, it fosters curiosity and interest in learning more This chart empowers them to identify their learning objectives, promoting self-motivation to read and formulate their own questions Additionally, it aids in self-monitoring comprehension, enabling students to recognize their understanding and areas for improvement.
27 understood This chart also gives an opportunity for students to expand on their ideas and formulate new ones
K-W-L activities empower students to activate prior knowledge and enhance their understanding of lessons According to Long and Richard (1987), strategies play a crucial role in education Utilizing a K-W-L chart can promote student independence, as its straightforward format makes it easy for learners to use autonomously (Ogle, 1986) This approach not only aids in confirming the accuracy of their knowledge but also improves their reading skills, allowing them to think critically about the content.
K and W sections in their head or they could easily write out the graph on a piece of paper
METHODOLOGY 3.1 Research questions
Participants
The study involved EFL students from two classes at a high school in Nghe An province, a rural area with limited resources Born in 2002, these male and female students faced challenges due to their poor living standards, which hindered their ability to learn English effectively Despite studying English for at least seven years in primary and secondary school, they struggled with fluency The English program included approximately three hours of instruction per week, covering reading, speaking, listening, writing, and grammar Reading lessons followed a traditional approach, starting with brainstorming and pre-reading activities led by the teacher, followed by reading comprehension tasks The emphasis was primarily on language learning rather than developing fluency or reading skills.
The participant had done a general English test which aimed to divide the students into two groups so that the groups had similar English background The
29 experimental group was group A with 36 participants who were taught by the K-W-
L strategy Group B was the control groups with 37 participants taught in conventional way with other teaching strategies.
Material
The instruments study included five tests: a general English proficiency test, the pre-test, the post-test, the pre – survey questionnaire and the post - survey questionnaire
The general English proficiency test, tailored for A2 level English language learners, encompasses tasks in reading, writing, listening, and grammar This assessment aims to evaluate participants' language knowledge, ensuring that both the control and experimental groups possess comparable proficiency levels.
The pre-test and post-test, both featuring the same number of words and familiar topics for the participants, were utilized to assess students' reading comprehension and reading speed.
The pre-survey and post-survey questionnaires were developed to assess students' attitudes towards learning reading skills and the effectiveness of the K-W-L strategy in reading lessons Both questionnaires included eight questions related to students' English learning experiences, with an additional four questions specific to the K-W-L strategy for the experimental group in the post-survey The study utilized six reading texts from the "Tieng Anh 10" textbook, following the syllabus for the second semester to implement the experimental teaching process Distinct lesson plans were crafted for both the experimental and control groups, with the experimental group receiving instruction using the K-W-L strategy, while the control group did not receive this intervention The topics for the lessons were aligned with those in the "Tieng Anh 10" textbook.
Table 3.1 The reading topics of sixteen units in Tieng Anh 10
1 A day in the life of …
8 The story of my village
Each semester, students are required to complete five tests: one oral, one 15-minute, two 45-minute tests, and a final end-of-semester assessment These tests primarily evaluate reading, writing, and grammar skills The research utilized eight reading lessons from the Tieng Anh 10 syllabus, specifically covering units 7 to 12, with each lesson focusing on a different topic.
Procedures
The research was conducted in three main steps, starting with participants completing a general English test consisting of 20 multiple-choice questions within 20 minutes The results of this test served as a criterion for dividing the participants.
A study involving 33 students divided them into two groups: a control group and a treatment group These participants then completed a survey assessing their attitudes towards learning English and their reading skills.
The pre-reading comprehension and speed test, designed to evaluate reading skills, was administered to both groups of students This test, sourced from Cambridge A2 level materials, featured a 191-word reading passage deemed suitable for 10th graders Participants were required to read the passage aloud while being timed with a stopwatch To facilitate this process, the researcher displayed a time sequence poster on the board.
Figure 3.1 Time intervals shown on the board in speed reading sessions
The researcher distributed handouts containing reading texts, instructing students to keep them face down until prompted to begin Once all students received their texts, the teacher signaled the start of the reading by saying "Start" and activating a stopwatch During the reading, the teacher monitored the time on a poster while students read After completing the text, students checked the time taken and recorded it Subsequently, they answered comprehension questions and verified their answers against an answer key to calculate their scores Finally, the teacher collected the results of both the reading comprehension and speed tests.
Over a twelve-week period, researchers implemented a specific treatment for the experimental group while the control group continued with traditional teaching methods Both groups dedicated 15 minutes to reading lessons and an additional 10 minutes to re-read the text and engage in activities designed to assess their reading speed and comprehension The treatment group utilized the K-W-L strategy during their reading tasks, while the control group followed standard textbook exercises Throughout the study, both groups were instructed to allocate equal time for learning English, both in class and at home.
Following the treatment, the researcher conducted post-reading comprehension and speed tests with participants from both groups Each participant read a passage while timing themselves with a stopwatch, recording their reading times on a chart To assess comprehension, the researcher provided a handout with questions for the students to answer Additionally, participants completed a survey to evaluate their attitudes after the research.
To conduct a reading comprehension and speed test, researchers should ensure that all participants receive record sheets before beginning Once the test is distributed, both the teacher and students will read the material After completing the reading, students will note their time, and the researcher will collect the texts and provide comprehension questions, allowing 15 minutes for students to respond Finally, the students will return the question sheets to the teacher for evaluation.
CHAPTER 4 FINDINGS AND DISCUSSION 4.1 Results
4.1.1 General English proficiency test result
To evaluate the correlation of English proficiency between the experimental and control groups, a general English proficiency test was administered prior to the experiment This test, selected from the Cambridge A2 tests, was deemed suitable for the students' level and included tasks in reading, writing, listening, and grammar, featuring 20 multiple-choice questions Each correct answer earned a student 0.5 points, with a maximum score of 10 Following the test, the researcher analyzed the results and organized the participants into two groups to ensure they were at the same proficiency level, as summarized in the accompanying table.
Table 4.1 The result in detail of general English proficiency test for the two group: control and experimental group
Table 4.1 presents the results of students in the general English proficiency test, indicating that both groups achieved similar performance levels In the control group, five students scored between 9 and 10, eleven students received scores from 6 to 8.5, eighteen students scored between 3 and 5.5, and only three students had scores ranging from 0 to 2.5.
35 class 10A1 has 36 students, two of them got “0 to 2.5”, six of them gained “9 to 10”, ten students got “6 to 8.5” and eighteen ones had “3 to 5.5”
Chart 4.1 Correspondence between the general English proficiency test results in two classes
Chart 4.1 illustrates the result of general English Proficiency test for both groups which were equivalent in term of scoring and number of students
In the assessment, approximately half of the students in both classes scored between 3 and 5.5 The control group had a slightly higher number of students scoring between 6 and 8.5 (11 students) compared to the experimental group (10 students) Additionally, more students in the control group scored between 0 and 2.5 (3 students) than in the experimental group (2 students) Conversely, the experimental group had a higher number of students achieving scores between 9 and 10 (6 students) compared to the control group (5 students) Overall, despite minor differences in scores, both groups demonstrated comparable levels of English proficiency.
Charts 4.2 and 4.3 show the general English proficiency test results in percentage details so as to prove that despite trivial differences, the students in both classes had same English competency
Chart 4.2 General English test results in experimental group
Chart 4.3 General English test results in control group
As it can be seen from charts 4.1, 4.2 and 4.3, the participants of the two classes did not have any significant difference in the test results
Table 4.2 The similarities between control group with 37 participants and experimental group with 36 ones
Table 4.2 shows that the scores for both groups were same This means students in two groups are at the same English proficiency level
Before conducting the “K-W- L strategy” experiment, the researcher chose a test at A2 level with 8 multiple choice questions to assess the all participants‟ reading
A study involving 73 students examined the relationship between reading speed and comprehension Participants were instructed to read a text and record their reading time, allowing for the calculation of reading speed by dividing the total word count by the time taken Reading comprehension was assessed through a test where each correct answer, worth 12.5%, contributed to a maximum score of 100% for eight correct responses For example, answering four questions correctly indicated a 50% understanding of the text Prior to the comprehension test, students were required to submit the texts they had read and then answer eight questions without referring back to the material.
In two groups, after finishing the test, the students‟ reading speed was measured and their results were showed in the table below:
Table 4.3 The reading speed students in two groups: control and experimental
The table 4.3 shows the reading speeds by all participants in the two groups before the experiment The mean and standard deviations were calculated and presented in the table 4.4
Table 4.4 Means and standard deviations of participants’ reading speed measured by words per minute (wpm) for two groups
The control group demonstrated a reading speed of 58.32 words per minute (wpm) with a standard deviation of 29.55, while the experimental group had a reading speed of 59.42 wpm and a standard deviation of 29.42 These findings indicate that participants from both groups, who possessed similar levels of English proficiency, did not exhibit significant differences in reading speed.
The following chart illustrates comparison of the result between the two groups
Chart 4.4 Comparison of mean and standard deviation of the pre–test about reading speed in two groups
The mean and standard deviation of the reading comprehension scores for both groups were determined by dividing the total scores by the number of participants in each group, as shown in Table 4.5.
Table 4.5 Reading comprehension result and its’ percentage in two groups
Table 4.5 presents the reading comprehension scores and percentage rates of participants in two groups Overall, the scores were comparable, with both groups having similar distributions In the experimental group, 9 students achieved a score of 8.75, while the control group had 10 students with the same score Each group also had nine students scoring 7.5, seven students at 6.25, six students at 5, and one student at 2.5 Notably, there was a slight difference in lower scores, as the experimental group had 3 students scoring 3.75 compared to 2 in the control group, while the control group had 2 students scoring 1.25, exceeding the experimental group's 1 student The detailed results are illustrated in the accompanying table and chart.
Table 4.6 Comparison of mean, standard deviation, reading comprehension point and percentage rate between control group and experimental group
Reading comprehension Number of participants
Points Percentage (%) Control group Experimental group
Chart 4.5 Comparison of mean and standard deviation of the pre–test about reading comprehension in two groups
The descriptive statistics presented in Table 4.6 and Chart 4.5 reveal that there is no significant difference in reading comprehension between the control group and the experimental group Both groups exhibited nearly identical means and standard deviations, with the control group showing a mean of 65.2 (SD = 23.92) and the experimental group a mean of 65.28 (SD = 23.93) The minimal disparity of only 0.08 and 0.01 further indicates that the reading comprehension levels of students in both groups are comparable.