Rationale
Reading is recognized as a crucial skill for acquiring knowledge across various disciplines, particularly for English as a Foreign Language (EFL) learners in Vietnam This study emphasizes the significance of reading comprehension, which is essential for academic success and is regarded as the most stable modality in foreign language learning It involves a complex interaction between readers and texts, reflecting the readers' language proficiency and understanding of the subject matter.
Chen (2008) highlighted that many English language learners score lower than native speakers on standardized reading comprehension tests, often due to insufficient cultural background knowledge This lack of cultural understanding hampers their reading comprehension Furthermore, English as a Foreign Language (EFL) teachers often neglect to preview texts in pre-reading activities, unaware of the benefits that activating students' cultural knowledge can bring, compounded by time constraints in the classroom Research in second language acquisition suggests that a reader's cultural knowledge interacts with the text, influencing comprehension Abu-Rabia (1996) noted that readers’ experiences shape the background knowledge structures activated during interpretation, while Ruthemsley (2011) emphasized that cultural knowledge enables readers to reconstruct texts in a more relevant context When students are equipped with insights into a text's ambiguous meanings, what initially seems challenging becomes clearer and more accessible.
During 4 years of teaching, the researcher realized that EFL students not only are usually uninterested and less confident whenever they do the reading comprehension text but also gain the unexpected results The main reason for that is students' lack of cultural background knowledge And another reason is that teachers do not give the necessary value to cultural knowledge activation prior to reading a text Moreover, their experience of different strategies used for prior knowledge activation is limited There are many studies researching about reading comprehension as well the impact of background knowledge to reading comprehension However, none of those studies were carried out in Vietnam – the country with different culture, different attitude towards to learning English in activating EFL learners’ cultural knowledge through brainstorming in reading classes
This study investigates the impact of activating learners' prior knowledge through brainstorming cultural backgrounds on enhancing EFL students' reading comprehension of class selections.
Aim of the study
The current study focuses on assessing the effectiveness of cultural knowledge activation in enhancing reading comprehension among Vietnamese EFL learners It seeks to raise awareness among foreign language teachers regarding the significance of employing pre-reading tasks that activate learners' cultural knowledge, ultimately improving their understanding of reading materials.
Research questions
The following research questions were guided by the mentioned purposes
1 To what extent do the readers who activate their prior knowledge prior to reading a text understand it better than those who do not activate their prior knowledge?
2 How is brainstorming an effective cultural knowledge activation strategy for the informational texts?
Scope of the study
This study was conducted at the Newstar English Center in Vinh, focusing on a pre-intermediate class It aimed to explore the effectiveness of brainstorming as a strategy for activating cultural knowledge during the pre-reading phase, with the goal of enhancing students' reading comprehension performance.
Design of the study
This study is organized into five chapters, with the first chapter outlining the rationale and objectives of the research To achieve these goals, specific research questions are presented, and the chapter also defines the scope of the study due to time constraints.
The second chapter explores the definition of reading comprehension and examines various factors that influence a reader's understanding It highlights the importance of schema in facilitating comprehension and discusses the activation of cultural knowledge as a significant factor Additionally, the chapter outlines the strategies employed in this study to enhance reading comprehension.
The third chapter outlines the experimental design, detailing the participants, materials, and procedures involved It then presents and analyzes the results obtained from the experiment.
In Chapter Four, we present an analysis of our findings, focusing on the results from class observations and interviews Based on these results, we draw conclusions that encapsulate the essence of our study.
The final chapter outlines essential pedagogical implications for EFL teachers to enhance their reading classes, emphasizing the importance of activating cultural knowledge and employing brainstorming as effective strategies for improving reading comprehension Additionally, this chapter discusses the limitations of the study and offers suggestions for future research endeavors.
Reading Comprehension
Understanding is fundamental to the reading process, making it crucial for readers to grasp the content of a text Therefore, defining the concept of comprehension is necessary to ensure effective reading and interpretation.
To survive and thrive, humans must evolve by living in harmony with their environment This requires a deep understanding of their surroundings, where clarity and meaning are essential to avoid ambiguity that could hinder progress By connecting new experiences to previously stored knowledge, individuals can enhance their comprehension and adapt effectively to the world around them.
According to Smith (2004), comprehension involves connecting our existing knowledge, intentions, and expectations to new information, such as what we read This understanding is not merely a set of skills or a process; rather, it is a state of relating the new to the familiar, allowing for clarity without confusion or misunderstanding.
Anderson (1995) outlines a three-phase model of language comprehension, which includes perception, parsing, and utilization In the perception stage, the acoustic or written message is encoded The second stage, parsing, involves transforming the encoded information into a mental representation that captures the combined meaning of the words Finally, in the utilization stage, this mental representation is applied to enhance understanding of additional information Essentially, comprehension involves acquiring information, encoding it, and then applying it effectively.
Reading comprehension is an intentional, active, interactive process that occurs before, during and after a person reads a particular piece of writing
Reading comprehension is a fundamental aspect of second and foreign language teaching, as highlighted by Sharafi-Nejad et al (2014) According to Richards and Renandya (2002), it is a primary goal for many EFL/ESL students who seek to read for various purposes, including information, study, pleasure, and career advancement They advocate for extensive reading as an effective method to enhance language learning Additionally, reading introduces new grammatical rules, vocabulary, and expressions, while also providing engaging topics for discussion and models for writing Bbayigit and Stainthorp (2011) emphasize that reading comprehension is a complex process involving the integration of multiple strategies and skills, making it highly valued by both students and teachers.
Reading comprehension is a complex intellectual process that encompasses various abilities, particularly understanding word meanings and reasoning with verbal concepts (Suyanto, 2010) It involves an interaction between the text and the reader's prior knowledge (Wray, 2004) Effective learning, as proposed by Vygotsky (1978), is driven by student engagement and participation, which significantly enhances their language achievement.
The presence or absence of some factors, which are characters from the text or specific to the reader, have a huge impact on reading comprehension
The text significantly influences how readers interpret information, yet this aspect is often less explored compared to other reader-related factors According to Davies (1995:194), a text is defined as a coherent piece of writing that showcases both structure and texture, authored by one or more individuals, with distinct boundaries marking its beginning and end.
The readability of a text is influenced by various factors, including its topic and content Generally, texts that describe tangible objects, events, or activities are easier to understand than abstract ones According to Liu (2011), texts that are concrete, engaging, and relatable are more readable, while those on mysterious subjects may pose challenges, as familiarity varies among readers Additionally, texts set in familiar contexts and covering everyday topics tend to be more accessible than those that are not.
Numerous studies have explored the impact of language on readers, with Alderson (1993) providing compelling evidence of a significant link between grammar and reading comprehension His research reveals strong correlations between grammar tests and various reading assessments within the IELTS framework Alderson concludes that a reader must intuitively process grammar to comprehend a text, emphasizing that the findings do not support the notion that understanding can occur without grammatical skills.
In addition, vocabulary, genre and syntax are also important elements to look at while analyzing text’s influence on reading comprehension
Vocabulary knowledge is crucial for reading comprehension, particularly for EFL students who often encounter unfamiliar words in texts This reliance on dictionaries can lead to wasted time and diminished motivation The more vocabulary a reader possesses, the better their understanding of the material Coady and Huckin (1975) emphasize that mastering a text's vocabulary is essential for comprehension, regardless of whether the reader is a foreign, second, or native language speaker.
Texts are categorized into four main types: narrative, descriptive, argumentative, and expository Research by Olson et al (1980, 1981, 1984) indicates that the reading process varies depending on the type of text being read.
In a study conducted by Okumura (1998), it was discovered that Japanese high school students exhibited a stronger correlation in reading scores between two narrative texts compared to the expository text This indicates that L2 learners' reading abilities can vary significantly based on the type of text, suggesting that consistent reading performance is observed when students engage with the same genre of material.
Different types of text organization exhibit unique characteristics, influencing how paragraphs and ideas are interconnected According to Liu (2011:46), the study of text organization—specifically how paragraphs relate and how these relationships are indicated—has been a significant area of research Scholars have explored how varying organizational structures within the same genre can lead to diverse outcomes and processes.
Coherence and cohesion are vital for enhancing readability and effectively communicating ideas in written language These two elements are interconnected; without them, a text lacks meaning Coherence refers to the unity of ideas, while cohesion focuses on the structural connections that bind those ideas together.
Coherent paragraphs are essential for effective reading, as they connect ideas seamlessly According to Trimmer (1995), without clear connections between sentences, readers struggle to transition from one thought to another, making the reading experience tedious and challenging.
Cultural Knowledge Activation through Brainstorming
Numerous studies emphasize the significance of cultural background knowledge in enhancing reading comprehension According to Smith (1973), reading entails a balance between visual and non-visual information, indicating that a reader's prior knowledge greatly influences their understanding of the text.
According to Barnitz (1985), less visual information is needed to recognize letters, words, or meanings when it comes to reading This highlights the significance of background knowledge, which is a key component of schema theory proposed by Rumelhart (1980) Schema theory posits that effective reading involves a dynamic interaction between a reader's prior knowledge and the text being read.
Activating prior knowledge is essential for effective text comprehension Readers must engage their existing knowledge before reading to fully understand the material Teachers play a vital role in facilitating this process by employing various strategies tailored to different text types, enhancing the reader's ability to connect with the content.
Brainstorming serves as an effective strategy for activating background knowledge, particularly when working with informational texts, which are utilized in this study to evaluate our hypothesis.
Schema refers to the pre-existing knowledge stored in our memory, which plays a crucial role in interpreting new information and integrating it into our overall understanding (Anderson & Pearson, 1984).
A good definition of schema is stated by Rumelhart and Ortony (1977).It expresses what schema is as it shows where it is situated in one's brain
Schemas are essential data structures that represent generalized concepts stored in memory, encompassing objects, situations, events, and their interrelations (Rumelhart & Ortony, 1977; cited in Woods, 1996) According to Nist and Mealey (1991), schemata help organize knowledge by categorizing information into specific slots, which must be filled correctly for comprehension to occur When new information is introduced, it must align with an existing slot; if none is available, a default schema is used based on typical values Additionally, schemata are hierarchically structured, with the most significant information prioritized at the top (Anderson, 1978).
Activating students' background knowledge is vital for enhancing reading comprehension, as it prepares them for the text ahead (Yule, 2000) Despite its importance, schema activation is frequently overlooked in discussions about reading strategies (Yin, 1985).
Schema facilitates the connection between new information and existing knowledge, reducing unfamiliarity and enhancing reader interest By linking the new with the familiar, schema enables readers to make predictions while reading, ultimately aiding in problem-solving and informed decision-making.
Generally, there are three major types of schemata, namely, linguistic schemata, formal schemata and content schemata, which are closely related to reading comprehension
Linguistic schemata encompass a reader's existing knowledge of vocabulary, grammar, and idioms, forming the foundation for effective text comprehension This linguistic knowledge is essential, as it enables readers to decode and understand texts Consequently, the more linguistic schemata a reader possesses, the quicker they can absorb information and enhance their overall comprehension.
Formal schema encompasses the background knowledge related to the rhetorical structure of texts, including familiarity with various text types and genres This knowledge aids readers in understanding that different texts utilize distinct organizational patterns, language structures, vocabulary, grammar, and levels of formality Research indicates that recognizing the type and genre of a text enhances reading comprehension by providing detailed insights into its content However, formal schemata are considered less influential in the reading process compared to linguistic and content schemata (Carrell, 1984).
Content schema refers to a reader's prior knowledge about a text's topic, which is essential for effective comprehension Language encompasses not only vocabulary and grammar but also cultural nuances A reader with a strong content schema has familiarity with the subject matter and cultural context, whether from their native language or the target language This background knowledge facilitates easier understanding of the text; without it, comprehension can be significantly impaired As Alderson (2000:4) notes, lacking any knowledge about a text's topic makes processing the information challenging.
2.2.3 Functions of Schema in Reading
Schemata are abstract knowledge structures stored in memory that facilitate problem-solving By applying these stored models, individuals can effectively navigate and comprehend reading challenges.
Schema theory emphasizes the importance of texts, whether spoken or written, as a key element in comprehension This interactive process relies on the relationship between the text and the reader's background knowledge, highlighting that effective reading skills depend on the synergy between schemata and the material being read In contemporary college English classes, utilizing schema serves as an effective strategy for enhancing students' reading skills and overall reading proficiency.
To enhance reading comprehension, it is essential for readers to activate their background knowledge before engaging with the text Without this activation, prior knowledge may lose its significance or become irrelevant Consequently, teachers play a vital role in helping students recognize the importance of their existing knowledge and employing effective strategies to activate it, thereby maximizing their reading comprehension skills.
Implementing effective strategies can significantly enhance readers' comprehension by activating their background knowledge Teachers can facilitate this process through techniques such as questioning and the KWL strategy Additionally, making predictions is a valuable method for engaging students' prior knowledge both before and during reading Other effective approaches include debates, discussions, field experiences, semantic mapping, and advance organizers, all of which contribute to better reading understanding Finally, brainstorming serves as a useful strategy for hypothesis testing, further supporting the findings of this study.
2.2.5 Activating Prior Knowledge through Brainstorming
Design and methodology
This research is an experimental research
This study was conducted at Newstar English Center in Vinh, involving 60 pre-intermediate Vietnamese students aged 12 to 14, all of whom had been learning English as a foreign language for 8 to 9 years Participants were selected based on their scores from the Oxford Placement Test, categorizing them from basic to intermediate levels The students were randomly divided into two groups of 30, without informing them of the research purpose to maintain the integrity of the results.
Two informational texts were selected from "ereadingworksheets.com" using a simple random sampling method known as the lottery method These texts are designed to be followed by comprehension questions, enhancing the reader's understanding and engagement with the material.
Our study explored various choice formats to assess readers' comprehension of texts, as detailed in Appendices I and II We found that group brainstorming significantly enhanced learners' reading comprehension Future research will focus on evaluating the impact of activating prior knowledge through individual brainstorming on understanding informational texts Additionally, these formats are easily marked, aligning with the goals of the assessment.
Two texts both are the same genre and have the same level of difficulty which suits readers' level The same level of two text are the following:
Figure 1: Grade level of Text 1
Figure 2: Grade level of Text 2
To maintain uniformity in general English proficiency among participants, the Oxford Placement Test was conducted, featuring 50 multiple-choice questions focused on English grammar and structure, and was completed within a 45-minute timeframe.
Procedure
This study aims to explore how activating cultural knowledge through brainstorming strategies affects learners' reading comprehension By utilizing multiple-choice questions, the research assesses readers' understanding with and without the activation of cultural knowledge The experimental group receives instruction focused on cultural knowledge activation, while the control group does not.
The experiment consists of two parts, each utilizing different texts In Part One, participants engage with Text (1) (see appendix I), while in Part Two, they work with Text (2) (see appendix II) Both texts belong to the same genre and difficulty level, tailored to the readers, but they cover different topics The key distinction between the two parts lies in the roles of the groups: Group 1 acts as the control group in Part One and transitions to the experimental group in Part Two, whereas Group 2 shifts from the experimental group in Part One to the control group in Part Two Each text is accompanied by 10 multiple-choice questions to assess comprehension.
The present study employs a prior knowledge activation strategy known as brainstorming, targeting members of the experimental groups (Group 2 in Part One and Group 1 in Part Two) The teacher introduces the topic by writing it on the blackboard and facilitates the brainstorming session with stimulating questions to help students recall previously stored information Initially, students think individually before collaborating in groups to enhance and expand their responses Throughout the brainstorming process, the teacher supervises the flow of ideas and records them on a brainstorming chart.
3.2.2 The Environment of the Experiment
The experiment is conducted under specific conditions related to timing, reading type, and text removal while participants answer comprehension questions to ensure its success The reading session is structured into three phases: brainstorming, reading the texts, and answering multiple-choice questions In contrast, the control group experiences a single-period reading session.
The table following shows the time division for the experimental group
Table 1: Reading Session’s Time Division Reading session activities Division of the session times
In the study, both the experimental and control groups read texts silently in two parts The control group is given only one reading period, after which the texts are removed Participants then complete a multiple-choice exercise without access to the texts, relying solely on their memory and comprehension to answer the questions This approach emphasizes the importance of retention and understanding in evaluating their performance.
In the experiment, both Part One and Part Two feature multiple-choice exercises, each consisting of ten items The marking system awards one point for each correct answer, with a total score out of ten for each exercise.
Classroom observation
The researcher recorded what happened inside the classroom and carefully analyzed the recording tape, and focused on the language learning strategy called
Classroom observation revealed how students and teachers engage with brainstorming techniques compared to traditional strategies in reading classes This insider perspective highlighted the distinct effects of brainstorming on classroom dynamics and learning outcomes, as detailed in Appendices VI and VII.
Interviews
After 2 experimental and control classes, students were interviewed to explore the student’ perspective towards the strategy brainstorming in class The semi- structure interviews in this study was categorized into group interviews with the students There were 5 students in each group, so each student could individually tell the researcher what they learnt about the sitcoms, and how they interacted to each other when getting involved in brainstorming activity before reading in class (Appendix V)
Data analysis
This study aims to determine if activating students' cultural knowledge through brainstorming enhances their reading comprehension of informational texts The results of the experiment, which is divided into two parts, will be reported and discussed accordingly.
In the initial phase of the experiment, participants engage with Text (1) (refer to appendix I), where Group 1 serves as the control group without any treatment, while Group 2 undergoes the experimental treatment.
The two groups' scores in the multiple-choice exercise, which aims to test their reading comprehension, are presented in the following table
Table 2: The Experimental and Control Groups’ Scores in Part One of the
STUDENT Group 1 Control Group 2 Experimental
Table 2 exhibits readers' scores in Text (1), those of the control group; Group
1 and the experimental one; Group 2 Scores of the experimental group range between 3 and 10 In the control group, the highest score is also 10 but the lowest one is 2
To enhance data organization and clarity, it is essential to present the frequency of readers' scores In each dataset, certain scores appear multiple times, which is referred to as score frequency To illustrate this concept effectively, we will display the frequency distribution in the following graph.
Figure 3: Scores' Frequency Distribution in Part One of the Experiments
Figure 3 provides a detailed overview of the readers' scores, illustrating the frequency of each score and allowing us to identify both the median and mode for each group The median represents the central value, while the mode indicates the most frequently occurring score In the control group (Gr1), scores range from 3 to 10, with a median of 5 and a mode of 5, which appears seven times Similarly, the experimental group (Gr2) has scores ranging from 3 to 10, with a median of 8 and a mode of 9, which also occurs seven times.
The mean, or average, of a set of scores is determined by summing all the scores and dividing by the total number of scores (N) In our experiment, both the experimental group (Gr2) and the control group (Gr1) consist of 30 subjects, resulting in 30 scores for each group Calculating the mean enables us to compare the scores of the control group against those of the experimental group Below are the means for both groups as presented in Part One of our experiment.
Table 3: Means of the Experimental and Control Groups' Scores in Part One of the Experiment
Table 3 indicates that the experimental group, Group 2, has a mean score of 7.50, surpassing the control group, Group 1, which has a mean score of 5.87 While it is premature to draw definitive conclusions, these results suggest that the experimental group performed better than the control group.
In Part Two of the experiment, the data will be analyzed using the same procedure as in Part One Given the promising results from the first part, the researcher remains optimistic that the findings from Part Two will yield similar conclusions.
In Part Two of the experiment, Group 1 received the treatment while Group 2 served as the control group, reading Text (2) without prior exposure After completing the reading, both groups answered ten multiple-choice questions designed to assess their reading comprehension The results revealed the scores obtained by each group, highlighting the impact of the treatment on comprehension levels.
Table 4: The Experimental and Control Groups’ Scores in Part Two of the
STUDENT Group 1 Experimental Group 2 Control
Table 4 displays the scores from a multiple-choice exercise designed to assess students' comprehension, with results categorized into two groups: the control group (Group 1) and the experimental group (Group 2) Both groups achieved a highest score of 10 and a lowest score of 3, indicating a consistent range of performance across the groups.
To enhance data organization and comprehension, it is essential to present the frequency of readers' scores Within each dataset, certain scores appear multiple times, which we refer to as score frequency To illustrate this concept clearly, we will display the frequency distribution using the graph below.
Figure 4: Scores' Frequency Distribution in Part Two of the Experiments
In Part Two of the experiment, Figure 4 illustrates the frequency of scores for both the experimental group (Group 1) and the control group (Group 2) The scores for Group 1 vary from 3 to 10, with a median score of 8 In contrast, Group 2 also has scores ranging from 3 to 10, but its median score is 6.
8 and 9 both are repeated 6 times, thus the mode of the experimental group set of scores is 8.5 The mode of the control group is the score 6 which is repeated 7 times
Calculating the mean scores of the experimental and control groups provides insight into the differences in their reading comprehension test results By summing the scores of each group and dividing by the number of subjects (N1 and N2, both equal to 30), we can determine the average scores for both groups The table below presents the mean scores for the experimental group (Group 1) and the control group (Group 2) from Part Two of the experiment.
Table 5: Means of the Experimental and Control Groups' Scores in Part One of the Experiment
Table 5 indicates that the experimental group (Group 1) has a mean score of 7.20, surpassing the control group (Group 2), which has a mean of 6.13 This comparison suggests that the treatment received by the experimental group resulted in significantly better performance than that of the control group.
Reporting the Results
This article summarizes the results from Part One and Part Two of the experiment, initially presenting the raw data before organizing it for clarity The analysis highlights the frequency distribution of scores from two groups, and the means of the four score sets are calculated and compared for further insights.
4.2.1 Reporting the Results of Part One
In the initial phase of the research, all students were individually assessed by reading a designated text and completing a set of multiple-choice questions Group 1 served as the control group, while Group 2, the experimental group, utilized the brainstorming method during the pre-reading stage An analysis of the score report revealed a minor difference in the lowest scores between the two groups Notably, both groups included students who achieved a perfect score, answering all questions correctly.
In the study, the controlled group had the lowest performance, with only 2 correct answers, while the experimental group achieved a slightly better result with 3 correct answers The scores frequency distribution, illustrated in the line graph, revealed that the median score for the experimental group was 8, with a mode of 9, which occurred 7 times In contrast, the controlled group's average score was only 5, which was also the mode, appearing 7 times.
The analysis presented in Table 3 reveals that the experimental group achieved a mean score of 7.50, significantly higher than the control group's mean of 5.87 This difference underscores the effectiveness of the cultural knowledge activation method employed during the pre-reading stage, which led to improved reading test results for the experimental group compared to the control group that did not utilize this approach.
4.2.2 Reporting the Results of Part Two
In the second phase of the research procedure, students engaged with a new reading text assessed for difficulty using reliable tools like englishprofile.org and onlineutility.org, confirming both texts are at the same level (see Figures 1 and 2) This time, the roles of the two groups were reversed; Group 1 acted as the experimental group utilizing a brainstorming method prior to reading, while Group 2 served as the control group Following the same approach as the first step, all students individually read the text and answered a set of multiple-choice questions The results, as shown in Table 3, indicate the scores collected from both groups.
In the study, the experimental group (Gr1) and the control group (Gr2) displayed a scoring range of 3 to 10, indicating some similarity However, Figures 3 and 4 highlight significant differences between the two groups The control group's mode score is 5, appearing five times, with a median of 6 In contrast, the experimental group's scores in Part Two show no definitive mode, as both scores of 8 and 9 occur six times; thus, the average of these two values, 8.5, can be considered the mode for this set.
The experimental group, Gr1, has a mean value of 7.20, while the controlled group, Gr2, has a mean of 6.13 This comparison indicates that the mean of the experimental group is significantly higher than that of the controlled group.
Discussing the Findings
This study aims to test the hypothesis that activating prior knowledge through brainstorming enhances reading comprehension It is expected that readers who engage in brainstorming before reading an informational text will perform better on comprehension tests than those who do not The discussion of the findings will follow the structure of the results, beginning with the outcomes from Part One of the experiment, followed by those from Part Two Finally, a comparison of the results from both parts will lead to the study's overall conclusion.
4.3.1 Discussing the Findings of Part One
Table 2 illustrates that members of the experimental group (Gr2) outperformed those in the control group (Gr1), with a mean difference of 1.63 A comparison of the mode and median further highlights this superiority; the mode for Gr2 was 9, significantly higher than the control group's mode of 5, while the median scores were 8 for Gr2 and only 5 for Gr1 These results indicate that students who engaged in pre-reading activities related to cultural knowledge achieved better outcomes Our hypothesis was confirmed, as the enhanced performance of Gr2 can be attributed to their prior activation of cultural knowledge through brainstorming sessions before reading, which likely aided their retention of the text's content.
In the experimental group (Gr2), members demonstrated a higher success rate in answering multiple-choice questions due to the activation of cultural knowledge before reading Conversely, the controlled group (Gr1) began reading the text without this preparatory step, as brainstorming was not utilized As a result, they faced greater challenges in understanding the text and performed worse on the multiple-choice questions compared to the experimental group.
Utilizing the brainstorming method before reading enhances comprehension and vocabulary, providing students with a clearer overview of the text This approach significantly boosts students' confidence, unlike the controlled group, who struggle with new information that can lead to confusion and unexpected performance issues.
In the text (1) (Appendix I) the experimental group objects enhanced the understanding as well as gained a great deal of knowledge from the friend before reading
The experimental group engaged in a brainstorming session focused on the importance of reading for cognitive development and vocabulary enhancement This preliminary discussion provided students with essential knowledge that may not have been previously familiar to them, ultimately boosting their reading performance By sharing cultural insights and vocabulary, brainstorming fosters familiarity with the topic, sharpens learners' focus, and significantly enhances comprehension during reading activities.
4.3.2 Discussing the Findings of Part Two
Table 4 presents the test scores of two groups: the experimental group (Gr1) and the control group (Gr2) The findings indicate that the experimental group outperformed the control group, as evidenced by higher mean, median, and mode values Specifically, the mean score for Gr1 is 1.07 points greater than that of Gr2 The median and mode for the experimental group are 8 and 8.5, respectively, both exceeding the control group's scores of 6 This analysis confirms that the experimental group achieved superior results compared to the control group.
Implementing brainstorming techniques enhances students' confidence before engaging with a reading text by allowing them to mentally outline its content As they read, students can connect their prior knowledge with new information, resulting in a more efficient reading process The second reading text focused on "Black Friday," and the experimental group received relevant information to prepare them for the upcoming material.
During the brainstorming session for the reading text, students were introduced to the term "Black Friday" and its definition As a result, the experimental group, who engaged with this new cultural knowledge, demonstrated improved reading comprehension compared to the controlled group, which did not have this opportunity.
Relating the Findings of Part One and Part Two
The experiment consists of two parts, each involving different texts and roles for two groups, G1 and G2 In Part One, participants engage with Text (1), where G1 acts as the control group and G2 serves as the experimental group In Part Two, the roles reverse; participants work with Text (2), with G1 now taking on the experimental role and G2 becoming the control group.
The results of the experiment validate our hypothesis, showing that the experimental group (Gr2) outperformed the control group (Gr1) in reading comprehension during Part One The mean scores indicate a significant advantage for Gr2 in understanding Text (1) However, in Part Two, as Gr1 received the treatment involving cultural previewing of the text, their performance improved dramatically, leading them to achieve higher scores in reading comprehension compared to Gr2 This shift highlights the impact of the experimental treatment on Gr1's reading abilities.
The results from the experiment indicate that Gr1 members demonstrated improved reading comprehension when they engaged in brainstorming about the cultural context of the texts prior to reading Although Text (1) and Text (2) share the same genre and difficulty level, Gr1 members scored higher on Text (2) This increase in comprehension can be attributed to their brainstorming activities, which effectively activated their cultural knowledge and facilitated a better understanding of the material The accompanying table presents the scores achieved by Gr1 members in both parts of the experiment.
Table 6: Group 1 Scores in Part One and Part Two of the Experiment STUDENT Group 1 Control Group 1 Experimental
A study revealed that 27 out of 30 students improved their reading comprehension scores by 1 to 5 points after activating prior knowledge through text previewing Only one student achieved the same score with and without the treatment, while two students performed better without it, possibly due to their foreign language proficiency levels Despite the mixed results for these three students, the majority strongly supports the significant benefits of activating prior knowledge before reading.
Table 7 and figure 5 make it quite clear that learners' success in comprehending a text is due to cultural knowledge activation
Table 7: The Rate of Gr1 Reading Comprehension Performance in Part One and Part Two of the Experiment
The reading comprehension performance of Grade 1 (Gr1) and Grade 2 (Gr2) students was evaluated in two parts of an experiment Results indicate that Gr2 members demonstrated improved comprehension after brainstorming about the cultural context of the texts before reading Although both Text (1) and Text (2) share the same genre and difficulty level, Gr2 students scored higher on Text (1) due to the activation of their cultural knowledge through brainstorming The accompanying table details the scores achieved by Gr1 in both parts of the experiment.
Table 8: Gr2 Scores in Part One and Part Two of the Experiment
STUDENT Group 2 Control Group 2 Experimental
Table 8 reveals that Grade 2 students significantly improve their reading comprehension when they activate their background knowledge before reading a text Out of 30 students, 25 demonstrated enhanced comprehension through brainstorming, achieving scores that were 1 to 6 points higher compared to reading without prior introduction Conversely, 2 students showed no difference in scores regardless of prior knowledge activation, while 3 students performed better without brainstorming These variations in performance may be linked to the students' proficiency levels in a foreign language Overall, a greater number of Grade 2 students benefited from prior knowledge activation than those who did not.
In what follows is a figure which shows the rate of Gr2 members who succeed in comprehending once they activated their prior knowledge through brainstorming:
Table 9: The Rate of Gr2 Reading Comprehension Performance in Part One and Part Two of the Experiment
Figure 6: The Rate of Gr2 Reading Comprehension Performance in Part One and Part Two of the Experiment
Class observation
In a classroom setting, the effective use of brainstorming allowed all students to express their ideas enthusiastically, as the teacher engaged them with questions and provided timely feedback This strategy not only enhanced their understanding of informational texts but also significantly boosted their confidence.
Despite the efforts made, several significant shortcomings were evident The large class size hindered the teacher's ability to accurately assess students' reliability on the multiple-choice test Additionally, during the final section of the work, many students appeared disengaged, leading to random answers when they faced difficulties or were pressed for time.
The class was well-structured and engaging, featuring a logical progression of activities that began with brainstorming ideas related to the reading passage This approach allowed participants to gain preliminary insights into the text's content, effectively enhancing their motivation to read it.
Interview
After analyzing class observation and interviews, the researcher identified 3 factors which have great impacts on the student’s reading skills They are “active classroom”, “learners’ attitude toward informational reading text
Class observations revealed increased student interaction during group brainstorming sessions focused on cultural knowledge Students actively communicated to understand new terms introduced by the teacher, such as "Black Friday." Each member was required to contribute ideas, fostering a collaborative environment where laziness was not an option Interviews with students reflected their positive experiences regarding this interactive learning approach.
Many students believe that the brainstorming cultural knowledge method enhances their communication skills, allowing them to express their background knowledge while fostering prediction and imagination This perspective is supported by two representative responses gathered from interviews with 60 students.
“Brainstorming is very good I like it a lot I try to remember something I watching on TV For example Black Friday I can share it with my friend We speak
English when learn reading It’s very happy”
“I love it, teacher I guess something but they are wrong It’s very funny I can work and draw with my friends.”
4.6.2 Learners’ attitude toward informational reading text
A study involving 60 students revealed a common fear of reading informational texts, primarily due to their length and challenging vocabulary However, after engaging in brainstorming sessions about knowledge culture, the students demonstrated a newfound readiness to tackle these texts.
Here are 2 typical answers which were recorded
I used to feel intimidated by lengthy texts filled with unfamiliar words, but now I feel more confident My teacher's guidance in brainstorming techniques has helped me improve my understanding and answer questions more accurately.
I often feel anxious about reading because of unfamiliar words and concepts To help me comprehend texts better and select the right answers, my teacher provides brainstorming sessions.
The majority of student responses were positive, indicating a strong understanding of the material; however, one student's answer suggested they are significantly behind and need to make a greater effort to catch up with their peers.
“Yes, I am afraid There is many new words I don’t know I don’t understand when I read”
On top of that, there is only one student, she seems to be not really interested in it
“yes, I am afraid of information texts It’s ok to learn brainstorm culture knowledge before reading texts, but when we have test, we don’t have time to do it”
Research indicates that incorporating brainstorming cultural knowledge significantly enhances students' efficient reading skills Efficient reading enables students to grasp the writer's message quickly and purposefully, focusing only on relevant material Analysis of score reports from both experimental and control groups provides strong evidence that using brainstorming techniques before reading leads to substantial improvements in reading comprehension Additionally, feedback from interviews further supports these findings.
100% students, who were involved in the interview, agreed that by applying brainstorming knowledge culture before reading the text greatly enhanced their performance
The answer below from an excellent student can be representative for all respondents
The brainstorming activity assigned by our teacher significantly enhanced our understanding of cultural context related to our reading material It felt like an open door, allowing us to easily engage with the content As a result, my reading scores improved notably.