INTRODUCTION
Rationale
Language testing is a crucial instrument for enhancing language skills, widely utilized in educational institutions to assess student abilities These assessments help identify progress, motivate learners, uncover learning challenges, appropriately place students in their respective levels, and evaluate overall proficiency.
Testing plays a crucial role in identifying students' strengths and weaknesses in learning, while also tracking their academic progress It serves as a valuable tool for teachers to adapt their instructional methods Traditionally seen as a separate entity from teaching and learning, recent research highlights the close interconnection between testing and education By providing essential feedback, testing enables educators to refine their teaching strategies effectively.
Testing is an essential extension of classroom activities, offering valuable insights for both teachers and students to enhance their learning experience (Harrison, 1986) To effectively assess students' language abilities and foster their reading skills, educators should implement a variety of test formats, including question and answer, true/false, multiple-choice, cloze, and matching exercises.
The Multiple Choice Test (MCT) is a crucial assessment tool used in upper secondary English classes to evaluate students' reading proficiency and enhance their reading skills As the most prevalent testing format, MCTs play a significant role in measuring students' comprehension and ability in reading.
2 students’ English ability, especially in the international examinations like TOEFL, IELTS, CEFR or the national High School Graduation examination
As an English teacher in Quang Binh province, I've observed that Multiple Choice tests are increasingly employed by educators to evaluate student achievement and teaching effectiveness, particularly in reading skills However, many students seem disengaged and struggle with reading proficiency This raises the need to investigate both the subjective and objective factors contributing to their reading difficulties, as well as the effectiveness of Multiple Choice tests in enhancing reading skills in our school.
This study aims to explore the perspectives of teachers and students on multiple choice tests and to examine how educators at Hoang Hoa Tham High School in Le Thuy District, Quang Binh Province, adapt and implement these tests to assess English reading skills.
The aims of the study
This study explores the adaptation and implementation of multiple choice tests by teachers at Hoang Hoa Tham High School in Le Thuy District, Quang Binh province, focusing on their role in enhancing students' English reading skills Additionally, the project provides an opportunity to identify more effective methods for utilizing these tests to improve reading proficiency among students.
Research questions
This research project focuses on how teachers at Hoang Hoa Tham High School adapt multiple-choice questions in English reading lessons It specifically seeks to address key questions related to this adaptation process.
1 What are teachers’ perceptions and students’ perceptions of using multiple choice questions in teaching the English reading skill?
2 How are the multiple choice questions modified by teachers in English classes?
3 What effects does the use of modified MCQ have on students’ reading comprehension?
Scope of the study
This research investigates how teachers at Hoang Hoa Tham High School in Le Thuy District, Quang Binh province, adapt and implement multiple choice tests to enhance students' English reading abilities Focusing specifically on reading comprehension assessments from the 10th, 11th, and 12th-grade English course books used at the school, the study's findings, while limited in scope, may be applicable to similar educational contexts.
Method of the study
This research focuses on how teachers at Hoang Hoa Tham High School in Le Thuy District, Quang Binh province, adapt multiple choice tests in English reading lessons The study aims to highlight the advantages of implementing these tests in paper assessments and examinations across Vietnam, with a specific emphasis on high schools in Quang Binh Additionally, it seeks to enhance teachers' understanding of utilizing multiple choice tests to effectively develop students' reading skills.
The organization of the study
The study consists of five sections:
This chapter presents the rationale, the aims of the research questions, research questions, the scope of the research and the organization of the study
This chapter provides a fundamental overview of the theoretical concepts relevant to the research, and lead to rationale of the project
Research methodology including instruments, the data collection methods, the subjects of the research and data analysis for this research are described in this chapter
Findings and discussions will be reported after data collections are analyzed clearly in this chapter
This chapter gives summary of the research, pedagogical implications and some suggestions for further research
THEORETICAL BACKGOUND
Previous studies related to the research
This thesis focuses on language testing, specifically examining multiple-choice tests for English reading skills It highlights various studies conducted both locally and globally that pertain to language assessment.
1993, Sliggins carried out a research on Classroom assessment-Key to effective education Another study by Stough, Laura M.(1993) is “Research on Multiple
Choice questions: Implication for Strategy Instruction “ In 2001, Cater conducted a survey on multiple choice tests commonly used in Hong Kong tertiary institution
In Viet Nam, there are also some studies which were carried out in 2002 related to testing “An investigation of organizing Reading comprehensive tests of
English in upper secondary schools in Hue” by Nguyen Thi Thuy Anh and
The article "Designing and Using Objective Tests in Hue Upper Secondary Classes of English" by Le Thi Thanh Hai explores effective strategies for creating objective assessments in English education It emphasizes the importance of aligning test design with educational goals to enhance student learning outcomes Additionally, recent research, including "An Investigation into the Reality of Using English Multiple Choice Tests in High Schools in Hue," highlights the current practices and challenges faced by educators in implementing multiple-choice assessments These studies collectively underscore the need for improved assessment methods to better evaluate students' English proficiency in Hue's high schools.
Tran Thi Diem Thi (2008) and Nguyen Thi Ngan (2011) highlight the widespread use of multiple-choice tests in contemporary education, specifically noting their application in grade 12 at Huong Vinh High School in T.T Hue province.
While previous studies have explored the advantages and disadvantages of objective and multiple choice tests across various English skills, there is a lack of focused research on the use of multiple choice tests specifically for assessing English reading skills in upper secondary schools This gap highlights the need to investigate the feasibility and effectiveness of these test types in evaluating students' reading proficiency and their overall popularity among educators and learners.
This thesis aims to explore the effectiveness of multiple-choice tests in enhancing English reading skills among students It investigates both the perception and reality of using such tests to improve reading proficiency at various upper secondary schools in the local area.
Theoretical background
This article provides a comprehensive overview of reading comprehension testing, including definitions and the essential reading skills involved It explores the concepts of language testing, distinguishing between objective and subjective assessments to better understand their purposes and the characteristics of effective tests The relationship between teaching and testing reading comprehension is also examined Furthermore, the article analyzes multiple-choice tests, their various types, marking methods, and the backwash effects on learners, aiming to clarify teachers' perceptions of their role in enhancing students' reading skills Finally, it discusses the connection between multiple-choice tests and reading, particularly focusing on their implementation at Hoang Hoa Tham High School, while emphasizing the significance of this research.
Testing is a multifaceted concept that has been defined in various ways by researchers Henning (1987) describes testing as a measurement tool encompassing all types of language assessment, while Brown (2004) defines a test as a means to evaluate an individual's abilities, knowledge, or performance within a specific area.
A test is a method that requires performance from the test-taker, designed to measure either general ability or specific competencies It evaluates an individual's knowledge, ability, or performance, necessitating an understanding of who the test-takers are While a test assesses performance, its results reflect the test-taker's underlying abilities, particularly in linguistics, where it indicates competence Ultimately, a test focuses on a specific domain, encompassing all language skills or particular criteria.
Testing often carries negative connotations, similar to correction, as noted by Edge (1993, p.131) To address this, we must make testing a valuable tool for collecting useful information that benefits both learners and teachers, while ensuring that formal examinations do not hinder effective teaching practices.
Harrison (1986) points out that a test is seen as a natural teacher and student with useful information that can serve each as a basis for improvement
According to Ur (1996), a test is an activity designed primarily to assess the tester's knowledge or skills, whereas practice focuses solely on the process of learning.
Testing plays a crucial role in the teaching and learning process, particularly in English language education A well-constructed English test can foster a positive classroom environment and enhance students' language mastery The primary purposes of language assessments are to identify students' strengths and weaknesses in their acquired skills.
Therefore, testing is used with many reasons such as the reasons which Heaton
Finding out about progress, (What students have achieved)
Finding out about learning difficulties (Check students' progress for specific weakness and problem they may have encountered)
Finding out about achievement (Measure a student's mastery of what should have been taught)
Selecting student and finding out about proficiency (measure how suitable candidates will be for performing a certain task or following a specific course)
According to Harris & McCann (1994, p.26), reasons for testing are:
We may want to find out about candidate's suitability to follow a course of study, although this is not the case in state education
We may need to find out how a student is progressing during a course of study and possibly identify problem areas before a course ends
We may want to compare a student's performance with that of other students
Assessing a student's learning progress throughout a course or academic year is essential; it involves comparing their abilities and knowledge at the beginning and the end of the course This evaluation helps to highlight the growth and development of students over time.
With a similar view, Truong (1998:3) shortly claimed that the purposes of testing are:
In addition to the previously mentioned reasons for testing, it provides English teachers with valuable insights to enhance the evaluation process Key questions to consider include the clarity of test instructions, whether all students completed the test within the given time, if the test induced unnecessary anxiety or resentment, and whether the results accurately reflect students' performance in class and their assigned work (Madsen, 1983, p.5).
In fact, “a test is something which is done to or at people, rather than something which is done by them and for them.”
Testing plays a crucial role in the teaching and learning process, as it offers valuable insights for both teachers and students It serves as an essential method for monitoring success and facilitating improvements, significantly impacting educational outcomes.
In conclusion, language testing plays a crucial role in enhancing the effectiveness of the language teaching process It is integral to language education, alongside materials, syllabus, and teaching methods The interconnection between testing and teaching is so strong that one cannot effectively engage in either area without considering the other.
When designing a language test, the primary focus should be on its usefulness, which encompasses six essential qualities: reliability, validity, authenticity, interactiveness, impact, and practicality These qualities ensure that the test is effective and serves its intended purpose.
10 all contribute to test usefulness, so that they can not be evaluated independently of each other
Bachman & Palmer (1996, p.19) also define "Reliability is often defined as consistency as measurement A reliable test score will be consistent across the different characteristics of the testing situation"
A reliable test is characterized by its consistency and dependability, ensuring that if administered to the same student or matched students on different occasions, it will produce similar results (Brown, 2004, p.20).
From the definitions as mentioned above, we should understand that every test should be reliable Reliability of a test is achieved through size As Nguyen Bang
According to research from 2003, test reliability is enhanced by incorporating a substantial number of test items and conducting pilot tests with a large candidate pool When tests consist of only a few items, they may disproportionately depend on chance, allowing weaker candidates to achieve scores of 50% or higher through mere guessing, especially in true or false formats.
Reliability in testing is determined by the difficulty level of individual test items; items that are either too easy or too hard for all candidates lack reliability Reliable test items should allow between one and two-thirds of candidates to answer correctly Additionally, the reliability of a test is influenced by its alignment with the syllabus and the textbook, meaning it should incorporate questions and passages directly derived from the syllabus rather than the textbook as a whole (Nguyen Bang, 2003).
Another criterion of a good test is validity According to Carroll & Hall (1985, p.123), "test validity is what we actually measuring what we are intending to
To ensure effective assessment, it's crucial to use valid tests that accurately measure specific skills, such as reading ability, rather than unrelated factors like vision or prior knowledge (Brown, 2004) For instance, assessing writing ability by counting the number of words written in a set time may not provide a comprehensive evaluation Teachers must distinguish between standard tests and those designed for classroom use to confirm their validity Various validation types, including content, response, concurrent, and predictive, are essential for classroom teachers to consider when evaluating their assessments.
Face validity concerns the appeal of the test to the popular (non – expert) judgment, typically that of the candidate, the candidates' family, and member of the public
Content validity, on the other hand, depends on a professional judgment that of the teacher or tester
Response validity is intended to describe the extent to which examines responded in the manner expected by the tester developers
Conclusion
This chapter deals with literature review related to an investigation into teachers' and students’ perceptions and practice about adapting and using multiple choice tests to develop students' reading skills
The following chapter outlines the research methodology used for data collection, detailing the rationale behind the chosen methods and the selection of participants for data analysis.
METHODOLOGY
Introduction
This research project explores how teachers adapt multiple choice tests to enhance students' reading skills and seeks to identify ways to improve the effectiveness of these tests The chapter outlines the research approach, data collection methods, research sites, participant details, and data analysis techniques employed in the study.
Research questions
The study aimed to seek the answer to the following questions:
1 What are teachers’ perceptions and students’ perceptions of using multiple choice questions in teaching the English reading skill?
2 How are the multiple choice questions modified by teachers in English classes?
3 What effects does the use of modified MCQ have on students’ reading comprehension?
Research approach
To address the research questions, a mixed-methods approach was utilized, incorporating both qualitative and quantitative data collection The qualitative data was analyzed interpretively, following the framework established by Nunan (1992) The primary data collection methods included two distinct sets of questionnaires—one targeting teachers and the other focusing on students—along with paper-based test exams.
Research methods
Questionnaires, and paper test examinations were used in this thesis (Table
3.1 shows how data were collected)
Table 3.1 Methods of data collection and participants
Methods Questionnaires Paper test exams Name of school Teachers Students
Hoang Hoa Tham high school 10 70 3
According to McMillan & Schumacher (1993), questionnaires are the primary tool for gathering information from participants, making them essential for this research involving teachers The questionnaire was divided into two sections: the first part collected personal information such as sex, age, graduation year, and teaching site, while the second part, which is the core of the questionnaire, included nine items rated on a five-point scale ranging from "totally disagree" to "totally agree." This approach utilized close-ended questions, as noted by Newman (2000), which are quicker and easier for both respondents and researchers to manage.
The questionnaire was organized into two primary clusters: the first cluster comprised four items focused on the importance of incorporating multiple choice tests in contemporary assessments, while the second cluster contained five items that explored teachers' views on utilizing multiple choice tests to enhance students' reading skills.
Table 3.2 Summary of the questionnaire components for teachers
1 Teachers’ perception of using multiple choice tests in current testing and assessment
2 Teachers' perceptions about using multiple choice reading tests to develop students' reading skills
In this research, questionnaires were distributed to 10 English teachers at Hoang Hoa Tham High School in Quang Binh province, serving as the primary method for data collection All questionnaires were composed in English and provided to the participating teachers at the school.
I created a questionnaire for students consisting of 12 close-ended questions, allowing them to select the best answer from options A, B, C, or D This questionnaire aimed to assess students' perceptions of the adaptation of Multiple Choice Questions (MCCQs) in reading tests for the experimental group.
Table 3.3 Summary of the questionnaire components for students
1 The investigation about the students’ background 1, 2, 3
2 The students’ attitude toward reading comprehension as well as difficulties in learning reading skill
3 The students’ attitude toward teachers’ adaptation of using MCQs in English reading lessons
Seventy students at the specified school received questionnaires written in Vietnamese, enabling them to fully express their ideas and allowing the researcher to gather accurate data.
The researcher conducted an analysis of three paper tests, each consisting of forty five-minute assessments for grade 10 students at Hoang Hoa Tham High School This study aimed to gather statistical data on the adaptation and effectiveness of multiple-choice tests in enhancing students' reading skills The use of paper test examinations was intended to improve the accuracy of the information collected through questionnaires (See Appendix 3)
Participants
The subject of this research consisted of two groups of participants: teachers and students at Hoang Hoa Tham high school in Quang Binh province
A study was conducted involving 10 English teachers from Hoang Hoa Tham High School, aged between 24 and 55, all of whom possess BA degrees and have between 2 to 30 years of teaching experience The objective was to explore their perceptions and practices regarding the use of multiple-choice tests as a method to enhance students' reading skills.
In the study, two groups of students with similar English backgrounds were formed for comparison The experimental group consisted of 35 participants from class 10A1, who completed tests using adapted multiple-choice questions (MCQs) Meanwhile, the control group, also comprising 35 participants, was from class 10A2 and took the tests using conventional methods.
Research site
The study was conducted at Hoang Hoa Tham High School in Quang Binh Province, where the researcher benefited from easy data collection and enthusiastic participation from colleagues, friends, and students in responding to questionnaires and completing paper tests.
Material
The instruments study included three tests: a general English proficiency test, the pre-test, the post-test, the questionnaire for teachers and the questionnaire for students
The general English proficiency test consists of a 45-minute assessment that evaluates reading, writing, and grammar skills Its primary objective is to measure participants' language knowledge, ensuring that both the control and experimental groups are at comparable proficiency levels.
The study utilized two forty-five minute tests, a pre-test and a post-test, to assess students' reading comprehension Both tests were designed around familiar topics for the participants to ensure relevance and engagement.
The study employed separate questionnaires for teachers and students to assess their perceptions regarding the reading skill The teachers' questionnaire included nine questions focused on their views about utilizing multiple-choice questions (MCQs) in reading instruction, while the students' questionnaire comprised twelve questions aimed at evaluating the adaptation for the experimental group.
Data collection procedure
Before officially used in the study, the questionnaires were piloted randomly with 10 teachers and 10 students to test the reliability of the instrument The
The piloted questionnaire demonstrated reliability, with a Cronbach’s Alpha of α = 708 for teachers and α = 712 for students, indicating that the questions are suitable for data collection in the study Subsequently, the questionnaires were distributed to additional teachers and students within the school.
The researcher conducted an analysis of three paper test examinations, including one-period and semester tests for grade 10, to assess the adaptation and effectiveness of multiple-choice tests in enhancing students' reading skills By utilizing paper tests, the study aimed to improve the accuracy of the data collected through questionnaires, providing valuable insights into the impact of these assessments on student learning outcomes.
Data analysis methods
McMillan & Schumacher (1993) emphasize that descriptive statistics are essential for summarizing data and interpreting quantitative research results This study utilized both quantitative and qualitative methods to examine teachers' and students' perceptions and practices regarding multiple choice tests in English reading skills Data were collected through questionnaires and paper tests, with the questionnaire responses analyzed using SPSS for quantitative insights Additionally, the qualitative data from paper tests provided further support To ensure reliable data collection and analysis, the researcher conducted the survey at an optimal time, enhancing the effectiveness of the data-gathering process.
Procedures
Before undergoing treatment, 70 participants completed a 45-minute English general test, which consisted of 40 multiple-choice questions The results of this test were documented for analysis.
40 were used as a criteria to divide the 70 students in to two groups named control group and treatment group
A pre-test was administered to both groups, consisting of a 45-minute N1 test for 10th graders, designed by the teacher for the first term This test aimed to evaluate the reading comprehension skills of the students at the school Participants were instructed to complete the test, answer comprehension questions, and track their time on a chart The primary objective was to assess the readers' comprehension abilities effectively.
Following the treatment, all participants from both the control and treatment groups completed a post-test, as detailed in Appendix 5 The teacher adapted a 45-minute test, which included 40 sentences selected from the original test format Participants were instructed to complete the test within the allotted time of 45 minutes.
FINDINGS AND DISCUSSION
Results
To ensure the reliability of the questionnaires, the researcher conducted a pilot study involving 10 random teachers and 70 students from Hoang Hoa Tham High School in Quang Binh province The collected data were analyzed using SPSS for reliability, and, as noted by Hoang and Chu (2008), a questionnaire is deemed reliable if it achieves a Cronbach's alpha of 7 or higher.
The reliability analysis indicates that the questionnaires for both teachers and students have an acceptable reliability coefficient, confirming their reliability for use across the entire respondent group Tables 4.1 and 4.2 provide detailed information on the reliability of the piloted questionnaires for teachers and students, respectively.
Table 4.1 The Reliability Statistics of the piloted questionnaires for teachers
N of cases Cronbach's Alpha ( α ) N of Items
Table 4.2 The Reliability Statistics of the piloted questionnaires for students
N of cases Cronbach's Alpha (α ) N of Items
After the questionnaires were piloted, they were then delivered to 10 more teachers and 70 students from my school
The analysis of data from 10 teachers and 70 students using SPSS reliability statistics yielded slightly higher alpha values, indicating that the questionnaires for both teachers and students are reliable for research purposes The reliability of these questionnaires is detailed in Tables 4.3 and 4.4.
Table 4.3 The reliability of the questionnaires for teachers
Cronbach's Alpha based on Standardized Items
Table 4.4 The reliability of the questionnaires for students
Cronbach's Alpha based on Standardized Items
The collected data from questionnaires and paper tests were organized into thematic clusters to enhance the clarity of the study's findings Each cluster is analyzed alongside interviews and test results, providing valuable insights into the perceptions and practices of teachers and students regarding the use of multiple-choice tests to improve English reading skills at Hoang Hoa Tham High School in Quang Binh province.
4.1.1.1 Results from questionnaires for teachers a Teachers’ perception of using multiple choice tests in current tendency of testing and assessment
The questionnaire, detailed in section 3.3, consists of nine questions categorized into two clusters (refer to Appendix 1) Each question is rated on a five-point scale, where 1 indicates total disagreement and 5 signifies total agreement, with 3 representing the neutral average.
A recent analysis of teachers' perceptions regarding the use of multiple choice tests in Vietnamese high schools was conducted using descriptive statistics on data from cluster 1, which included items 1 through 4 The mean score for this cluster was calculated to assess educators' attitudes towards employing multiple choice tests as a tool for measuring students' knowledge and skills across various subjects The findings, summarized in Table 4.5, illustrate the overall perception of teachers towards the effectiveness of multiple choice assessments in current testing and evaluation practices.
Table 4.5 Mean scores of teachers’ perception of multiple choice tests in current testing and assessment (Cluster 1)
MC is the common tendency of testing and assessment in our region
MC is a necessary form in testing and assessment
MC is compulsory in testing in high schools in Quang Binh province
MC is suitable for testing students’
The data presented in Table 4.5 indicates a mean score of approximately 4.0139 for the cluster, significantly exceeding the midpoint of the five-point scale (M=3) Notably, the minimum scores for four items are above 3.5, reflecting a universally positive attitude among respondents towards multiple choice tests A considerable number of participants expressed strong approval, selecting the highest rating of "totally agree" regarding the necessity of multiple choice tests, particularly in high school English subjects This mean score underscores the positive perception held by teachers at Hoang Hoa Tham High School towards the use of multiple choice assessments.
In recent years, there has been a growing focus on the attitudes of Vietnamese high school teachers towards the use of multiple-choice tests for assessing students' knowledge and skills in various subjects Specifically, teachers have expressed their perceptions regarding the effectiveness of multiple-choice reading tests in enhancing students' reading abilities This approach aims to evaluate not only students' comprehension but also their overall reading skills, reflecting a shift in assessment methods within the educational landscape.
Teachers' perceptions of utilizing multiple choice tests to enhance students' reading skills were assessed through data analysis from cluster 2 (items 5 to 9) using the Descriptive Statistic Test The results, presented in the table below, clearly illustrate the participants' viewpoints on the effectiveness of multiple choice tests for improving English reading skills.
Table 4.6 Mean score of teachers’ perception of using MC Reading tests
Deviation MEAN OF CLUSTER 2 10 3.40 4.60 4.0333 30870 Valid N (listwise) 10
The mean score of 4.03 for cluster 2 indicates a strong consensus among teachers regarding the effectiveness of multiple-choice tests in enhancing students' English reading skills Many educators believe that these tests are widely utilized for assessing and improving reading abilities They acknowledge that multiple-choice reading assessments not only evaluate students' language recognition and comprehension but also contribute to vocabulary and grammar development The most commonly used formats in these schools are multiple-choice cloze tests and multiple-choice questions, as highlighted in Table 4.7.
Table 4.7 Mean score of the items from 5 to 9 (Cluster 2)
MCRT helps Ss develop their vocabulary, grammar and other areas of language
MC Questions is also a kind of MCRT used commonly in my school
MC CLoze is a kind of MCRT used commonly in my school
MC is popular for testing and assessing student's reading skills
MCRTs focus testing students' abilities to recognize language & understand the ideas
Teachers at Hoang Hoa Tham High School in Quang Binh Province highly value the use of multiple-choice (MC) tests to enhance students' reading skills They believe that these tests play a crucial role in developing vocabulary and grammar, as well as improving students' language recognition and comprehension abilities Overall, the majority of surveyed teachers recognize the significance of MC tests in fostering English reading skills among their students.
A comparison of the mean scores from two clusters of teachers' questionnaires reveals a notable variance in their perceptions of using multiple-choice tests (MCT) to enhance students' reading skills Cluster 1 and Cluster 2 recorded mean scores of 4.04 and 4.86, respectively, indicating strong agreement regarding the effectiveness of MCTs However, this suggests a discrepancy between teachers' awareness of multiple-choice tests and their actual implementation in school practices.
Table 4.8 describes the figures for this comparison
Table 4.8 Mean score of 2 clusters in questionnaires for teachers
4.1.1.2 Results from the questionnaire survey for students
The primary objective of the student questionnaire was to explore students' perceptions of multiple-choice tests, particularly in reading comprehension, as designed and modified by their teachers This survey utilized a 12-question format to capture their attitudes and feelings The initial three questions focused on gathering students' background information, while questions four to six assessed their attitudes towards reading comprehension and the challenges they face in learning this skill Question seven aimed to identify students' needs in reading education, and questions eight through twelve examined their views on teachers' adaptations of multiple-choice questions in English reading lessons.
Most participants in both groups have over seven years of experience learning English While they recognize the importance of English, they do not view it as essential, leading them to dedicate limited time to their studies, averaging only three lessons.
48 per week in at school) As a result, they lack learning motivation as well as other necessary knowledge
The study revealed that a significant number of students in both the control (78%) and experimental (nearly 80%) groups found reading to be a difficult and boring skill to learn Many participants expressed a lack of motivation and struggled with reading tasks due to insufficient vocabulary, motivation, and comprehension skills The teaching methods employed did not align with students' needs, contributing to their negative attitudes toward reading Additionally, most students indicated a desire for more time to review prior knowledge, enhance motivation for reading tasks, and apply learned experiences to improve their vocabulary and comprehension skills.
For question No.8 to No 12 the questions were used to check experimental students’ attitude toward teachers’ adaptation of using MCQs in English reading lessons
The result was showed in the following chart
Chart 4.1 Experimental students’ attitude toward the adaptation of using MCQs in English reading lessons
Discussion
4.2.1 The teachers’ perceptions and students’ perceptions of using multiple choice questions in teaching the English reading skill
The study investigated the impact of incorporating multiple-choice questions (MCQs) into English reading lessons Data were gathered through a pre-test and post-test conducted before and after the experimental phase.
The study revealed a notable difference in the effectiveness of multiple-choice questions (MCQs) in English reading lessons, highlighting that students who engaged with modified tests showed significant improvements in both their test scores and reading comprehension In contrast, the control group exhibited no significant changes in reading comprehension throughout the research period.
The implementation of multiple-choice questions (MCQs) in English reading lessons significantly enhanced the reading interests and learning motivation of students in the experimental group In contrast, survey results indicated that students in the control group maintained a negative attitude towards learning English reading.
These findings support the idea that the adaptations of using MCQs in English reading lessons is an effective method to increase reading comprehension
4.2.2 The effect of using adapted MCQs in reading comprehension
This study indicates that the use adapted MCQs in English reading lessons is more effective for developing reading ability among the experimental group as
In comparison to the control group that followed traditional reading lessons, the use of multiple-choice questions (MCQs) in English reading instruction significantly improved students' comprehension levels This approach facilitated meaningful learning by engaging students' prior knowledge related to the reading materials.
The adaptation of multiple-choice questions (MCQs) in English reading lessons significantly enhances teachers' abilities to help students process information and think independently Research indicates that students who engaged with MCQs adapted for reading comprehension outperformed their peers using traditional methods, completing tasks more effectively and quickly The experimental group, benefiting from their prior knowledge and the additional context provided by the adapted MCQs, demonstrated improved interpretation skills and task performance Notably, weaker students, who previously struggled with unmodified tests, showed remarkable progress and achieved higher marks when using the adapted MCQs, underscoring the importance of these adaptations in boosting reading comprehension and enabling students to better utilize their cognitive background.