INTRODUCTION
Rationale
English has long served as the global lingua franca, significantly impacting communication, science, technology, and education Its status as an official international language makes it essential for effective communication Consequently, mastering English offers individuals a competitive edge, leading to a growing number of learners eager to keep pace with societal advancements.
On September 30, 2008, the Prime Minister approved Decision No 1400/QD-TTG, which initiated the "Teaching and Learning Foreign Languages in the National Education System" project, commonly known as the foreign language project in 2020 The project's overarching goal is to enhance foreign language education across all levels of the education system, including higher education, ensuring that by 2015, human resources possess adequate foreign language proficiency, particularly in priority sectors Specifically, it mandates that graduates of non-specialized subjects achieve a minimum proficiency level of 3 according to the established foreign language skills framework.
In Vietnam, English is taught in a non-native context, limiting effective reading training opportunities Consequently, reading is regarded as a vital method for helping students comprehend and utilize current information across various fields.
English has long been a mandatory subject for Vietnamese students, yet their performance remains unsatisfactory, largely due to a lack of vocabulary To address this issue, it is essential to dedicate classroom time to enhancing English reading skills Reading in English is crucial for students, as it prepares them for future academic pursuits where they will encounter English textbooks and enables them to stay informed about their fields, current events, and social issues through newspapers and magazines.
Our school is situated in an economically challenged coastal area, where many students and their parents lack awareness of the importance of education, particularly in English Consequently, the quality of English instruction has been declining in recent years As an English teacher at the high school level, I frequently encounter challenges in helping students effectively utilize a foreign language Many students struggle with reading comprehension, often feeling insecure about their overall language proficiency To address these issues, we hypothesized that collaborative learning could enhance reading skills, prompting us to conduct a study on this approach.
In English textbooks for Vietnamese high school students, reading is prioritized as the initial skill in each unit, as it enhances knowledge and supports the development of other language skills However, the reading passages are often lengthy and complex, posing challenges for students, particularly those in remote and underprivileged areas Consequently, this complexity can lead to a lack of motivation among students to engage with reading lessons.
As an English teacher, I've observed that classroom interaction during reading lessons often lacks effectiveness, with only a few students engaging individually while others prefer working in pairs or groups This dynamic can lead to a passive learning environment where some students hesitate to share their ideas due to a lack of confidence Consequently, a significant challenge for educators is to identify effective methods to motivate students and enhance their enthusiasm for learning English To address this, it's essential to explore the factors influencing students' motivation during reading lessons and understand why many are not interested in participating.
Aims of the study
This study aims to explore the impact of collaborative learning on the reading comprehension of 12th graders and to assess students' attitudes towards collaborative reading The research focuses on two primary objectives: enhancing reading comprehension through collaborative methods and understanding student perceptions of the collaborative reading process.
- To identify whether collaborative reading could help students develop their reading comprehension
- To investigate students attitudes towards collaborative learning in reading classes
Research questions
The aims of this study are to find out the answers to the two following research questions:
1 What are students' perception of collaborative learning in EFL reading lesson?
2 Does collaborative learning help develop 12 th graders' reading comprehension? If yes, to what extent?
Methods of the study
The study aims to enhance students' collaborative reading skills for improved reading lessons through a mixed-methods approach, combining qualitative and quantitative analysis Initially, a survey and questionnaire were administered to assess students' attitudes and identify challenges in collaborative learning Based on the survey results, pre-tests and post-tests were designed to evaluate reading comprehension Subsequently, data was collected from these tests and analyzed to measure the effectiveness of the intervention.
Scope of the study
This study focuses on how collaborative work enhances the reading skills of 12th graders at Nguyen Duc Mau High School It aims to identify students' preferences and aversions regarding collaborative reading activities.
Significance of the study
This study explores the impact of collaborative learning on reading comprehension among high school students in Vietnam It aims to determine if collaborative reading enhances student motivation and improves their overall reading skills The findings are intended to benefit not only the students but also provide valuable insights for fellow educators in their teaching practices.
This study presents an innovative approach to reading for students, emphasizing collaborative reading as a means to enhance engagement in reading classes By fostering cooperation and encouraging peer feedback, students can learn valuable insights from their partners, ultimately improving their reading skills.
This study is the first of its kind at our school to explore reading skills, aiming to enhance teachers' understanding of students' perspectives and attitudes during reading lessons It aspires to offer high school educators a new approach to effectively teach reading skills.
Organization of the study
The study research includes 5 chapters
Chapter 1 is the introduction which presents the rationale, aims of the study, research questions, method of the study, the scope of the study, significant of the study and organization of the study
Chapter 2 literature review discusses the previous research that is relative to the topic Specifically, it provides the theory about reading, learning strategies, as well as collaborative learning in reading Also, this part covers surveys of articles, books and other resources relevant to a particular the study topic with description, summary, and critical evaluation of each work quoted
Chapter 3 provides a detailed description of the experiment carried out to get the results of the study First, the processes of carrying out the experiment are discussed in details such as the participants, instruments, as well as the procedures of data collection and analysis
Chapter 4 is concerned with the findings of the study These findings are based on the analysis of the data This part also gives some discussions about what has been found
Chapter 5 summarizes the main points based on the results of the study This part will also give some recommendation to develop the reading skill Further research is recommended further study based on this research.
LITERATURE REVIEW
Reading skills
Reading is an essential habit for mastering English, as it is one of the four key language skills that learners need to develop Its significance has led to a wealth of literature on reading throughout the history of language development Various approaches to the concept of reading exist, each reflecting unique perspectives on its role in language acquisition.
The term "reading" is commonly used, yet its definition varies based on individual activities and goals Consequently, no single definition can encompass all perspectives and characteristics of reading Each person's interpretation of reading is unique and reflects their personal understanding of the concept.
A well-defined understanding of reading is essential for teachers, as it plays a pivotal role in any educational program Educators must determine the focus of their reading instruction in the classroom In this context, I will present various definitions of reading sourced from multiple references on the topic.
Harmer (1999, p.153) considers reading as a mechanical process that
The eyes capture visual information, which the brain interprets for meaning This process emphasizes the interplay between the eyes and brain, highlighting that the speed of reading is determined by the reader's pace.
Sharing the same view, Smith (1978) defined “reading is understanding the author’s thought” It means that the readers “read the author’s mind not the author’s words”
Goodman (1976) describes reading as a psycholinguistic guessing game that highlights the interaction between language and thought within a sociolinguistic context Additionally, Buzan (1993) argues that conventional definitions of reading only capture aspects of the process; an accurate definition should encompass the complete spectrum of reading skills, viewing reading as a seven-part process that includes various essential steps.
• Recognition: You are concerned with the understanding of alphabetical symbols This step occurs instantly before the physical reading begins
• Assimilation: This step starts with the word than to the eye and via the optic nerve to the brain
• Intra- Integration: This step refers to the link of all parts of the information being read with all other appropriate parts
• Extra- Integration: This step requires learners to bring all of their previous knowledge to what they read, making appropriate connections, analyzing, criticizing, appreciating, selecting and rejecting
• Retention: This step requires the basic storage of information of the readers
• Recall: This process shows the ability of the readers to get back the storage when it is needed
Effective communication encompasses both written and spoken language, facilitating the immediate or eventual exchange of information It also involves a vital yet often overlooked human function: thinking, which serves as an ongoing process of integration and understanding.
Readers exhibit diverse attitudes towards reading, yet they share common characteristics, primarily focusing on the essence of the reading experience According to Abbot, Wingard, Greenwood, and McKeating (1981, p 81), this shared focus underscores the fundamental nature of reading.
Reading involves two main components: a visual task of recognizing symbols on the page, where the brain processes signals from the eyes, and a cognitive task of interpreting the visual information, ensuring that the reader comprehends the content rather than just passively looking at the text.
Deriving from those opinions, reading is considered a process in which a reader looks at and understands what has been written out
It should be considered that without comprehension, reading would be meaningless Thus, to teach reading comprehension, language teachers should be aware of what it is
Reading comprehension, as defined by Francoise Grellet (1981), involves efficiently extracting information from written texts, which requires both decoding and language comprehension Decoding refers to the ability to translate text into speech, while language comprehension involves understanding spoken language As readers engage with a text, they interpret the author's intentions and emotions through words, sentences, and paragraphs This perspective is supported by William (1984) and Nuttall (1996), who emphasize that reading is fundamentally an act of reconstruction, essential for grasping the meaning of what has been written.
In language classes, learners exhibit varying levels of reading comprehension, influenced by factors such as their prior knowledge According to Harvey and Goudvis (2000), effective comprehension involves synthesizing information from multiple sources, integrating it with existing knowledge to form a coherent understanding Readers often connect the text to personal experiences, familiar stories, or global issues, highlighting the impact of world knowledge on comprehension As noted by Harris and Hodges (1995), these connections are crucial for enhancing reading skills.
Reading comprehension is the process of deriving meaning from written communication through an interactive exchange of ideas between the reader and the text This process necessitates active engagement from the reader, who must utilize their prior knowledge and the information presented in the text to construct understanding.
According to Lee and Vanpatten (1995), comprehension involves connecting new information with existing knowledge stored in memory Readers must integrate new data from the text with what they already know, allowing it to enrich their understanding and become part of their knowledge base.
In conclusion, reading comprehension lacks a universal definition, as different authors interpret and define it through their unique perspectives Despite these variations, a common characteristic emerges: reading comprehension necessitates active engagement from the reader This engagement involves leveraging the reader's prior knowledge alongside the information presented in the text to construct meaningful understanding.
2.1.3 Overview of reading process models
Reading is a multifaceted process that involves the interplay between the reader and the text Methodologists have engaged in extensive discussions regarding this interaction Nuttall (2005) identifies three key approaches to the reading process: the bottom-up approach, the top-down approach, and the combined interaction of both methods.
The bottom-up reading model emphasizes the importance of written text, asserting that reading is a process driven by text, progressing from parts to the whole According to Gough (1972), this phonics-based model illustrates that reading involves a sequential process: graphemic information is first processed visually, transforming letters into phonemic representations, which are then converted into words Subsequently, these words are integrated into the reader's knowledge system, facilitating the assimilation of meaning This transformation occurs through a series of higher-level encodings, with a strictly bottom-up flow of information, where lower-level processes are not influenced by higher-level ones Many researchers support Gough's perspective, highlighting that the bottom-up model focuses primarily on recognizing individual letters, phonemes, and words.
Collaborative learning approach
Collaborative learning can be effectively integrated into a typical 45-minute class through various methods, ranging from long-term projects that require extensive preparation to simpler approaches like encouraging students to discuss questions with their peers during lectures As noted by Smith and MacGregor (1992), while traditional lecturing may still occur, it coexists with dynamic processes that foster student discussion and engagement with the material Ultimately, the objective is to transition from a teacher-centered to a student-centered learning model, enhancing the overall educational experience.
2.2.1 The definition of collaborative learning
Collaborative learning is not a new phenomenon It has been discussed among experts, practitioners, and decision-makers in language education
Collaborative learning offers ways to organize group work to enhance learning and increase academic achievement
Collaborative learning, as noted by Barbara Gross Davis (1993), encompasses various terms including cooperative learning, collective learning, learning communities, peer teaching, and study groups Each of these terms highlights different aspects of this educational approach, emphasizing the importance of teamwork and shared knowledge in the learning process.
Collaborative learning lacks a universally accepted definition, unlike reading, but scholars identify key elements and principles that enhance achievement and socialization Carolyn Kessler (1992) offers a definition in her work, "Cooperative Language Learning: A Teacher's Resource Book," emphasizing the importance of these characteristics in fostering effective collaborative learning experiences.
Collaborative learning is a structured group activity that fosters learning through the social exchange of information among participants In this approach, each learner is responsible for their own educational progress while also being encouraged to support the learning of their peers.
David Nunan (1992, p.33) defines Collaborative Learning as a language model that fosters a classroom environment conducive to meeting learners' needs This approach not only enhances academic achievement but also promotes the development of social and learning skills among students.
Collaborative learning, as explained by Diane-Larsen Freeman (2000, p.164), emphasizes the importance of students learning from one another The uniqueness of this approach lies not in the group setup but in the interaction between students and teachers Educators play a crucial role by guiding students on how to learn effectively, particularly by teaching collaborative reading skills that enable teamwork.
Collaborative learning is defined in various ways across the literature, yet it consistently highlights the importance of group work as a means to enhance learning outcomes and boost academic achievement.
Collaborative learning is an educational approach where groups of learners work together to solve problems, complete tasks, or create products This method fosters teamwork and enhances the learning experience by encouraging interaction and cooperation among students.
Collaborative learning, as noted by Gerlach (1994), emphasizes that learning is inherently a social process where participants engage in dialogue with one another This interaction is crucial, as it facilitates the learning experience through conversation.
There are many approaches to collaborative learning A set of assumptions about the learning process Smith and MacGregor (1992) underlies them all:
(i) Learning is an active process whereby students assimilate the information and relate this new knowledge to a framework of prior knowledge
Effective learning involves facing challenges that encourage active engagement with peers, enabling learners to process and synthesize information rather than merely memorizing and repeating it.
(iii) Learners benefit when exposed to diverse viewpoints from people with varied backgrounds
(iv).Learning flourishes in a social environment where the conversation between learners takes place During this intellectual gymnastics, the learner creates a framework and meaning to the discourse
In a collaborative learning environment, learners face social and emotional challenges as they engage with diverse perspectives and defend their ideas This process fosters the development of unique conceptual frameworks, moving beyond reliance on experts or texts By conversing with peers, presenting and defending their viewpoints, and questioning various beliefs, learners become actively engaged in their education.
Collaborative learning is an educational approach that highlights the significance of small group activities to enhance students' social skills, boost motivation, and improve academic performance This method involves students working together in teams to achieve a shared goal, fostering an environment where they can engage in discussions, present and defend their ideas, and exchange diverse perspectives and questions By actively participating in this interactive learning process, students develop essential skills and deepen their understanding of the subject matter.
2.2.2 The principles of collaborative learning
According to Johnson et al (1991), there are some basic principles that should be noticed for successful collaborative learning as follows:
Team members are obliged to rely on one another to achieve the goal If any team members fail to do their part, everyone suffers a consequence
All students in a group are held accountable for doing their share of the work and for mastery all of the materials to be learned
2.2.2.3 Face-to-face promotive interaction
Effective group work involves both individual contributions and interactive collaboration, where members offer feedback, challenge each other's conclusions, and most importantly, support and motivate one another in the learning process.
2.2.2.4 Appropriate use of collaborative skills
Students are encouraged and helped to develop and practice trust- building, leadership, decision, communication, and management skills
Team members set group goals, periodically assess what they are doing well as a team, and identify changes they will make to function more effectively in the future
Meanwhile, the principles of collaborative learning as Teresa Walter
(2004, p.102) quoted from Mary Mayers (2004, p.102) as below:
(i) Collaborative tasks are structured so that no individual can complete the learning task alone
(ii) Positive interdependence is fostered and developed Students are evaluated individually and as a group
Students collaborate in various team structures, which can be categorized into three types: interest groups, random selections, and heterogeneous teams The choice of team configuration is influenced by the task's complexity, duration, and objectives This approach provides students with diverse opportunities to engage in different group dynamics.
(iv) Students learn both social and language skills necessary for cooperation at the same time as they learn content/ concept
Collaborative learning focuses on group work, where a small group of students comes together to share ideas and information in order to complete a task effectively.
Relevant studies
I know some researchers have researched on collaborative learning and improving reading comprehension
Abdullah Keshararzi, an assistant professor in the English Department at Firoozabad Branch, Islamic Azad University in Iran, conducted research on the impact of collaborative learning on students' reading comprehension and reading anxiety His study employed a technique model where pre-university students engaged in collaborative work and learning within an experimental group.
Dr Judi Morillon's research on "Collaborative Strategies for Teaching Reading Comprehension" highlights the positive impact of collaboration between classroom teachers and teacher-librarians on enhancing students' reading comprehension As an assistant professor at Texas Women's University in Denton, she teaches school librarianship, emphasizing the role of librarians as instructional partners With 13 years of experience as a school librarian, Morillon has worked closely with classroom teachers and specialists to effectively integrate literature, information literacy, and technology into the curriculum.
RESEARCH METHODOLOGY
The setting of the study
Nguyen Duc Mau High School, previously known as Quynh Luu 6 High School, has been developing for 20 years Despite having studied English in secondary school, many students struggle with the language, facing significant challenges in their high school English education.
Many students exhibit a lack of interest in learning English, often opting not to select it as a core subject, which hinders their motivation to study the language Additionally, the large class sizes, typically ranging from 35 to 40 students, pose a significant challenge to developing effective language reading skills.
The school employs nine English teachers aged 29 to 42, with diverse educational backgrounds from Da Nang University, Hue University, and Vinh University Each teacher has a minimum of five years of teaching experience, and one has completed an M.A degree Most have participated in training courses to enhance their teaching skills Characterized by their youth and energy, these teachers are highly motivated and dedicated to language instruction, eager to share their enthusiasm with students.
The study involves two groups of students from classes 12C4 and 12C8 at Nguyen Duc Mau High School in Nghe An Province Despite having learned English since primary school, many students struggle with language proficiency and have limited knowledge of the language Their focus is predominantly on subjects like Mathematics, Physics, and Chemistry, which are prioritized for entrance examinations to their desired universities.
The students who were chosen for research are all student at Nguyen Duc Mau school, at the age of 16, and have similarities in quantity, sex, and religion
The students' result of the two classes in term1 before conducting the tests is: Class 12C4: >8.0 : 13 (33,33%) Class 12C8 > 8.0 : 1(2,38%)
Class Quantity Sex Age Years of learning English
Materials
The main material used for this study is the textbook English Tieng Anh
The textbook "Tieng Anh 12" is structured into sixteen units, each comprising five lessons that emphasize reading, speaking, listening, and writing skills, along with a specific language focus Its primary objective is to equip students with the essential language skills necessary for their academic pursuits.
This book offers a comprehensive range of reading tasks covering various topics, aimed at enhancing students' understanding of essential grammatical and lexical elements The curriculum includes sixteen diverse subjects such as Homelife, Cultural Diversity, Socializing, Education Systems, Future Careers, Literature, Water Sports, the 22nd SEA Games, International Organizations, and Women's Roles in Society Each reading task incorporates three activities: pre-reading, while-reading, and post-reading, presented in multiple formats including question-answer, multiple-choice, true/false statements, and word definitions.
Instrumentations
This experimental research utilized a mixed-methods approach, incorporating both quantitative and qualitative studies along with a survey Data collection involved the use of a questionnaire, complemented by pre-test and post-test assessments The collected results were analyzed using SPSS software to determine key statistical features such as mean, standard deviation, and variance, which are essential for thorough data analysis.
The questionnaire includes seven questions that assess collaborative reading and reading comprehension skills Both the pre-test and post-test are derived from the "Textbook Tieng Anh 12," which is sourced from the Ministry of Education and Training.
The study, conducted from February to May 2019 over eight weeks, revealed that students faced significant challenges in reading lessons due to a lack of confidence in their answers The lengthy textbook tasks, filled with unfamiliar vocabulary and complex grammar structures, further hindered their learning Additionally, the topics often lacked appeal, failing to engage students effectively To address these issues, I selected specific lessons to implement a collaborative learning approach, with a detailed timetable established for both classes during the second term.
To get the aims above, the questionnaire was designed with 7 questions which focused on the following main aspects that the researcher to investigate:
• Question 1 was designed to examine if collaborative reading were used regularly by students in their reading lessons
• Question 2 aimed at finding out the students’attitude toward collaborative learning
• Questions 3 and 4 worked out students’self -assessment on the importance and the role of collaborative learning
• Questions 5, and 6 clarified students’awareness of improvement in some aspects of collaborative learning
• Question 7 brought about some difficulties encountered by students when having a reading lesson with collaborative learning.
Procedure
The research was conducted through the following steps:
▪ Step 1: First the researcher gave two classes a reading pretest
In the second step of the study, the researcher conducted eight weeks of reading lessons, where Group A, the experimental group, engaged in collaborative reading techniques, while Group B, the control group, received instruction through a different method outlined in the treatment section.
In Step 3, the experimental group engaged in collaborative reading to explore their views on incorporating a pre-test into their reading lessons Subsequently, all participants from both groups completed a post-test equivalent to the pre-test, aimed at assessing the impact of collaborative learning on reading instruction.
▪ Step 4: The results from two tests were analyzed to find out the answers for the research questions
Both groups receive the usual training based on the syllabus and procedures provided by the English teachers
In the reading lesson for the control group, students were encouraged to use dictionaries to discover the meanings of unfamiliar words, while the teacher provided assistance for quick comprehension when requested Pre-teaching methods for new vocabulary were implemented throughout the lesson After students had nearly translated the reading text for better understanding, the teacher instructed them to complete the reading tasks individually.
In the experimental group, students were introduced to collaborative learning strategies in reading, which helped them understand the concept and its benefits for completing various reading tasks Although they had previously learned linguistic clues, this marked their first exposure to applying this knowledge through collaborative methods By providing a comprehensive overview of collaborative learning, students found reading more accessible and expressed greater interest in utilizing teamwork and group work strategies in their lessons.
At Nguyen Duc Mau High School, teachers are required to adhere strictly to the course schedule, leaving limited time for in-depth instruction on collaborative learning To address this, the researcher incorporated collaborative learning training into each reading lesson, allowing students to apply different collaborative strategies tailored to the specific reading material.
3.4.3 Reading tasks in textbook Tieng Anh 12 selected for this study
The Tieng Anh 12 textbook, developed by the Ministry of Education and Training, has been in official use since the 2006-2007 school year This educational resource is designed using a theme-task and task-based approach, promoting effective language learning.
It contains 16 units within 105 periods in 2 terms Each teaching unit used to consist 45 minute periods for basic stream: Reading, Speaking, Listening, Writing and Language focus
Reading skills are often developed over a specific period, but students frequently struggle to complete reading assignments within class time, leading to lower grades To cope with this challenge, some students resort to copying answers from reference books to appease their teachers.
In an eight-week study conducted during the second semester of the 2018-2019 academic year, the experimental group focused on collaborative learning techniques while covering four specific units: unit 12, unit 13, unit 14, and unit 15, aimed at enhancing reading skills.
- Give out the text instruction
- Teaching about collaborative learning and using collaborative learning in reading, applying in common reading tasks
- Give out text instruction and common reading tasks
- Show a video about sports in the water
Provide with unknown words by using “context clues- example” by illustrating the word, explaining by synonym /antonym
- Use dictionary to find the meaning of the words
- Ask the teacher to translate the difficult phrases
- Break Ss into groups of 4 or 5
- Tell Ss to discuss the different meanings of whistling and hand-clapping in Vietnamese culture
Reading Unit 13: The 22 nd SeaGames
- Guessing unknown words by using “context clues- antonyms”,
“context clues- synonym”, mining, explanation
- Common discourse markers (Students work in groups of 4 or 5)
+ Hang on a chart with the things(poster)
+ Tell Ss they are going to indicate if the above things are very useful during an interview and give the reason why
+ Ask Ss to write their ideas
- Using dictionary to find the meaning of the words
- Asking the teacher to translate the difficult phrases
▪ Post-reading on the posters and stick them on the board
+ Invite the representatives from some of the groups to speak out their ideas
- Guessing the meaning of the words by synonym, explanation, using pictures or action
- Matching the words with their definition
- Ask each group to make a comparison between water polo and football, using the
- Using the dictionary to find the meaning of the words
- Asking the teacher to translate difficult phrases
+ Places to play + Number of players + The main rules + Length of time
Reading Unit 15: Women in Society
- Using pictures of women in the past and pictures of women in modern life to indicate the women's roles
- Provide students with unknown words by using explanation, examples in context
- Matching the paragraphs to the main ideas
▪ Post-reading (Ss work in groups)
- Deliver posters to the Ss
- Using the dictionary to find the meaning of the words
- Asking the teacher to translate the difficult phrases
- Talk about the typical life of a Vietnamese woman
The survey on the use of collaborative reading