Rationale
Reading is a crucial skill in English that offers numerous benefits, serving as a gateway to knowledge and information through various sources like books, magazines, and newspapers It enhances vocabulary and comprehension, making it essential for foreign language students who view it as a key component of their learning and social interaction Furthermore, reading is a vital communication tool in society, reflecting the social background of its time, while the evolution of reading throughout history has led to diverse perspectives and interpretations.
In Vietnam, particularly at Haiphong Private University (HPU), reading plays a crucial role in the teaching and learning of English as a foreign language Given that HPU, like many other universities in Vietnam, operates in a non-native environment, reading is viewed not only as a tool for acquiring knowledge but also as a vital component for facilitating further academic study.
Traditionally, reading is a passive activity, but in fact, it should be active
As Block (1992: 319-343) indicates, "reading is such a hidden process that it is often unnoticed in the language classroom Teachers often believe that reading classes should be teacher-centered."
According to Bedir (1998), when teachers rely on rote learning, students are often left to address comprehension challenges independently Therefore, educators should prioritize not only language development but also the practice of effective reading strategies.
According to Rivas (1999: 12-21), language issues are a primary cause of reading difficulties for intermediate EFL learners Therefore, it is essential to address both reading skills and language challenges to enhance comprehension.
Reading in a foreign language is closely tied to thinking in that language; to read effectively in English, one must think in English Translating from another language often leads to comprehension difficulties, as noted by Bedir (1998), who emphasizes that this process is time-consuming and typically results in incomplete understanding It's essential for learners to not only grasp vocabulary and grammar but also to create logical connections between ideas and information, utilizing their existing knowledge to draw conclusions.
Haiphong Private University EFL students are less exposed to training in reading skills The students do not know how to activate their schemata Thus, they encounter difficulties in comprehension
Many students struggle with reading comprehension in English, often resulting in poor exam scores Research indicates that these students express frustration over their performance, largely due to a lack of strategies for tackling English texts Emphasizing essential reading skills, such as identifying the main idea and using contextual clues during training, could enhance their comprehension abilities Numerous studies, including those by Alderson (2000) and Mikulecky and Jeffries (2004), highlight that a reader's prior knowledge significantly influences understanding Furthermore, many students mistakenly attribute their reading difficulties to the English language itself or their perceived lack of ability, rather than recognizing the need for improved reading strategies.
Nonetheless, in my opinion, the problem is about their approach to a text
If the students understand how the information is presented in English texts and are aware of the cognitive processes, they will be better at comprehension
At HPU, students aspiring to become interpreters, translators, or educators face significant challenges in reading English materials effectively Despite the dedication of both teachers and students, many learners report difficulties in comprehending English textbooks, which leads to inefficient reading practices Acquiring strong reading skills in English is crucial for these future professionals to collaborate successfully with their English-speaking peers.
First-year English students at HPU often struggle with reading comprehension despite years of study due to limited vocabulary, grammar skills, and inadequate background knowledge Teachers face challenges in addressing these learning demands alongside new materials, while teaching methods remain below international standards Identifying the root causes of these difficulties is essential, leading to a study aimed at uncovering the main challenges faced by first-year English majors and proposing effective solutions This research aspires to enhance English learning and reading skills among students, while also offering valuable suggestions for teachers to improve their instructional practices at HPU.
Aim of the study
This study aims to identify the primary challenges faced by first-year English majors at Haiphong Private University in developing their reading skills Additionally, it seeks to provide effective solutions to help students overcome these difficulties.
4 to deal with their reading difficulties To achieve these purposes, the study will focus on the following research questions:
What are the causes of difficulties in reading skill experienced by first- year English majors at HPU?
What are possible solutions to students’ reading difficulties?
Methods of the study
The study was carried out on the basis of quantitative research methods in which questionnaire was chosen as the main tool
Questionnaires were created to enhance the objectivity of the researcher's evaluation Administered to first-year students at HPU, these questionnaires aimed to identify the challenges they face in reading skills and to gather suggested solutions to address these difficulties.
The survey conducted among first-year English major students at HPU focused on analyzing reading activities, with all comments, recommendations, and conclusions derived from the data analysis.
Scope of the study
To enhance the reading skills of first-year English majors at HPU, educators can implement diverse techniques and strategies While this study does not encompass all facets of reading proficiency, it primarily addresses the challenges students face in reading and offers practical solutions to foster effective reading abilities.
Design of the study
The study is composed of three main parts:
Part A is the introduction which consists of rationale, the aims, scope, methods, and design of the study
Part B is the development- the core of this paper which is divided into three chapters :
Chapter one is literature review which provides an overview of reading, difficulties in learning reading skill and factors affecting reading difficulties
Chapter two shows detailed explanation of the methodology
Chapter three explores the challenges faced by first-year English majors at HPU in developing their reading skills It identifies key factors contributing to these difficulties and offers practical solutions to enhance reading proficiency Additionally, the chapter discusses the implications for teaching and learning strategies aimed at improving reading skills within the HPU curriculum.
Part C is the conclusion which summarizes what was given in previous chapters and limitations of the study as well as recommendations for further study
LITERATURE REVIEW
An overview of reading
Encouraging students to read English texts is essential for teachers, as it supports their career goals, academic pursuits, and personal enjoyment Facilitating reading experiences not only enhances language acquisition but also improves vocabulary, spelling, and writing skills Furthermore, reading provides valuable models for effective English writing, making it a crucial component of language education.
However, The student also feels complication learning to read as Козак indicates:
" Reading is a complex activity that involves both perception and thought
Reading involves two interconnected processes: word recognition and comprehension Word recognition is the ability to understand how written symbols relate to spoken language, while comprehension is the skill of interpreting and making sense of words, sentences, and cohesive text.
Reading is defined in various ways, with traditional views focusing on the printed text, while cognitive perspectives emphasize the importance of background knowledge in the reading process The cognitive view is considered more reliable, as it places the reader at the center of the reading experience, highlighting the interaction between the reader's understanding and the text.
Reading is a multifaceted process involving word recognition, comprehension, fluency, and motivation Learn how readers integrate these facets to make meaning from print
To - making meaning from print, we have to:
Identify the words in print – a process called word recognition
Construct an understanding from them – a process called comprehension
Coordinate identifying words and making meaning so that reading is automatic and accurate – an achievement called fluency
According to Nunan (1991), reading is fundamentally the process of decoding written symbols into their spoken forms in order to understand the text.
An effective reader comprehends both the explicit meaning of a text and its deeper implications, drawing on personal experiences, extensive reading, and insights gained from others to enhance their understanding.
Proficient readers engage in a complex reading process, actively contributing to the text while extracting meaning They utilize their prior knowledge and experiences to interpret the content, constantly making predictions about what will happen next This ongoing interaction with the text, informed by their understanding of both literature and the world, enables them to comprehend and derive significance from their reading (Rohit Valand, 2010).
In conclusion, the varying definitions of reading by different linguists highlight its subjective nature I believe that listening, speaking, reading, and writing are essential skills for mastering a foreign language, with reading being particularly crucial for language acquisition.
8 skill for a language acquisition because it has positive effects on vocabulary knowledge, spelling as well as the learners’ writings
Reading is an interactive and dynamic process where the reader decodes the writer's message by integrating information from the text with their own knowledge This interaction occurs before, during, and after reading, facilitating meaning construction According to Dubin (1982:125), reading is a complex skill encompassing various psychological, physical, and social elements.
Reading is often regarded as the most challenging language skill, as it requires the integration of various cognitive, metacognitive, linguistic, and sociolinguistic elements This intricate process involves multiple sub-skills working in harmony to successfully accomplish the reading task.
Reading is an active process that demands mental engagement and experiential input from the learner to fully grasp the written message This underscores the significance of reading comprehension, making reading a vital activity in any language class It serves not only as a source of information and enjoyment but also as a crucial method for consolidating and expanding one’s language knowledge.
1.1.2 The importance of reading skill
Reading skills are crucial for a student's academic success, enabling them to engage with the full curriculum and enhance their communication abilities For first-year English majors at HPU, reading offers a unique opportunity to explore new worlds, especially in a non-native environment It serves not only as a tool for acquiring knowledge but also as a foundation for further study Effective reading involves listening, comprehension, and deciphering written text, all of which are fostered through engaging discussions with teachers.
Students are exposed to a diverse vocabulary, which enhances their understanding and listening skills essential for reading Grasping the teacher's perspective and discussion is crucial, even if they don't comprehend every word This exposure allows them to hear and practice new sounds, words, and phrases, fostering their desire to engage with English written materials and collaborate with English-speaking peers.
Why is reading so important?
Research indicates that reading for pleasure significantly enhances students' academic performance Daily enjoyment in reading leads to higher scores in reading assessments, a richer vocabulary, greater general knowledge, and a deeper appreciation of diverse cultures.
In fact, reading for pleasure is more likely to determine whether a student does well at school than their social or economic background
In this section, according to Hafiz and Tudor (1989: 5), reading skill can be divided into two main types, namely, intensive and extensive reading
Intensive reading activities focus on short texts that illustrate specific elements of the lexical, syntactic, or discoursal systems of a second language (L2) and facilitate targeted reading strategy practice In contrast, extensive reading aims to immerse learners in large volumes of L2 input, typically without specific tasks, allowing for a more natural acquisition of language skills.
Students must understand the purpose and goals of reading specific texts, as this awareness is crucial for effective learning Both teachers and learners should recognize that the purpose of reading directly correlates with various reading skills By applying the right reading skills, students can achieve their objectives more quickly and efficiently.
So in this study, I relied on Maija MacLeod's analysis, the governor of the University of Calgary to make the types of reading more explicit He analyzed that:
Difficulties in learning the reading skill
Understanding the breakdown in the reading process is crucial for addressing reading difficulties Experts like Ann Logsdon (2018) highlight that issues can arise in various areas of reading, but decoding, comprehension, and retention are often the core challenges that contribute to reading problems.
Decoding is an essential reading skill that involves segmenting sounds in words and blending them together It necessitates a strong understanding of letter-sound relationships and the ability to apply this knowledge to accurately identify written words and derive meaning from them.
Proficient decoders can distinguish the sounds "buh," "aah," and "guh" in the word "bag." However, students with reading difficulties, particularly those facing decoding challenges, may struggle to differentiate these phonemes, rendering "buh," "aah," and "guh" meaningless in the context of the word "bag" on the page.
Trouble sounding out words and recognizing words out of context
Confusion between letters and the sounds they represent
Slow oral reading rate (reading word-by-word)
Decoding is a crucial skill for reading, enabling students to recognize words they have heard but not seen in print and to sound out unfamiliar words This foundational ability supports all aspects of reading instruction, including fluency, vocabulary development, and reading comprehension.
Retention of information involves both decoding and understanding written content, which depends on advanced cognitive skills like memory and the ability to organize and recall related concepts As students advance through their education, the expectation for them to retain an increasing amount of reading material also rises.
From first-year students, reading to learn is central to classroom work For English majors at HPU it is an essential task
Trouble remembering or summarizing what is read
Difficulty connecting what is read to prior knowledge
Difficulty applying content of a text to personal experiences
Research indicates that English as a Foreign Language (EFL) learners encounter significant challenges in reading comprehension, primarily due to difficulties with vocabulary This issue is widespread among students across the country, particularly affecting first-year students at HPU Various factors contribute to these challenges, including confusion between words with similar phonetic sounds, such as "boss" and "bus," or "cut" and "cat." Additionally, morphological similarities, like those found in the words "receptive" and "deceptive," further complicate comprehension for learners.
One important category is represented; the idioms and proverbs which seem to be distinct from the learner’s culture so that, we are going to translate a given
16 proverb word by word, thus, we cannot obtain the real meaning but just the literary one
For example the proverb: “he kicked the bucket” which means “he died”
Learners often translate words individually, which hinders their understanding of proverbs Effective comprehension depends on decoding skills; students who struggle with decoding face challenges in understanding and retaining what they read Their focus on deciphering individual words can be so taxing that it leaves them with little energy for overall comprehension.
Confusion about the meaning of words and sentences
Inability to connect ideas in a passage
Omission of, or glossing over detail
Difficulty distinguishing significant information from minor details
Lack of concentration during reading
Insufficient vocabulary significantly hinders reading comprehension, as lexis plays a crucial role in successful reading (Farshad Farzami, 2016:10) A learner with a rich vocabulary can understand texts more easily, and this proficiency is often developed through habitual reading Regular reading not only exposes learners to new words but also enhances their overall vocabulary knowledge, making the reading process smoother and more effective.
Factors affecting reading difficulties
Reading difficulties, particularly those related to poor decoding skills often associated with dyslexia, have been a longstanding area of study Extensive literature exists on the causes, consequences, and remediation strategies for these challenges faced by students.
Dyslexia is a specific learning disability that is neurobiological in origin It is characterized by difficulties with accurate and/or fluent word recognition and by
Poor spelling and decoding abilities often stem from a deficit in the phonological component of language, which can be surprising given an individual's other cognitive strengths and the quality of classroom instruction they receive These difficulties can lead to secondary issues such as challenges in reading comprehension and a diminished reading experience, ultimately hindering the development of vocabulary and background knowledge.
In this regard, David Morgan (2017) gives the 9 factors affecting reading difficulties:
Guessing short words and poor spelling
Many children we assist rely on sight-reading rather than decoding words, resulting in frequent mistakes with simple, short words due to their interchangeable nature.
Struggling to decode long words
Learning to read through decoding requires the ability to retain complex information in short-term auditory memory This process involves identifying phonemes in a word, blending them together, and retaining the word while seeking its meaning As you progress, you must remember each word as you construct sentences, continuously managing a series of words in your memory.
So, all this stuff is shooting around in your temporary storage areas of the brain
If your capacity for short-term memory gets overloaded, then you will lose part of what you are trying to remember and the reading process will fail
Skipping words and whole lines of text
When reading, your eyes perform rapid movements called saccades, which allow you to focus on words and phrases This intricate muscle movement is among the most complex in the body Difficulty reading lines of text, despite being able to read individual words, may indicate issues with eye tracking Additionally, if the eyes struggle to converge and focus on each word comfortably, it can significantly hinder the reading experience.
Auditory processing weakness, also known as auditory processing deficit, is a prevalent factor contributing to reading difficulties in first-year students This condition can severely hinder a student's ability to learn to read, as it complicates the task of distinguishing sounds in words Consequently, applying phonics becomes challenging, further impacting their reading skills.
Stress is a prevalent topic today, making it challenging to understand its true nature The body responds to fear and excitement through distinct reactions that are essential for survival in threatening situations.
Historically, fear and excitement were often associated with threats, such as encounters with rival tribes or large predators in the wilderness In those critical moments, survival hinged on one's response, which typically fell into three categories: fight, flight, or freeze to remain undetected Our stress response mechanisms are inherently designed to facilitate one of these reactions.
In stressful situations, the brain shifts control from the frontal cortex, responsible for higher thinking, to the more primitive brain stem, resulting in heightened emotions and diminished clarity of thought This response often leads to instinctive reactions like fleeing, aggression, or freezing, which can be advantageous in life-threatening scenarios However, in today's world, various modern stressors can trigger similar reactions, making the body's natural responses less effective in managing stress.
Reading is a complex cognitive process, and stress can significantly hinder the learning experience It's common for stress levels to escalate when assisting someone who is struggling with reading, affecting not just the learner but also those providing support.
So it is very easy to get into a negative spiral of failure… leading to stress… leading to cerebral shutdown… leading to more failure and eventually crisis In
19 fact, the conventional experience of learning to read for many student is an inevitable series of public failures as the learner stumbles over words that cannot be read
Some students excel at decoding words but struggle to achieve fluency This challenge arises because they rely on their general visual memory to map letter patterns to sounds, rather than utilizing the specialized "letterbox" cortex that proficient readers typically engage.
Words “moving around on the page”
To read effectively, it is essential for your eyes to function at their best, making a comprehensive eye examination with a qualified optician the first crucial step Additionally, be aware of a specific syndrome that some opticians may overlook, which involves heightened sensitivity to the contrast between pure black text and a white background.
The eye functions as an extension of the brain, primarily focused on detecting shapes and their edges Each retina contains approximately 100 million rods and cones, while the optic nerve comprises only about 1 million neurons This disparity highlights the eye's ability to aggregate signals from rods and cones, making it highly sensitive to variations in light intensity.
Poor focus while trying to read
Attention Deficit can significantly hinder the process of learning to read, as mastering this skill requires consistent practice and focus While numerous strategies exist to assist students with attention challenges, the most effective approach is to engage their interest in reading and maintain short, manageable sessions.
Reading involves various skills, including recognizing letters and words, as well as comprehending meaning at the phrase, sentence, and paragraph levels Beginner readers often face challenges when they encounter unfamiliar vocabulary, which can hinder their understanding.
METHODOLOGY
Participants
The study's population comprised 30 first-year students from NA2201, NA2201T, and NA2201N at HPU, aged between 18 and 23 years These participants hail from various regions across Vietnam.
Students have been studying English as a school subject for over 12 years, from Primary to High School, but their time is divided among various subjects As a result, they often lack sufficient focus on mastering English, leading to most students achieving only basic proficiency at the elementary and pre-intermediate levels In English classes, they can use English as a foreign language to communicate with their teachers and peers.
The current syllabus for English instruction at the pre-intermediate level consists of 40.5 periods per semester, with classes held three times a week, each lasting 50 minutes The focus of the curriculum is on "EFFECTIVE READING."
After this survey is completed, we will have a better understanding about the causes of difficulties in reading skill experienced by first-year English majors.
Instrument
The study utilized a questionnaire as the primary instrument for data collection in quantitative form, as it effectively summarizes, analyzes, and reports the gathered information This method allows for a consistent approach, enabling all participants to respond to the same questions and facilitating the identification of challenges in reading skills.
A questionnaire is an effective data-gathering tool specifically designed to collect targeted information It surpasses other instruments in data collection by ensuring that all respondents answer the same questions in a uniform manner.
Questionnaires are a widely used tool for data collection, as they allow researchers to pose a series of questions to informants According to Dornyei (2007), their popularity stems from their ease of construction, versatility, and ability to efficiently gather substantial information in an accessible format.
This study utilizes a questionnaire featuring 10 questions that explore two key factors influencing students' reading difficulties: individual and contextual factors Questions 1 to 6 focus on identifying individual factors, while questions 7 to 10 investigate contextual factors contributing to these challenges To ensure clarity and comprehension, the questionnaire is provided in both English and Vietnamese, accommodating first-year English students who may have limited English proficiency.
Data collection procedure
Step 1: Distribute the questionnaire to students
To gather data for the study, a questionnaire was distributed to 30 students during their recess Participants were allotted 10 minutes to complete personal information in the first section and to answer ten multiple-choice questions in the second section All responses were kept confidential to ensure accurate data analysis.
Data were processed by using the descriptive statistics so as to find out the percentage of each factor leading to students’ difficulties in reading skill
Step 3: Suggest possible solutions to students’ problems
The research findings offer valuable pedagogical insights for educators, particularly those teaching reading, to enhance their students' reading skills effectively By implementing these strategies, teachers can better support their students in developing strong reading abilities.
FINDINGS AND DISCUSSION
Causes of reading difficulties experienced by first-year English majors at
The pie chart illustrates the varying levels of English reading proficiency among first-year students in classes NA1601, NA2201T, and NA2201N A mere 10% of students rated their skills as intermediate, with only 3% at the upper-intermediate and advanced levels This indicates that the majority of students, having only recently been introduced to basic English, are primarily at the elementary or pre-intermediate levels Consequently, their limited reading competency significantly contributes to the challenges they face in developing their reading skills.
Compared to other students in your class, what do you think of your English READING proficiency?
Elementary Pre-intermediate Intermediate Upper-intermediate Advanced
The bar chart indicates that students generally dedicate minimal time to daily reading practice, with the majority spending only 30 minutes on this activity A mere 13.33% of students allocate an hour or more to studying reading, highlighting a significant lack of engagement This insufficient time investment in reading can greatly hinder students' reading skills and overall efficiency.
Time spend on studying reading daily
How much time do you spend on studying reading daily?
30 minutes a day An hour a day Two hours a day Other
A consistent practice of learning new vocabulary and completing reading homework is beneficial for enhancing reading skills, as shown in the bar chart detailing student habits Only 3.33% of students consistently engaged in these activities, while 60% reported doing so occasionally Additionally, 13.33% of students never participated in these tasks, and 10% and 13.33% indicated that they usually or rarely completed the work, respectively.
Limited vocabulary is a significant barrier to reading comprehension in English, making it difficult for learners to grasp the content of texts Furthermore, a lack of motivation among learners can exacerbate their reading difficulties, leading to poorer skills overall.
Always Usually Sometimes Hardly ever Never
Are you in a habit of learning new words & completing reading homework assignments after each reading lesson in class?
A significant 67% of students reported feeling hesitant to communicate with native speakers, primarily due to fears of inadequate vocabulary and pronunciation This lack of confidence often leads to feelings of awkwardness and shyness when interacting with foreigners, which can result in misunderstandings Consequently, this insecurity in their communication skills poses a challenge for students, affecting their overall reading proficiency.
Do you feel confident when communicating with foreigners with your current vocabulary?
The chart illustrates students' use of reading strategies for class and home assignments, revealing that only 6.67% of students consistently apply these strategies, while an equal percentage never uses them Additionally, 56.67% of students report occasionally employing reading strategies, while 10% and 20% indicate they usually and rarely apply them, respectively.
Students who are sometimes, hardly ever or never not interested in applying reading strategies, often cope with a lot of problems during the reading English text such as:
Read and try to translate word by word, only interested for vocabulary without having a deep understanding of the reading text
Pay attention to small details leading to ignoring main ideas in the reading
Psychology of fear: long readings and a lot of new words
This leads to a situation of feeling bored during the process of reading comprehension causing passive-aggressive psychology as well as difficulty in absorbing information in the reading text
Always Usually Sometimes Hardly ever Never
Do you apply reading strategies to deal with reading texts given in class and at home?
A significant observation reveals that only 10% of students consistently read English materials, while 26.67% do so regularly The majority, comprising 50% of students, engage in reading English materials occasionally Additionally, a small percentage, 6.67%, rarely or never read such materials.
Students lacking a reading habit in English, whether through materials, internet news, stories, or comics, face limitations in vocabulary and language structures due to the lack of exposure Regular reading helps reinforce word retention through repetition and visual associations, enhancing their understanding of new vocabulary Unfortunately, first-year English majors at HPU often underestimate the significance of diverse reading materials, resulting in a low frequency of reading This neglect contributes to their struggles with reading skills, highlighting the need for greater emphasis on reading in their academic journey.
Always Usually Sometimes Hardly ever Never
Do you often read a variety of English reading materials such as Internet news, printed newspapers, English storybooks and comics, etc to improve your reading skill?
A recent survey revealed that a significant percentage of students are self-aware of their English learning, with nearly half practicing the language through various methods However, many students remain unaware of the most suitable learning strategies for their needs After a long day at school, students often seek entertainment through foreign TV shows, movies, cartoons, the internet, or English music Despite having access to diverse resources that could enhance their reading skills, they primarily use these tools for entertainment rather than educational purposes, rendering them ineffective for improving their overall study and reading proficiency.
Always Usually Sometimes Hardly ever Never
Do you have a good exposure to English in school as well as out- of- school English class via various sources such as foreign TV programs, movies, cartoons, the internet,
English music or interacting with English-speaking people?
Nearly half of the students found the teaching methods of the teacher interesting whereas 40% and 6,67% students felt teaching method normal and boring respectively
The effectiveness of a reading teacher's instructional methods plays a crucial role in enhancing students' reading skills Engaging and innovative teaching strategies significantly boost students' motivation to learn and excel in reading.
How do you feel about the teaching method of the reading teacher?
What do you think about the textbook and the curriculum being used for teaching reading skill at
What do you think about extra reading materials given by your teacher with a view to improving your reading skills in class as well as at home?
The charts illustrate the influence of textbooks, curriculum, and supplementary reading materials on students' reading skills Notably, only 30% of students found these resources engaging, while a mere 7% considered them easy to learn Additionally, 56.67% of students perceived these materials as average, while the remaining students described the textbooks, curriculum, and extra reading resources as tedious and challenging.
When content is overly complex, students may become disengaged or exhibit rebellious behavior, leading to ineffective reading sessions and hindering their development of reading skills.
First-year English majors at Haiphong Private University face various challenges in developing their reading skills, stemming from both individual and contextual factors Individually, students often have limited exposure to English, resulting in a constrained reading competency and insufficient vocabulary, which hinders their understanding of texts Additionally, a lack of time dedicated to reading practice and a tendency to prioritize entertainment over educational content further exacerbate their difficulties Despite access to foreign media, students fail to leverage these resources for academic improvement Furthermore, many are unaware of effective reading strategies, leading to boredom and passive engagement during reading tasks Contextually, the complexity of supplementary reading materials and unengaging teaching methods contribute to ineffective learning experiences, ultimately impeding their reading skill development.
3.2 Some suggested solutions to reading difficulties faced by first-year English majors at HPU
First-year students must recognize the importance of learning English early to build a solid foundation before their sophomore year They need to understand that improving their reading skills is crucial, as vocabulary challenges often hinder comprehension of English texts Rather than spending time on games or socializing, students should dedicate time to reading books or listening to English songs, which can both relax them and enhance their vocabulary Developing a habit of reading various materials, including online news, stories, or comics in English, is essential, as it is a proven method for vocabulary expansion Beginners can start with simpler texts, such as online or children's books It's important to note unfamiliar words, look them up, and learn from them According to Mojca (2017), enhancing reading skills offers numerous advantages for learners.
Reading promotes relaxation by encouraging stillness and comfort, often while seated As our bodies rest and our breathing slows, we immerse ourselves in the worlds and scenarios depicted in the text This focused engagement helps us to set aside other tasks and worries, ultimately leading to a significant reduction in stress levels.
Reading helps us build a better vocabulary
Summary
The research paper aimed to assist first-year English major students at Haiphong Private University in identifying the challenges they face in reading skills Additionally, it provided solutions for both students and teachers to effectively address these reading-related issues.
The analysis reveals that students face reading difficulties due to both individual and contextual factors Individually, students dedicate insufficient time to reading and lack the habit of engaging with English materials, such as news, stories, and comics Although they have access to foreign media, they primarily use it for entertainment rather than educational purposes Additionally, they struggle to apply effective reading strategies Contextually, the teaching methods and supplementary reading materials are often too challenging, leading to student disengagement and rebellious behavior These combined factors render reading sessions ineffective, resulting in significant challenges in developing reading skills.
All the individual and contextual factors considered inspired the researcher to give some useful suggested solutions to reading difficulties faced by first-year English majors at HPU.
Limitations
Despite the thorough preparation of this research, I recognized its limitations, particularly the lack of coverage for essential skills such as listening, speaking, and writing Additionally, the study did not include a diverse range of participants, as it was limited to a specific group at HPU The primary focus was on identifying the challenges faced in reading skills.
1 st year English majors at HPU
Recommendations for further study 46 REFERENCES I APPENDIX
This study acknowledges certain limitations, particularly in data collection, as the exercises were only administered to a small group of first-year students due to time constraints To enhance future research, it is recommended to expand the sample size and extend the data collection period.
This study significantly impacts the reliability and accuracy of data collected regarding first-year English majors at HPU, highlighting the need for further research on different student cohorts, such as second, third, or final-year students It primarily investigates the challenges faced in reading skills and proposes solutions, suggesting that future studies could explore other language competencies like speaking, listening, and writing Ultimately, the research aims to enhance the quality of teaching and learning, serving as a valuable resource for both educators and students at HPU.
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This questionnaire aims to investigate the factors contributing to reading difficulties among first-year English majors at Haiphong Private University Your responses will remain confidential and solely serve the research objectives We greatly appreciate your cooperation in this study.
Bảng câu hỏi này được thiết kế để nghiên cứu nguyên nhân gây khó khăn trong việc học kỹ năng đọc của sinh viên năm nhất tại Đại học Dân lập Hải Phòng Mọi câu trả lời của bạn sẽ được bảo mật hoàn toàn và chỉ sử dụng cho mục đích nghiên cứu Sự hợp tác của bạn sẽ được đánh giá cao.
Section I: Personal information (Thông tin cá nhân)
5 Years of learning English (Số năm học tiếng Anh):……… …
Section II: Questions (Câu hỏi)
1) Compared to other students in your class, what do you think of your English READING proficiency? (So với các sinh viên khác trong lớp, bạn nghĩ gì về trình độ đọc tiếng Anh của bạn?) a) Elementary (Cơ bản) b) Pre-intermediate (Tiền Trung cấp) c) Intermediate (Trung cấp)
IX d) Upper-intermediate (Trên trung cấp) e) Advanced (Cấp cao)
2) How much time do you spend on studying reading daily? ( Hàng ngày bạn dành bao nhiêu thời gian cho việc học đọc?) a) 30 minutes a day (Mỗi ngày 30 phút) b) An hour a day (Mỗi ngày 1 tiếng) c) Two hours a day (Mỗi ngày 2 tiếng) d) Other:………
3) Are you in a habit of learning new words completing reading homework assignments after each reading lesson in class? (Bạn có thói quen học từ mới để hoàn thành bài tập đọc về nhà sau mỗi bài học đọc trên lớp không?) a) Always (luôn luôn) b) Usually (thường thường) c) Sometimes (Thi thoảng) d) Hardly ever (Hiếm khi) e) Never (Không bao giờ)
4) Do you feel confident when communicating with foreigners with your current vocabulary? (Bạn có cảm thấy tự tin khi giao tiếp với người nước ngoài với vốn từ vựng hiện tại của bạn không?) a) Yes (Có) b) No (Không)
5) Do you apply reading strategies to deal with reading texts given in and at home? (Bạn có áp dụng các chiến lược học đọc để đối phó với việc đọc các văn bản ở trên lớp và ở nhà không?) a) Always (Luôn luôn) b) Usually (Thông Thường)
X c) Sometimes (Thi thoảng) d) Hardly ever (Hiếm khi) e) Never (Không bao giờ)
6) Do you often read a variety of English reading materials such as Internet news, printed newspapers, English storybooks and comics, etc to improve your reading skill? (Bạn có thường đọc các tài liệu tiếng Anh đa dạng như tin tức trên
To enhance your reading skills, how often do you engage with English-language content such as websites, newspapers, books, and comics? Your frequency can vary: you might always read (a), usually pick up something to read (b), occasionally read (c), hardly ever delve into English texts (d), or never engage with them at all (e).
7) Do you have a good exposure to English in school as well as out- of- school English class via various sources such as foreign TV programs, movies, cartoons, the internet, English music or interacting with English-speaking people? (Bạn có được tiếp xúc tốt với tiếng Anh ở trường cũng như lớp học tiếng
Nhiều người học tiếng Anh tiếp xúc với ngôn ngữ này qua các nguồn khác nhau như chương trình TV, phim ảnh, phim hoạt hình, internet, và âm nhạc Họ cũng có thể tương tác với người nói tiếng Anh Tần suất tiếp xúc có thể thay đổi, với các mức độ như luôn luôn, thường thường, thi thoảng, hiếm khi, hoặc không bao giờ.
8) How do you feel about the teaching method of the reading teacher? (Bạn cảm thấy thế nào về phương pháp giảng dạy của giáo viên môn đọc?)