INTRODUCTION
The rationale
Reading is essential for personal and professional success, as it empowers individuals to acquire knowledge, appreciate literature, and navigate daily tasks In today’s fast-paced world, the ability to read is crucial for adapting to rapidly changing technology and improving one’s quality of life This is why many believe that reading not only broadens horizons but also creates new opportunities for growth and learning.
Learning to read is a vital educational objective, especially in the context of acquiring a foreign language, where reading is one of the four essential skills students must develop The primary aim of teaching reading extends beyond accessing literature; it also focuses on enriching vocabulary and grammar knowledge, ultimately fostering students' communicative competence As Nunan (1999:249) emphasizes, a significant investment of time, money, and effort is dedicated to teaching reading in elementary and secondary schools worldwide, highlighting its importance in the educational process.
Despite reading being recognized as a key method for enhancing knowledge, there is growing concern in society about students' declining interest in reading This trend can be attributed, in part, to the allure of other engaging and appealing activities that capture students' attention.
2 entertainment such as video games, computer games or music videos; partly because they often read “the screen” of computers and not books
To succeed in life, extensive reading is essential, both in school and at home, as emphasized by English language educators at Dong Thap University However, many students struggle with reading, often reporting difficulties in concentrating and retaining information, leading to boredom and disinterest This raises important questions about the barriers to their reading engagement and the strategies that English language teachers can implement to inspire students to find enjoyment and value in EFL reading.
Motivation plays a crucial role in the success of second language acquisition, as highlighted by Ellis (2002) Higher motivation levels in students correlate with increased effort in language learning, ultimately leading to greater success, especially in reading The intrinsic motivation to read is particularly strong To foster a lifelong love for reading among students, the author of the study initiated research aimed at uncovering effective strategies to inspire this passion.
The research questions
The study is guided by two main research questions and three sub-questions as follows:
1.2.1 What concerns do the students have regarding self-study in reading?
To answer this question, the author of the study examines three sub-questions:
(1) Do the students self-study in English reading?
(2) Do the students find it necessary to learn reading English?
(3) What kind of help do the students need in learning English reading?
1.2.2 Does the teacher use of authentic materials motivate students to read?
The aims of the study
This study investigates the self-study concerns of first-year non-majored English students at Dong Thap University, focusing on the impact of authentic materials on their reading motivation Additionally, it aims to provide recommendations to assist learners in overcoming challenges and enhancing the teaching and learning of English as a Foreign Language (EFL) reading comprehension at the institution.
To achieve these objectives, a survey and an experiment were conducted, utilizing two questionnaires: one focused on assessing students' self-study habits in reading and the other aimed at evaluating their reading motivation.
The subjects of the study
The study focuses on 80 first-year English students and one English teacher at Dong Thap University, with detailed descriptions of the subjects provided in Chapter 3.
The scope of the study
The study is carried out in A2 level class from March 2017 to May 2017 at Language Center of Dong Thap University.
The academic and practical significance of the study
The author of the study firmly believes the research is worth doing for the following reasons:
The study reveals key insights into students' concerns regarding self-study, enabling teachers to adapt their instructional methods for enhanced effectiveness.
This research highlights the positive effects of authentic materials on students' reading comprehension in foreign or second languages The findings will guide teachers in selecting appropriate materials that enhance student motivation and make lessons more engaging and effective Additionally, this study suggests important implications for future changes and strategies in reading programs.
This research makes a valuable contribution to the field of second and foreign language education by exploring the impact of authentic materials on students' reading motivation, an area that has been relatively under-researched.
The findings of this study on the use of authentic materials for teaching reading in Vietnamese colleges may pave the way for future research on reading materials, offering valuable insights for educators, especially those at Dong Thap University.
The overview of the study
This study is comprised of six main chapters:
Chapter 1 of the thesis presents the introduction, outlining the rationale and objectives of the study, the subjects involved, and the scope of the research Additionally, it highlights the academic and practical significance of the findings.
Chapter 2, Literature review, is a brief summary of the literature relevant to the thesis topic
Chapter 3 describes the methodology employed in the study: the survey research This chapter includes a presentation of the research methodology, the research design, a description of the participants, research instruments and teaching materials In addition, the presentation of data collection procedures is introduced
Chapter 4 analyzes and discusses findings of the questionnaires from students‟ responses
Chapter 5 draws conclusion about the findings
Chapter 6 presents suggestions of improvement in teaching and learning of EFL reading comprehension at Dong Thap University so that both teachers and students at this college can enjoy their work
LITERATURE REVIEW
An overview of reading
Reading is very complex phenomenon Different authors view reading differently, so it is very difficult to define exactly what reading is
From the cognitive viewpoint (Day and Bumford, 1998:12), “reading is the construction of meaning from a printed or written message”
Similarly, Nuttall (1996:4) “reading means getting out of the text as nearly as possible the message the writer put into it”
Alyousef (2005) emphasizes that reading is an interactive process where the reader engages with the text to derive meaning and utilize various types of knowledge.
Besides, Alderson (2000:28) aslo defined reading as “ an enjoyable, intense, private activity, from which much pleasure can be derived and in which one can become totally absorbed”
The author of this study defines “reading” as a tool for the teachers convey not only the skills to read but aslo background knowledge in real life
Reading involves comprehending written texts, where readers utilize background knowledge, vocabulary, grammatical skills, and experience with various texts to enhance understanding This process encompasses two interconnected elements: word recognition and comprehension Word recognition is the ability to identify how written symbols relate to spoken language.
7 language Comprehension is the process of making sense of words, sentences and connected texts
Reading serves various purposes, each shaped by the reader's intent According to Nutall (1996), the primary reasons for reading can be categorized into three main purposes: survival, learning, and pleasure.
Reading serves various purposes, including survival, learning, and pleasure Survival reading is driven by the need to gather information relevant to daily life, while learning-focused reading typically occurs in educational settings with specific goals in mind In contrast, reading for pleasure is a voluntary activity that enhances enjoyment without any obligations According to Nuttall (1996), these distinct types of reading highlight the fundamental reasons behind our engagement with texts.
(2) The transfer of meaning from one mind to another;
(3) The transfer of a message from writer to reader;
(4) How we get meaning by reading;
(5) How the reader, the writer and the text all contribute to the process
Currently, there have been three different models of reading being employed They are Top-Down, Bottom-Up and the Interactive model
Bottom-Up processing involves readers constructing meaning from the smallest text units, progressing from letters to words and then to sentences while closely analyzing syntax and vocabulary This decoding process, although often associated with slower readers, may also occur when a reader's schema knowledge is insufficient.
Top-Down processing involves deriving the overall meaning of a text by utilizing contextual clues and the reader's existing schema knowledge This approach allows readers to leverage their prior knowledge to anticipate the information they will encounter in the text Typically, Top-Down processing is linked to proficient readers who are able to read swiftly and effectively.
Nuttall (1996) stated that both Bottom-Up and Top-Down are used to complement each other Sometimes one predominates, sometimes the other, but both are necessary
The interactive model provides the most comprehensive understanding of the reading process, emphasizing that comprehension is constructed through the interaction of various knowledge sources with the text (Lee & VanPatten, 1991) Nuttall (1996) further elaborates that readers utilize their background knowledge and world understanding to grasp the writer's intended meaning As readers engage with a text, they continuously test their knowledge, employing both Top-Down and Bottom-Up processing The Top-Down approach allows readers to predict meanings, while the Bottom-Up approach helps verify those predictions Nuttall (1996) notes that readers frequently shift between these strategies, consciously choosing which method to apply, highlighting the importance of both approaches in effective reading.
Intensive and extensive readings are described traditionally as two complementary approaches in reading
In terms of intensive reading, Palmer (1917), quoted in Day and Bamford, (1998) considered it as the careful reading of short, complex texts for detailed understanding and skills practice
Nuttall (1996:38) describes intensive reading as a guided approach where students engage with a text under the supervision of a teacher or specific tasks that encourage deep focus This method seeks to uncover both the meaning of the text and the process of meaning-making itself The goal of intensive lessons is to equip students with strategies that can be applied to other reading materials in the future.
Extensive reading, as defined by the Longman Dictionary of Language Teaching and Applied Linguistics, aims to foster good reading habits, enhance vocabulary and structural knowledge, and cultivate a love for reading Michael West (1995, cited in Day and Bamford, 1988) concurred with this definition, referring to extensive reading as "supplementary." Similarly, Mikulecky (1990, quoted in Day and Bamford, 1998) described it as "pleasure reading."
Reading, regardless of the terminology used, focuses on achieving comprehensive understanding rather than merely decoding words or analyzing grammar The goal is to encourage students to read extensively and enjoy the process Typically, this approach involves engaging with a significant volume of longer, easily comprehensible texts, primarily outside the classroom and tailored to the students' reading levels.
Literature on motivation
What do theorists and researchers think of the role of motivation in teaching and learning a foreign language?
Connie Frith (1998) pointed out that motivation is “paramount” to student‟s success, in other word; it is a key to learning a second language
Day and Bamford (1998) shared the same ideas: motivation has a strong effect on reading of students
Ellis (2002) also believed that motivation is one of the important factors determining the success of second language attainment
Dornyei (2001) stated that without sufficient motivation, even the best learners are unlikely to continue long enough to attain any useful language
Student motivation plays a crucial role in the success of teaching programs, particularly in fostering a strong desire to read Understanding the concept of motivation and its components is essential for enhancing reading engagement among students.
Motivation is an intrinsic force that drives learners to study diligently and effectively, as highlighted by the study's author Additionally, various renowned authors have contributed to the definition of motivation, further emphasizing its significance in the learning process.
Good and Brophy (1990: 360) defined motivation in terms of needs They are “the need for achievement, the need for affiliation incentives, habit, discrepancy and curiosity”
Robert Franker (1998 cited in Day and Bomford 1998) gave a definition as follow:
Motivation is the driving force that compels individuals to take action, while a lack of motivation leaves them uninspired and inactive A motivated person is energized and directed toward achieving specific goals, whereas an unmotivated individual feels no urge to engage or pursue any tasks.
Keller (1983) identified that motivation encompasses two fundamental dimensions: the magnitude and direction of behavior This means it pertains to the choices individuals make and the level of effort they are willing to invest.
Wigfield and Guthrie (1995) proposed the theory about reading motivation According to their theory of reading motivation in 11 reading motivation is divided into three categories that consist of 11 sub-components:
Competence and Reading Efficacy (1) reading efficacy
Achievement Value and Goals Intrinsic motivation
(9) reading for grades Social Aspects of reading (10) social reasons for reading
The first component emphasizes reading efficacy, which refers to individuals' confidence in their reading abilities, alongside reading challenge, highlighting the fulfillment gained from grasping complex concepts within texts Additionally, it addresses reading work avoidance, reflecting students' aversions to certain aspects of reading.
Intrinsic and extrinsic motivation play a crucial role in reading engagement Intrinsic motivation encompasses reading curiosity, which is the desire to explore ideas through reading, and is closely linked to an individual's interest in reading (Renninger, 1992; Schiefele, 1996) Additionally, reading involvement highlights the enjoyment derived from engaging with various texts, as noted by Wigfield and Eccles (1992) The importance of reading reflects a reader's perception of its significance to their identity Furthermore, competition in reading involves an individual's drive to excel compared to others, while reading recognition pertains to the acknowledgment of one's reading achievements.
12 to forms of recognition such as teacher of peer approval Reading for grades refers to the teacher‟s evaluation of learners‟ reading performance
Wigfield and Guthrie (1995) built the last category based on the assumption that
Reading serves as a social activity for students, as they often engage in reading within group settings to fulfill social objectives This social aspect of reading involves sharing interpretations of texts with significant individuals, such as friends and family Additionally, reading compliance refers to the texts assigned by teachers that students are required to read.
Based on these theoretical aspects of reading motication Wigfield and Guthrie (1995) developed the Questionnaire for Reading Motivation (see Appendix 3)
There are many ideas of what motivation is Different definitions of the concept
Motivation is understood through various lenses, including psychology, sociology, and linguistics According to Gardner (1985), motivation encompasses both the effort and desire to learn a language, along with positive attitudes toward the learning process This comprehensive definition highlights the importance of both intrinsic and extrinsic factors in language acquisition.
The thesis author values the reading motivation theory proposed by Wigfield and Guthrie, intending to adopt their perspective to adapt the Motivation of Reading Questionnaire for the study.
Experts widely acknowledge the significance of understanding the multifaceted nature of motivation, emphasizing that it should not be viewed as a singular concept This diverse perspective leads to the identification of various types of motivation, highlighting its complexity and the multiple factors that influence it.
Keller (1983) developed a motivation design model that focuses on the key elements influencing student motivation He emphasizes the importance of teachers first capturing learners' attention and then demonstrating the relevance of the material being taught.
The ARCS Model of Motivational Design focuses on addressing students' personal goals and needs, fostering both confidence and satisfaction in their learning journey By enhancing motivation through its four key components—Attention, Relevance, Confidence, and Satisfaction—this model effectively encourages students to engage more deeply with their education.
Ames (1992) developed Goal Orientation Theory, which encompasses two main components: mastery goals and performance goals Mastery goals emphasize the importance of learning and understanding content, while performance goals prioritize the demonstration of abilities and the attainment of high grades.
Similarly, according to Goal Setting Theory (Locke & Latham, 1990, cited in Brown
In 1994, research indicated that individuals engage in actions driven by specific purposes, necessitating the establishment and pursuit of goals It was found that goals characterized by specificity and difficulty yield the highest performance, provided that the individual demonstrates commitment to these goals.
Gardner and Lambert (1972) identified two types of motivation in language learning: integrative and instrumental Integrative motivation focuses on the desire to connect with and immerse oneself in the cultures of native speakers In contrast, instrumental motivation emphasizes the practical benefits of language proficiency, such as improved career opportunities and potential for advancement.
Literature of authentic materials
Concerning authentic materials, there are also many different definitions about them
Young (1993) defined authentic materials as “unedited, unsimplified materials written for native speakers.”
Wallace (1992) emphasized that authentic materials are created for native speakers, highlighting their unique characteristic of being real-life texts that utilize genuine language.
Thornbury (2001) aligns with the views of Young and Wallace, enhancing the understanding of authentic materials by providing a comprehensive list of sources These sources include newspapers, songs, literary texts, the Internet, theater programs, brochures, news broadcasts, and leaflets, all of which contribute to the richness of authentic learning materials.
According to Peacock (1997), they are “ materials they have been produced to fulfill some social purposes in the language community.”
Authentic materials, despite varying definitions, share a common goal of exposing students to real language relevant to their community The sources of these materials are limitless, with the most common being the internet, newspapers, magazines, songs, literary texts, theater programs, brochures, news broadcasts, and leaflets.
2.3.2 Advantages of authentic reading materials in the classroom
We have seen that in the last few decades, the use of authentic material in EFL classroom has considerably increased This increase has evolved the following advantages
Authentic materials provide readers with genuine information about the world, enhancing their understanding of real-life contexts This approach enables students to engage with the target language as it is used in everyday situations, fostering a more meaningful learning experience beyond the classroom.
In 1989, the significance of using authentic materials in education was emphasized, as they enliven content and subject matter for learners These materials create a vital link between the classroom and the real world, equipping students with the skills needed to navigate real-life situations beyond their academic environment.
Guariento and Morley (2001) stated that getting real information from a real text can be motivating “therefore, increasing student‟s motivation for learning by exposing them to real language”
Secondly, these materials feature a diverse range of texts that closely align with students' interests and needs, allowing them to select what they want to read When students engage with texts that captivate their interest, teachers can more effectively involve them in reading classes, fostering a genuine desire to read Consequently, Swaffar (1985) and Young (1989) assert that authentic texts provide not only engaging content but also enhance the learning experience.
Reading a diverse range of authentic materials is essential for students to enhance their language skills and improve reading comprehension As noted by Nunan (1989), increased exposure to various texts enables learners to develop stronger reading abilities, ultimately leading to greater success in understanding written content.
Authentic materials significantly enhance student motivation, as highlighted by Ruth and Yapp (1991) in Day and Bamford (1998) Providing engaging materials and incorporating diverse, interesting activities are essential components of an effective reading program.
Day and Bamford (1998) emphasized the benefits of using authentic materials in language teaching, particularly in reading instruction They argued that such materials are not only interesting and engaging but also culturally enlightening and relevant, which enhances motivation among learners Additionally, authentic materials can foster a love for reading by encouraging enjoyment in the process.
Nuttall emphasizes that authentic texts serve as a powerful motivation for learners, as they demonstrate that language is utilized for real-life purposes by actual individuals (1996:172).
Utilizing authentic materials in the classroom offers numerous benefits, making them appealing for educators According to Bacon (1992), as referenced by Young (1993), authentic texts have emerged as a crucial source of "input" for effective learning.
2.3.3 Disavantages of authentic reading materials in the classroom
Alongside with these benefits, authentic materials contain some disavantages
Unlike textbooks which can be updated or replaced, authentic materials such as news, stories and articles can become outdated very quickly
According to Richard (2001), authentic materials can present challenges due to their complex language structures, difficult vocabulary, and unnecessary terms, creating difficulties for both teachers and low-level students.
Authentic materials can pose challenges due to their cultural bias, necessitating a solid understanding of cultural context for effective comprehension (Martinez, 2002) Furthermore, the mixing of various structures within these texts can create additional obstacles, particularly for lower-level learners who may struggle to decode the content.
Authentic materials can sometimes demotivate learners rather than inspire them Rivers (1981) emphasizes that introducing students to reading materials that exceed their current comprehension abilities can lead to a loss of confidence, as they may struggle with contextual guessing.
2.3.4 The criteria for selecting authentic materials
When utilizing authentic materials in education, it's crucial to address potential challenges by thoughtfully selecting resources that align with students' abilities Appropriate tasks and teacher support are essential for effective implementation As Senior (2005) emphasizes, having a clear pedagogical goal is vital to ensure that the intended learning outcomes from these materials are achieved.
Nuttall (1996) gave five main criteria for choosing materials to be used in the classroom They are suitability of content, exploitability, readability, variety and presentation
Does the text make the student interested?
Is the text relevant to student‟s need?
Does the text represent the kind of material that the
19 students will use outside the classroom?
Can the text exploited for teaching purposes?
For what purpose should the text be exploited?
What skills/strategies can be developed through exploiting the text?
Is the text too easy or difficult for the students to read?
Does the text contain too many complex structures?
How much new vocabulary does the text include? Is it relevant?
Is a variety of text used?
Does the text look authentic?
Does the text look attractive?
Does the text catch the students‟ attention?
Does the text make students want to read more?
Figure 2.1: Criteria in selecting authentic reading materials
METHODOLOGY
Methods of research
The study was carried over three month-period, from early March 2017 to May 2017 at Language Center of Dong Thap University This research conducted in two approaches survey and experiment
Surveys play a crucial role in language education by facilitating research and informing curriculum development, as noted by Brown (1997) They are effective tools for addressing research questions that seek to describe, explain, or explore various aspects of individuals, including their characteristics, attitudes, views, and opinions Additionally, Coben and Manion (cited in Numan, 1994:140) highlight that surveys are valuable for gathering insights into people's attitudes, opinions, habits, desires, beliefs, and other relevant information.
This study utilized a data collection method to gather background information on subjects, including their gender, age, hometown, and duration of English learning The primary aim of the survey was to explore participants' self-study habits, their attitudes toward reading, and their expectations from teachers Conducted prior to the experimental period, the survey sets the stage for the subsequent implementation of authentic materials in the classroom.
An experimental study involving 80 first-year students and their English teacher was conducted to assess the impact of authentic materials on reading motivation Spanning nearly three months from March to May 2017, the experiment provided students with ample time to engage with the materials and enhance their reading skills.
In a study involving 80 first-year students, participants were randomly divided into two groups based on a class list The control group, consisting of 40 students (numbers 1 to 40), received no treatment, while the experimental group, made up of the remaining 40 students (numbers 41 to 80), underwent a specific treatment Both groups completed the same questionnaire twice, before and after the treatment, to assess changes in their reading motivation and behavior towards reading information.
Pre-questionnaire for investigating reading motivation
Students in both groups were asked to respond to the questionnaire for investigating reading motivation and check their reading motivation levels at the beginning
- The control group: no treatment given
- The experimental group: treatment applied
Treatment method: The authors of the research divided the experimental group into
Ten small groups, each comprising five students, selected their preferred reading materials provided by the study's author After each group member completed their readings, they shared the materials with other groups, fostering collaborative learning and diverse insights.
Students diligently read all the materials provided by the author and submitted weekly reading diaries to their teachers Each diary entry included the title, author's name, publication year, and a summary of the books or texts they had read.
Post-questionnaire for investigating reading motivation
Following the completion of the experimental phase, students in the experimental group completed a questionnaire designed to assess their reading motivation To maintain engagement and prevent monotony, the sequence of the questions was rearranged This process was part of a structured experimental timeline.
Table 3.1: The experiment timeline and the research schedule
March 6, 2017 Administering the questionnaire for investigating reading motivation for both the control and experimental group
March 10, 2017 Implementing authentic materials for the experimental group
April 10, 2017 Implementing authentic materials for the experimental group
May 10, 2017 Implementing authentic materials for the experimental group
Administering the questionnaire for investigating reading motivation for both the control and
March 1 , 2017 - Administering a questionnaire for investigating reading problems for 80 students
March 6 , 2017 - Administering a questionnaire for investigating reading motivation for both the control and experimental group
March 10, 2017 - Implementing Authentic materials for the experimental group
- Control group was given reading lessons in the course book -Fact and Figures
April 10, 2017 - Implementing Authentic materials for the experimental group
- Control group was given reading lessons in the course book-Fact and Figures
May 10, 2017 - Implementing Authentic materials for the experimental group
- Control group was given reading lessons in the course book-Fact and Figures
June 15, 2017 - Administering a questionnaire for investigating reading motivation for both the control and experimental group
Research design
This section describes the design of the study in three parts: (1) the subjects involved in the study; (2) the instruments; and (3) the authentic materials used for the experimental group
3.2.1 The subjects of the study
The research conducted between March and May 2017 involved one English teacher and 80 first-year Vietnamese students at Dong Thap University during the second semester of the 2016-2017 academic year The participants were divided into two groups for the study.
A total of 50 students were randomly divided into two groups, with each group serving as its own control Prior to the treatment, both groups completed a questionnaire without authentic material, allowing for a one-week interval between assessments.
A summary of characteristics of learner subject in terms of gender is presented in Figure 3.1 male, 29%
Figure 3.1: A summary of learner’s gender
The above figure shows that of all the respondents 23 (29%) were male and 57 (71%) were female In other words, nearly two-thirds of them are girls
In term of age, all students (100%) were from 18 to 22 At this age students are young and active, so they can enjoy many advantages in acquiring a language
Table 3.2: A summary of learner’s age
Concerning students‟ hometown Figure 3.2 will clearly summarize where learners come from
Figure 3.2: A summary of learner’s hometown
The study involved learners from six provinces, with 3 learners (3.75%) from Tien Giang, 2 learners (2.5%) from Ben Tre, and 3 learners (3.75%) from Vinh Long Additionally, there was 1 learner (1.25%) each from Kien Giang and Tra Vinh The remaining participants were from other provinces.
A significant 87.5% of learners at Dong Thap University are from the local area, reflecting the institution's commitment to addressing regional educational needs This trend is driven by the desire of many students to study in their hometown to contribute positively to their community.
Among 80 students who come from Dong Thap province there are 30 students who live in Cao Lanh District, while the rest live in different districts of Dong Thap Here is a summary of the number of students from Dong Thap
Figure 3.3: The number of students from Dong Thap
A total of 70 students from six districts in Dong Thap, including Cao Lanh, Thap Muoi, Tam Nong, Lap Vo, Lai Vung, Sa Dec, and Chau Thanh, are represented in this study Notably, 48 of these learners, accounting for 60%, reside in boarding houses, as illustrated in Figure 3.2.
Cao Lanh Thap Muoi Tam Nong Lap Vo Lai Vung Sa Dec Chau
Cao Lanh Thap Muoi Tam Nong Lap Vo Lai Vung Sa Dec Chau Thanh
Approximately 28% of students reside in dormitories, while 40% live with their families, indicating that a significant number of students are away from their homes This distance can lead to various challenges for students, impacting both their daily lives and academic performance.
Figure 3.4: A summary of learners’ living conditions
All 80 students at the university have prior experience in learning English, with none having studied the language for less than one year This indicates that all students possess a substantial foundation in English, having learned the language for at least one to three years As a result, they have a general knowledge of English that supports their academic pursuits.
Table 3.3: The duration of learning English
Stay in the boarding houses or in the dormitory
The researcher, who also served as the teacher in this study, has over six months of teaching experience at the Language Center of Dong Thap University She obtained her BA in English education from Dong Thap University in 2015 and is currently enrolled in an MA TESOL program at Vinh University.
This section offers an overview of the physical environment, faculty qualifications, and the English reading curriculum for first-year students at Dong Thap University, along with the contemporary approaches to teaching reading skills It aims to furnish essential background information necessary for comprehending the issues addressed in the thesis.
3.2.2.1 Physical conditions at the Dong Thap University
The physical environment of a school significantly impacts student learning, as students are deeply influenced by their sensory experiences in the classroom Consequently, it is essential to maintain an inviting and conducive atmosphere for effective study.
Dong Thap University, established on January 10, 2003, is one of four public colleges in Dong Thap province, located at 782 Pham Huu Lau Street, Ward 6, Cao Lanh City The university offers a diverse range of academic programs, including six master's degree majors, 33 undergraduate majors, and 19 college-level majors As of the end of 2016, Dong Thap University had an estimated student enrollment of 13,961.
The facility comprises four buildings featuring 120 classrooms, eight laboratories, and four spacious halls Each classroom is designed for comfort, equipped with a board, four electric fans, five lights, a teacher's desk, and student seating arranged in four series across 13 rows Additionally, there are five audiovisual labs available for enhancing listening and speaking skills.
3.2.2.2 The characteristics of teaching staff
Teachers play a crucial role in the learning process of students, making it essential to examine the teaching staff at Dong Thap University.
Dong Thap University employs a total of 591 teachers, all of whom have a minimum of four years of experience in teaching English Within the Foreign Language Teacher Education Faculty, there are 25 educators, including 4 with Ph.D degrees, 16 holding Master's degrees, and 2 possessing Bachelor's degrees.
DATA ANALYSIS AND FINDINGS
Learner's responses to the questionnaire for investigating their reading problems 42
4.1.1 Learners’ responses to their self-study in their learning English and English reading
Learners' self-study was measured by five questions (from 8 to 12) The first two questions were closed-ended questions Learners were asked tick off one choice
Question 8: Do you spend your time on self-study?
Question 8 was concerned with learners' self-study Unfortunately, up to 44 (55%) respondents reported that they did not spend time on learning, whereas only 36 (45%) learners spent time on self-study
Question 9: Do you spend your time on self-study English?
Figure 4.2: Learners' self-study English
Similarly, for question 9 which focused on self-study English, over half of the learners (55%) said that they did not save their time to self-study English The remaining
36 learners (45%) reported that they used their time at home to learn English what would happen if learners spent no time at home reviewing or practicing the lesson?
Question 10: Do you spend your time on self-study in English reading? If yes, why? And If no, why not?
Figure 4.3: Learner’s self-study in English reading
The remaining 30 (38%) respondents said "yes" for question 10
If we compared the students' responses of 3 questions 8, 9, and 10, we figured out that the percentage of lack of self-study increased See Figure 4.4
Figure 4.4: Comparison of learners' self-study habit
A significant barrier to effective English reading among learners is the lack of self-study Consequently, it is essential for teachers to foster motivation and encourage a passion for reading in their students.
In response to question 10, which was open-ended, students provided detailed explanations for their affirmative and negative responses regarding self-studying in English reading Each student offered multiple reasons, leading to a comprehensive summary of the factors influencing their decision to engage in self-study.
Self-study Self-study in English Self-study in English reading
Table 4.1: Reasons for self-study in English reading Reason for self-study in English reading Total of respondents (N0t)
Reading to fulfill the course 16 53.3 %
Reading to get high marks in the exam 4 13.3 %
Reading useful for their jobs 6 20 %
Reading helps them to understand about lifestyles and cultures of English speaking countries
A significant 53.3% of respondents indicated that they study English reading primarily to meet course requirements, demonstrating a strong extrinsic motivation among students This high level of endorsement suggests that learners are driven by the desire to pass exams and complete their education, highlighting that the majority engage with English as a necessary academic obligation imposed by their school.
As to the second reason, there were 4 learners (13.3%) who stated that they learn reading to get high marks in the exam
Twenty percent of learners, or 6 individuals, indicated that they practice reading at home due to its relevance to their jobs, highlighting their awareness of the necessity to read professional documents in English related to their fields of study.
In regards to reading for enjoyment, only 2 learners (6.7%) found that reading is enjoyable This percentage was rather low
The respondents to the last reason "to understand about lifestyles and cultures of English speaking countries" There were only 2 (6.7%) respondents approved of this reason
Most students do not genuinely enjoy reading; instead, they often read for external reasons rather than personal interest This lack of passion contributes to their perception of reading as uninteresting and makes it challenging for them to engage with lengthy texts.
For the majority of the respondents who did not spent time on reading there were three main causes to explain this
Figure 4.5: Reasons for not self-study in English reading
According to the survey results presented in Figure 4.5, 40% of respondents emphasized that speaking and listening skills are more important than reading Additionally, 32% of learners indicated that a lack of reading materials hindered their reading habits, while only 28% cited a lack of time as the reason for not reading.
In conclusion, the findings from question 10 indicate that time is not the primary barrier hindering students from self-studying English reading Instead, learners often prioritize speaking and listening skills over reading, and they also face a shortage of reading materials Furthermore, their motivation to study English reading is influenced by a mix of factors.
Speaking and Listening more important
Many individuals learn English for various interconnected reasons, such as enhancing their studies or advancing their careers, while some also pursue it for personal enjoyment However, the number of students who engage in reading for pleasure remains relatively low, primarily due to a lack of intrinsic motivation Consequently, educators need to carefully consider strategies to foster a love for reading among students.
Question 11: How often do you self-study in English reading?
Table 4.2: The frequency that students self-study in English reading?
Question 11: How often do you self-study in
English reading? Total of respondents ( N0t)
Number of learners giving feedback Percentage
In response to question 11, 73.3% of respondents indicated that they read approximately once a week, while 16.7% dedicated time to reading every day Meanwhile, 10% of participants reported reading infrequently, only about once a month.
The next question (question 12) was concerned with time that learners invested for reading when they read The following figure will illustrate clearly the results
Question 12: When you read, how much time do you often spend on reading?
Figure 4.6: Time invested for reading
The results from questions 11 and 12 indicate that learners' self-study efforts in English reading are insufficient, and the amount of time dedicated to reading is minimal.
4.1.2 Learners' attitudes toward learning English and reading
This part consisted of five closed-ended questions (from questions 13,14,15,16 and
17) It required them to tick for one choice It aimed at finding out learners' attitudes toward learning English and reading
Question 13: Do you like studying English?
Figure 4.7: Learners' interest in learning English
In today's world, the importance of English is undeniable, with 64% of learners expressing a fondness for studying the language This statistic highlights that a significant majority recognize the vital role English plays in their education, while only 36% of respondents indicated a lack of interest.
Question 14: Which language skill is important in your learning English?
Figure 4.8: Learners' evaluation for language skills
A significant 42.5% of learners view speaking as the most crucial language skill, followed by listening at 23.8% In contrast, only 20% prioritize reading, while writing is considered the most important skill by just 13.7% of learners.
Question 15: Do you like English reading?
Figure 4.9: Learner’s attitudes toward reading Question
16: Do you find it necessary to learn English reading?
43 %Very necessary Rather necessary Necessary Unecessary
Figure 4.10: Learners' opinions of reading
Despite a general aversion to reading among many learners, a significant number recognized its importance In a survey, 4% of students deemed the English reading program "very necessary," 6% considered it "rather necessary," and 47% found it "necessary." Conversely, 43% of respondents felt that the program was not essential for their studies.
Question 17: What do you think of the role of extensive reading to your process of learning English?
Figure 4.11: Learner’s opinion of extensive reading necessary" and 44% "necessary" It made a total of 61% of the first-year learners supporting extensive reading tasks
Question 18 concerned the learners'efforts on reading It was quite different from what the researcher thought Have a look at Figure 4.12
39 %Very necessary Rather necessary Necessary Unecessary
Question 18: Do you put a lot of effort into reading?
Figure 4.12: Learners' responses to reading efforts
A concerning 57% of respondents reported that they did not put forth their best effort in studying English reading, while only 43% indicated that they made a significant effort to improve their reading skills.
Despite students recognizing the significance of reading in their education and careers, their lack of motivation indicates a negative attitude towards the activity As a result, it is essential for teachers to implement effective strategies to inspire and engage students in reading, addressing this ongoing issue.
Question 19: In your opinion, to improve the learning and teaching of reading comprehension, what should be done?
Table 4.3 The learner’s suggestions to the teacher Learners' suggestion Total of respondents (Nt)
Number of learners giving feedback
1 Teacher should organize more classroom activities such as playing games, guessing meaning of new words
2 Teacher should explain vocabulary as much as possible before reading
3 Teacher should supply supplementary reading material related to students' major
4 Teacher should provide interesting, up- todate reading materials that are suitable for students' level for them to read at home
5 Let students share their reading materials with their classmates
Learners‟ responses to the questionnaire for investigating reading motivation
In any kind of measurement, reliability takes an important role It concerns how the students interested in their reading English is as well as their purposes on this
4.2.1 Levels of reading motivation of the experimental group
In Chapter 1, it was hypothesized that the use of authentic materials would enhance students' reading motivation To test this hypothesis, an experiment was conducted, employing the t-test to analyze motivation changes between two groups As noted by Herbert and Elana (1989), the t-test is a statistical method used to compare the means of two groups, with one group receiving a specific treatment while the other does not.
The study highlights the importance of determining the confidence level of researchers regarding the differences observed between experimental and control groups, ensuring that these differences are attributed to the treatment rather than chance (Herbert and Elana, 1989) Table 4.6 illustrates the mean values of the experimental group before and after the treatment, providing a clear comparison of the effects.
Table 4.5: Paired Samples Statistics of the experimental group
Following the experimental phase, the average score of the experimental group significantly rose from 1.8500 to 2.3837, demonstrating a positive correlation between the use of authentic materials by teachers and students' reading motivation.
4.2.2 Levels of reading motivation of the control group
Table 4.6: Paried Samples Statistics of the control group
Prior to treatment, the control group's mean score was 2.0508 with a standard deviation of 0.4804 Following the treatment, the mean score slightly increased to 2.0683, with a standard deviation of 0.4550 These results indicate that the mean scores remained relatively consistent, suggesting no significant changes in reading motivation between the pre- and post-questionnaires.
4.2.3 The comparison about the mean scores between the experimental and control group
Table 4.7 Statistics comparison of two groups
Questionnaire Group Number Mean Std